School Innovation & Improvement Plan

• 2024-25
• Oak View Elementary School
• Region 4
• Sarah Brooker, Principal
• Lora Adams, Assistant Principal
• Raegan Hanson, Assistant Principal
   

Reading by 3rd Grade

Outcomes

• By June 2025, ELD students in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase from fall 2024 to spring 2025 by 5 percentage points.
• By June 2025, students in grades K-3 meeting or exceeding VALLSS screener benchmarks will increase from fall 2024 to spring 2025 by 5 percentage points.                        

Strategies

• Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs.
• Leverage use of daily, explicit language comprehension lessons from the new core curriculum for building knowledge and vocabulary.
• Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.                            

Elementary School Math

Outcomes

• By June 2025, 58% of students with disabilities in grades (K-6) will meet spring math screener benchmarks.
• By June 2025, 81% of students in grades K-6 will meet spring math screener benchmarks.                            

Strategies  

• Increase students' self-efficacy around the ability to be successful in mathematics.
• Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
• Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.                       

Discipline

Outcome

By June 2025, the percentage of defiance and work refusal behavior referrals (staff and office managed) will decrease from 40% to 35% of referrals.                            

Strategies

• Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports which will provide targeted interventions to students at different level of need.
• Prioritize SEL skills among leaders and staff by modeling SEL behaviors, fostering empathy, and promoting positive relationships. Facilitate structured staff collaboration through CLT processes to share insights and strategies for supporting students' growth. Actively seek and elevate staff voice to cultivate a positive and affirming school culture that promotes student engagement and well-being.
• Implement Leveled Responses to Student Behaviors: Staff Managed for classroom issues, Office Managed for interventions beyond. Provide clear guidelines for consistency and effectiveness, promoting division-wide behavior management. Utilize the office-managed/staff-managed document consistently.