Be Kind. Be Respectful. Be responsible. Be Positive.

All schools receiving Title I funds are required under section 1116 of the Every Student Succeeds Act (ESSA) to develop a written Parent and Family Engagement Policy. This policy, developed jointly with parents, describes how the school will carry out meaningful parent and family engagement.

GENERAL

Parents and family members are engaged in the development of the school parent and family engagement policy. At Settlement Canyon Elementary, we engage our stakeholders by reviewing data, setting school goals, and looking at school-wide needs during School Community Council meetings, PTA meetings, and Building Leadership Team meetings.

POLICY INVOLVEMENT

Annual Meeting: An annual meeting is held each year in the fall. At this meeting, information is shared with stakeholders that consist of an explanation of Title I, how funds are allocated, student performance in literacy and math, intervention and enrichment opportunities for students, and ways that stakeholders communicate with the school.

Flexible Meetings: We offer flexible meeting times for parents and families to participate in decisions regarding their child. We offer enrichment clubs and school-wide activities before, during, and after school.

Involve Parents: We collect data from an annual survey, enrichment club surveys, and meetings with our Community Council and PTA. Once data is collected, we review the data and assess needs. We use this information to create a plan with our Community Council on how to involve parents.

SHARED RESPONSIBILITY - HIGH STUDENT ACADEMIC ACHIEVEMENT

The Settlement Canyon Parent Family Compact outlines shared responsibilities for high student academic achievement and is developed jointly with parents, teachers, administrators, and students.

BUILDING CAPACITY FOR INVOLVEMENT

• To improve academic achievement and to ensure effective engagement of parents to support a partnership with the school, Settlement Canyon Elementary School will:

1. Share with stakeholders Utah Core Standards, state and local assessment information, and ways parents can monitor their students' academic success. At Settlement Canyon Elementary, we will share this information at a minimum of 4 times per year via standards reports, parent-teacher conferences, and community activities.

2. Provide materials and/or training for parents to work with their child to improve their child’s achievement in core subject areas such as literacy, math, science, and technology. At Settlement Canyon Elementary, we do this by providing community and school-wide activities. Some examples are Science Fairs, performances, and grade-level academic activities.

3. Provide professional development for administrators, teachers, and instructional support personnel on the value of parents as equal partners and building ties between parents and the school. At Settlement Canyon Elementary School, we do this by providing parent engagement information during committee meetings, such as PTA and Community Council, and through emails. We review survey data. We partner together by having an ongoing Community Council agenda item on ways, as a community, we can continue to include parents.

4. Coordinate parent engagement programs and activities with other Federal, State, and local programs that encourage and support parents in participating in the education of their children.

ACCESSIBILITY

To the extent practicable, Settlement Canyon Elementary School will ensure that information for parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) in a language that they can understand. This includes standards reports and essential school information.

This document was developed jointly by a team of parents, teachers, and administrators on various dates between August and September 2026.

Be Kind. Be Respectful. Be responsible. Be Positive

The Student Will

• Attend school regularly and on time.
• Complete assignments and homework and return them to the teacher on time.
• Be Kind. Be Respectful. Be responsible. Be Positive

The Parent Will

Support my child(ren) in their learning by:

• Making sure my child is well rested and has breakfast/lunch/dinner each day
• Making sure my child attends daily and is on time
• Establishing a routine for homework and supporting their efforts 
• Encouraging a positive attitude towards school
• Reviewing information and work sent home and responding as necessary

Participate in decisions relating to the education of my child(ren) by: 

• Attending all scheduled conferences
• Supporting the school and staff in maintaining safety and discipline

Support my child with a positive use of extra-curricular time by:

• Reading with my child
• Facilitating healthy activities

The Teacher Will

Provide high-quality, engaging curriculum and instruction in a supportive and effective learning environment that enables children to meet challenging State academic standards by:

• Providing a safe environment for students to learn and build relationships with every family in my class.
• Holding high expectations for all students and having the belief that all students can learn
• Providing high-quality curriculum and instruction, including necessary interventions and extensions for each student.

