School Innovation & Improvement Plan
Outcome goals for this academic school year
School Innovation and Improvement Plan At-a-Glance
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2020-21
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Lynbrook Elementary School
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Region 3
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Kathleen Sain, Principal
Strategic Plan Goal 1: Student Success
End of Year SMARTR Outcomes: Reading and Mathematics
The percentage of students with disabilities that pass the 2021 Reading SOL will increase by 10%. The percentage of students that pass advanced on the 2021 Reading SOL will increase by 10%. The percentage of students with disabilities that pass the 2021 Math SOL will increase by 10%. The percentage of students that pass advanced on the 2021 Math SOL will increase by 10%.
Strategy 1: Staff will use ongoing student data to plan small group and individual instruction and respond using a flexible workshop model in various settings: synchronous, asynchronous, and in person.
Goal-Oriented and Resilient; Academic Support
Strategy 2: Staff will design and implement engaging learning opportunities (tasks) for students in various settings: synchronous, asynchronous, and in person.
Communicator and Collaborator; Relationships and Access to Rigor
Strategy 3: Staff will develop and use strategic processes to increase self-awareness and agency as active participants in the learning process for themselves and students in various settings: synchronous, asynchronous, and in person.
Critical and Creative Thinker; Academic Support and Access to Rigor
Strategic Plan Goal 2: Caring Culture
End of Year SMARTR Outcome: Family Engagement
The percentage of families who complete a family engagement survey will increase to 50 percent.
Strategy 1: Staff will partner with families and community members to amplify parent voice and foster shared decision-making in their children’s education.
Communicator and Collaborator; Relationships
Strategic Plan Goal 3: Caring Culture
End of Year SMARTR Outcome: Access & Opportunity
By June 2021, 100% of staff will participate in six learning opportunities designed to help understand how our personal and school-wide interactions contribute to office referrals that disproportionately identify Black and Latinx male students in school, local and national trends.
Strategy 1: Staff will evaluate the existing referral process to highlight ways in which it contributes to inequitable school experiences and analyze staff participation within the system.
Ethic and Global Citizen; Access and Opportunity