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

Focus Area: No Exclusionary Discipline

Spring 2022: 83% of Evergreen scholars have received no exclusionary discipline

Goal for the 2022-23 School Year: All groups are above 91% 

Focus Area: Regular Attendance

Spring 2022: 41% of Evergreen scholars attended school regularly.

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

Signature Strategies:

• Use principles of UDL to design learning that provides challenge, attainability, and access to grade-level standards for each scholar.

• Elevate scholar voice and ownership (e.g., Scholar Advisories) by integrating scholar' knowledge, culture, experience, and feedback into school planning, instruction/ projects, assessment, and classroom norms.

• Implement Culturally Responsive PBIS with an emphasis on eliminating racial and programmatic disproportionality through positive reinforcement and alternatives to exclusionary discipline.

• Promote a growth-mindset by attributing learning success to effort and self-regulation using school-wide strategies (e.g., AVID) and insisting upon and rewarding persistence to mastery.  

•  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.

Goal 4: Content-Area Competence, Mastery of All Subjects

Focus Area: ELA SBA

Spring 2022: 24% 

Goal for the 2022-23 School Year: 52%

Focus Area: Math SBA

Spring 2022: 12% 

Goal for the 2022-23 School Year: 46%

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.

• In collaboration with community partners, families, and school staff, provide opportunities for families to regularly access learning tools, collaborative supports, and home learning skills and strategies.

• Utilize data collection and reporting systems to increase the effective use of standards, cohort, growth, and equity data to drive instructional decisions at the district, school, classroom, and student levels.

• Develop and implement with fidelity a culturally responsive, standards-aligned, guaranteed and viable curriculum, instruction, and assessment system in ALL core subjects in every school and every classroom.

• Use principles of UDL to design learning that provides challenge, attainability, and access to grade-level standards for each scholar.

• Engage Professional Learning Communities (PLCs) in a cycle of inquiry using multiple measures to inform and adjust instruction while disaggregating data through an equity lens (interim common assessments-district and building level).