Engage in two-way, meaningful communication through:

• Parent-Teacher conferences, phone calls, emails, and notes sent home.
• Frequently report student progress
• Reviewing School-Parent-Family Compact
• Responding to parent contacts in a timely manner

The School Will

Provide high-quality, engaging curriculum and instruction in a supportive and effective learning environment that enables children to meet challenging State academic standards by:

• Creating a culture of continuous progress for all students
• Promoting a kind, safe, and responsible learning environment
• Providing opportunities for parents to volunteer, observe, and participate in decision-making

This document was developed jointly by a team of parents, teachers, and administrators on various dates between August and September 2026

Section 1: District Mission & Goals

School Improvement System

Part 1: District Mission & Goals

Our mission is to ensure that students have the knowledge, skills, and dispositions to achieve their potential. 

Moon Goals 2033

Moon Goal Deadline is Quickly Approaching! (7 Years)

• Moon Goal 1: K–3 Literacy proficiency rate of 75% or higher
• Moon Goal 2: K–3 Math proficiency rate of 75% or higher
• Moon Goal 3: Graduation rate of 90% or higher
• Moon Goal 4: No schools with student groups in turnaround status

Part 2: Data Check

L1: Complete the following tables before the June 10th Guiding Coalition day. Be prepared to share this data with your Guiding Coalition. 

Academic Achievement and Growth

2025-2026 Academic Achievement (RISE or UA+)

Measure	ELA	Math	Science
% Below Proficient	42	51	34
% Approaching Proficient	27	21	29
% Proficient	19	17	23
% Highly Proficient	12	11	14

 

2025-2026 K-3 Acadience Reading and Math (Elementary Only)

Reading Composite

• Above Benchmark: 43
• At Benchmark: 18
• Below Benchmark: 11
• Well Below Benchmark: 28

Math Composite

• Above Benchmark: 41
• At Benchmark: 13
• Below Benchmark: 20
• Well Below Benchmark: 28

Reading Pathway of Progress

• Well Above Typical: 24
• Above Typical: 17
• Typical: 24
• Below/Well Below Typical: 35

Math Pathway of Progress

• Well Above Typical: 30
• Above Typical: 19
• Typical: 19
• Below/Well Below Typical: 32

2024-2025 Academic Achievement & Growth (RISE or UA+)

Measure	ELA	Math	Science
% Below Proficient	48	53	44
% Approaching Proficient	28	23	24
% Proficient	19	16	23
% Highly Proficient	6	8	9

 

Median Growth Percentile (MGP)

• ELA: 48%
• Math: 57%
• Science: 44%

2024-2025 K-3 Acadience Reading and Math

Math Composite

• Above Benchmark: 33
• At Benchmark: 14
• Below Benchmark: 19
• Well Below Benchmark: 34

Reading Pathway of Progress

• Typical: 68
• Below/Well Below Typical: 32

Math Pathway of Progress

• Well Above Typical: 27
• Above Typical: 20
• Typical: 21
• Below/Well Below Typical: 32

Educator's Handbook Data

L2: Total Number of Office Referrals: 361

L3: Number of Office Referrals by Month

• Aug: 2
• Sept: 44
• Oct: 50
• Nov: 37
• Dec: 35
• Jan: 31
• Feb: 43
• Mar: 55
• Apr: 32
• May: 32

Top 3 Locations:

• Classrooms
• Playground
• Cafeteria

Busiest Hours:

• 11:00
• 1:00
• 2:00

Top Offenses:

• Defiance/Disrespect
• Fighting/Physical Aggression
• Failure to Follow Instructions/Procedures

Lost instructional days due to suspension: 74 

L4: Total Minor Incidents: 1047

L5: Number of Minor Incidents by Month

• Aug: 29
• Sept: 120
• Oct: 94
• Nov: 80
• Dec: 33
• Jan: 124
• Feb: 159
• Mar: 155
• Apr: 171
• May: 82

