School Improvement Plan

  • Goal 2: Whole Child, Thriving, Confident, Responsible Individuals

    Focus Area: No Exclusionary Discipline

    Spring 2022: 92% of Thomas Jefferson scholars have received no exclusionary discipline

    Goal for the 2022-23 School Year: All groups are above 96% 

    Focus Area: Regular Attendance

    Spring 2022: 44% of Thomas Jefferson scholars attended school regularly.

    Goal for the 2022-23 School Year: All groups are above 90% in regular attendance. 

    Signature Strategies:

    • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects.

    • Ensure systems for social-emotional support (Culturally Responsive PBIS, Second Step, SEL integrated throughout, Character Strong, Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught, provided with frequent feedback to implement with fidelity.

    • District, school, and classrooms levels actively analyze and plan with data, disaggregated by race and programming, pertaining to scholar engagement, attendance, and achievement.

     

    Goal 5: Persistence To Graduation, High School Graduation Through Successful Transitions

    Focus Area: ELA SBA

    Spring 2022: 49% 

    Goal for the 2022-23 School Year: 68%

    Focus Area: Math SBA

    Spring 2022: 15% 

    Goal for the 2022-23 School Year: 45%

    Signature Strategies:  

    • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects.

    • Develop and implement, in collaboration with families and scholars, a clear and specific vision and plan for family-scholar-school-district partnerships through the use of ongoing Panorama survey data and the presence of family and scholar voice representation on school and district leadership teams and advisories.

    • Ensure fidelity of implementation of the DuFour PLC model using disaggregated data to guide instructional planning, evidence-based professional collaboration, and cycles of inquiry in support of the progression of learning for all student-scholars.