Top 3 Locations:

• Classrooms
• Playground
• Hallway

Busiest Hours:

• 10:00
• 11:00
• 1:00

Top Offenses:

• Defiance/Disrespect
• Fighting/Physical Aggression
• Eloping

Schools with groups in TSI, ATSI, CSI, or Springboard

L6: Student Demographics Subgroups

Subgroup	Risk Ratio	Incidents	Students	Cost (Days)
Male	3.2	283	87	55.71
IEP	4.99	231	46	54.51
504	2.36	34	10	3.04

 

Part 2: Annual SMART Goals - Student Outcomes (End of 2026-2027)

Annual SMART Goals

L7: If you have a group in a turnaround status, your academic goal needs to address improvement for that subgroup.

School Academic Improvement Goal

Building on last year's performance, where all grade-level goals were achieved and 6th grade matched or exceeded district averages, Settlement Canyon Elementary established the following benchmarks for the 2026-2027 school year: 

• K-3: Align fully with the district target to ensure foundational mastery. 
• Grades 4-5: Meet the district RISE average as the minimum proficiency baseline. 
• Grade 6: Meet or exceed the statewide RISE performance average. 
• SPED: Increase growth of the lowest 25% from 15 points earned in 2024-2025 to 20 points earned.

School Behavior Improvement Goal

Decrease behavior incidents across classrooms, playgrounds, and hallways by 30% through: 

• Launching a schoolwide Multi-Tiered System of Support (MTSS) program. 
• Transitioning to a structured recess model. 

---

School Specific Goal (Attendance)

Increase consistent school attendance to 77% by implementing a schoolwide attendance initiative that includes:

• Family outreach efforts. 
• Monthly family nights at school. 
• Back-to-school night attendance education and pledges. 
• Counselor-led groups.
• Student incentives.

The attendance goal is intended to reduce chronic absenteeism from 39% to 23%, which is identified as the Utah average in the workbook. 

Part 3: School Vision (Prior to June 10)

L8: Most principals overestimate what they can do in one year, but underestimate what they can do in three. 

One-Year Mission

Our 1-year mission is to align our collective energy around targeted growth by embedding data-driven Tier 1 instruction, early interventions, and restorative practices into daily routines. By making every lesson, intervention, and interaction count, we ensure every student experiences belonging while our grade levels reach or exceed district performance benchmarks on RISE and Acadience assessments. 

Three-Year Mission (End of 2028-2029)

By the conclusion of the 2028-2029 school year, Settlement Canyon Elementary is a recognized model of sustained excellence where: 

Embedded Systems

• Collaborative PLC data cycles. 
• Multi-Tiered Systems of Support (MTSS). 
• Student-led goal tracking integrated into daily operations. 

Academic Achievement

• Student achievement consistently exceeds state RISE and district benchmark averages. 
• Historical achievement gaps across demographic groups are systematically closed. 

Daily Values

Staff and students model: 

• Resilience
• Agency
• Mutual Respect 

These values support independent student leadership and continuous lifelong growth. 

Part 4: School Improvement Plan (SIP) & Action Items

Campus Priority 1: Academic Improvement

Academic Goal Objective

Objective: Increase RISE proficiency levels in grades 3-5 to district proficiency goals, increase 6th grade proficiency to state proficiency goals, and increase K-2 Acadience Reading proficiency to district-level goals. For SPED students, increase growth of the lowest 25% from 15 points earned (2024-2025) to 20 points earned. 

Prioritized Key Components

Pillar 1: Curriculum Alignment

• Full fidelity implementation of the GVC.
• Vertical standards alignment between K-3 foundational skills and grades 4-6 RISE benchmarks. 

Pillar 2: Data-Driven Instruction

• Execute the 15-Day PLC Cycle.
• Use pre- and post-CFAs to measure mastery and adjust instruction. 

Pillar 3: Subgroup Growth (TSI/SPED)

• Daily intervention time focused on re-teaching core standards.
• Increase growth for the lowest 25% from 15 to 20 points. 

TCSD Strategic Model Areas

• Increased commitment to GVC.
• CFA 15-Day Plan PLCs.
• Curriculum-based standards.
• Grade-level teaching alignment.
• Standards alignment across grade levels. 

Metrics

• Acadience progress monitoring.
• RISE benchmarks.
• CFAs.
• End-of-unit benchmarks.
• Post-test interventions and extensions. 

Academic Improvement Professional Learning Plan

August (Principal's Day)

Focus: Into Math Retraining by Chantel

Time Available: 1 Hour

Content Focus

• INTO Math teacher's manual.

Teacher Product

• Use and understanding of the INTO Math teacher's manual.

What Worked Previously

• Teachers are expected to use the curriculum, making training necessary.

Resources

• INTO Math teacher's manual. 

September (PL Day - September 22)

Focus

• Instructional Clarity with Shalon.
• Schedule peer observations by the Guiding Coalition.

Time Available

• 4 Hours. 

October (Teacher Work Day - October 19)

Focus

• Pull PLCs, GVCs, CFAs, and curriculum together.
• Create meaningful, specifically broken-out unit plans within the PLC process.

Time Available

• Full 8-hour day.

Content Focus

• District guides and resources.

What Worked Previously

• The 6th-grade team used this planning model successfully last year.

Resources

• 15-Day Plan Guide.

November (PL Day - November 10)

Focus

• Post-unit interventions and enrichments.

Time Available

• 4 Hours.

Content Focus

• District Guide.

Teacher Product

• Curriculum implementation.

What Worked Previously

• Using examples already in place.
• New grading policy requiring work prior to retesting.

Resources

• District Guide. 

December (Teacher Work Day - December 18)

Focus

• Reserved for grade-level teams because teachers committed a full day in October. 

January (PL Day - January 12)

Focus

• Develop a Math Observation Rubric with Chantel.

Time Available

• 4 hours. 

February (PL Day - February 12)

Focus

• Follow-up Day:
  • Review 15-Day Challenge.
  • Review PLC changes.
  • Review post-unit work and outcomes.

Time Available

• 4 hours. 

March (Teacher Work Day / PL Day)

Focus

• Math Rubric implementation.
• Instructional Clarity follow-up.

Time Available

• 4 hours. 

Academic Goal Action Plan

1. PLC Reset

Person Responsible: Hannah

Resources: District Training

Timeline: First term and spiral review

Evidence of Success:

• Teachers consistently implement reset strategies.

2. INTO Math Retraining

Person Responsible: Chantel

Resources

• Training on lesson flow.
• Connection to instructional framework.
• Importance of DAO and instructional videos.

Evidence of Success

• Observable classroom implementation of the math curriculum. 

3. Teacher Observation Program

Action

• Teachers observe grade-level teams teaching math and reading once per term.

Responsible

• Teachers.
• Amy (reading focus and coaching opportunities).

Resources

• Teacher nomination process.
• Observation calendar and signup schedule.

Timeline

• Amy develops schedules and PLC observation forms.

Evidence of Success

• Every teacher completes at least one observation each term. 

4. Unpacking Standards & Unit Planning

Action

• Simplify and unpack standards.
• Align GVCs, DAOs, unit plans, CFAs, and 15-day plans.

Responsible

• Professional Development Team.
• 6th Grade Team.

Resources

• 6th-grade unit plan examples.
• CFAs.
• Unit tests.
• Lesson planning resources.
• Standard alignment tools.
• Maria Nielsen professional development.

Evidence of Success

• Teachers create cohesive, high-leverage learning systems connecting:
  • GVCs
  • DAOs
  • Unit Plans
  • CFAs
  • Post-unit interventions
  • Enrichment activities. 

5. Post-Unit Interventions & Extensions

Responsible

• Hannah
• Jalynn

Resources

• District resources.

Evidence of Success

• Teachers successfully connect GVCs, DAOs, unit plans, CFAs, interventions, and enrichments into a comprehensive instructional system.

6. Acadience Growth Tracking

Action

• Track proficiency, growth, Maze, and fluency goals.

Responsible

• Amy

Resources

• Mandatory tracking plan directed by Amy.

Evidence of Success

• All teachers have access to and actively use the growth-tracking system.

7. Instructional Clarity

Responsible

• Shalon

Resources

• Observation-based coaching and support.

Evidence of Success

• Teachers use DAOs meaningfully to drive instruction.
• Students understand what they are learning and why. 

Academic Goal Rewrite Included in the Workbook

The workbook requests a rewritten student outcome goal:

Building on last year's performance, where all grade-level goals were achieved and 6th grade matched or exceeded district averages, Settlement Canyon Elementary will align K-3 proficiency with district targets, increase grades 4-5 RISE proficiency to meet district averages, increase grade 6 proficiency to meet or exceed state averages, and increase SPED growth for the lowest 25% from 15 points to 20 points earned. 

Campus Priority 2: School Behavior Improvement

School Behavior Improvement Goal

Goal: Reduce overall educator behavior incidents by 30%.

Objective

Decrease overall behavior incidents schoolwide in classrooms, playgrounds, and hallways by 30% by the end of the school year through:

• Launching a schoolwide Multi-Tiered System of Support (MTSS) behavior framework.
• Implementing a structured recess program.

Prioritized Key Components

Tier 1 PBIS Framework

• Establish clear schoolwide behavior expectations.
• Teach expectations explicitly.
• Reinforce positive behavior.
• Ensure consistent staff modeling across classrooms, hallways, and playgrounds.

Structured Recess Implementation

• Organized games.
• Clearly defined play zones.
• Active adult supervision.
• Explicit recess rules designed to reduce conflict.

MTSS Behavior Interventions (Tiers 2 & 3)

• Early identification of behavioral needs.
• Social-emotional learning (SEL) supports.
• Check-In/Check-Out systems.
• Individual behavior plans for students needing additional support.

Staff Professional Development

Training for certified and classified staff, including recess supervisors, on:

• Active supervision.
• Proactive behavior management.
• De-escalation strategies.

TCSD Strategic Model Alignment

Culture, Climate, & Student Well-Being

Develop a safe, predictable, and supportive school environment that promotes positive behavior and belonging.

Systemic MTSS Alignment

Integrate academic and behavioral support systems so behavioral interventions are delivered with the same consistency and fidelity as academic PLC processes.

Metrics for Success

Office Discipline Referrals (ODRs)

• Monitor monthly minor and major discipline referrals.
• Track incidents by location:
  • Classroom
  • Playground
  • Hallway

Recess Incident Logs

• Monitor playground incidents before and after structured recess implementation.

School Climate Survey Data

Evaluate staff, student, and parent feedback regarding:

• School safety
• Classroom environment
• Playground culture

Behavior AHLP Implementation Plan

August (Principal's Day)

Focus

Launch:

• Schoolwide MTSS behavior system.
• Structured recess program.

Time Available

• 2 hours.

September Through March Faculty Meetings

Time Available

• September: 30 minutes
• October: 10 minutes
• November: 10 minutes
• December: 10 minutes
• January: 30 minutes
• February: 10 minutes
• March: 10 minutes

Ongoing Focus

Repeated review of:

• Behavior systems
• Recess systems
• Implementation expectations

Behavior Action Plan

1. New MTSS Behavior System

Person Responsible: MTSS Team

Resources: Guidebook created by the team

Timeline: Principal's Day and throughout the school year

Evidence of Success:

• Teachers consistently implement the MTSS behavior system throughout the school.

2. Structured Recess

Person Responsible: Hannah

Resources:

• Recess training
• Recess video shown to classes
• Activity menu of recess choices rather than unrestricted free play

Evidence of Success:

• Aides consistently follow the structured recess plan.

3. Specials Teacher Training: Badger Break

Person Responsible: Hannah

Purpose:

• Train specials teachers on the Badger Break process.

4. Retrain Aide Jobs

Person Responsible: Hannah

Purpose:

• Retrain aides regarding behavior support expectations and responsibilities.

Quarter 1 Progress Update

Action Item 2.1: New MTSS Behavior System

Status: Completed (C)

Evidence:

• Implemented on Principal's Day.
• May require continued revision and refinement.

Action Item 2.2: Structured Recess

Status: Completed (C)

Evidence:

• Introduced on Principal's Day.

Action Item 2.3: Aide Retraining

Status: Completed (C)

Evidence:

• Completed before school started.

Campus Priority 3: School Specific Goal - Attendance Improvement

School Specific Goal

Reduce Chronic Absenteeism to 25% or Less

Objective

Increase consistent school attendance to 77% by the end of the school year by reducing chronic absenteeism from 39% to 23% through a comprehensive attendance initiative that includes family outreach, educational pledges, counselor-led support groups, and positive student incentives.

Prioritized Key Components

Tier 1 Schoolwide Culture & Incentives

• Launch schoolwide attendance campaigns.
• Provide student attendance incentives.
• Create family attendance pledges during Back-to-School Night.
• Promote a positive culture around daily attendance.

Family & Community Engagement

• Host monthly family nights.
• Conduct proactive family outreach.
• Educate families about the impact of attendance on learning.
• Help families overcome barriers to regular attendance.

Tier 2 & Tier 3 Counselor Support

• Create counselor-led small groups for students with attendance concerns.
• Develop attendance contracts.
• Conduct regular student check-ins.
• Provide targeted support for chronically absent students.

Early Warning Data Tracking

• Conduct weekly attendance reviews.
• Identify attendance concerns early.
• Initiate prompt outreach and support services.

TCSD Strategic Model Alignment

Culture, Climate, & Family Partnerships

• Strengthen school-home relationships.
• Increase community involvement.
• Remove barriers to learning.
• Foster a culture of daily attendance and engagement.

Student Well-Being & Systems of Support

• Utilize MTSS principles for attendance support.
• Provide early identification of attendance concerns.
• Deliver layered interventions for at-risk students.

Metrics for Success

Attendance Data

• Weekly and monthly attendance monitoring.
• Track progress toward:
  • 77% consistent attendance rate.
  • 23% chronic absenteeism rate.

Counselor Group Monitoring

• Compare attendance before and after participation in targeted support groups.

Family Engagement Metrics

• Track attendance at Back-to-School Night.
• Monitor pledge participation.
• Track attendance at monthly family engagement events.
• Collect family feedback.

Outreach & Communication Logs

• Document all family contacts.
• Record attendance conferences.
• Track home visits for chronically absent students.

Attendance Action Plan

1. Monthly Family Engagement Activities

Person Responsible: Each Grade Level

Timeline: Monthly

Evidence of Success:

• Families attend school events.

2. Setting Goals with Chronically Absent Students

Person Responsible: Teachers and Principal

Timeline: Weekly

Evidence of Success:

• Teachers regularly check in with families.

3. Home Visits

Person Responsible: Teachers

Purpose:

• Provide additional outreach and support for families experiencing attendance challenges.

4. Class Attendance Goal: “Crushed It!”

Person Responsible: Teachers and Students

Evidence of Success:

• Classes earn rewards for meeting attendance targets.

5. Tardy "Beat the Bell" Activities

Person Responsible: Teachers

Evidence of Success:

• Students are motivated to arrive on time because engaging activities occur at the beginning of the school day.

6. Utilize Noria to Connect with ML Families

Purpose:

• Explore additional communication and support for multilingual families.

7. Family Communication Improvement

Back-to-School Night Focus

• Importance of attendance.
• Attendance rewards.
• Parent calendar magnet.
• School communication expectations.

Person Responsible: Hannah

Evidence of Success:

• Parents understand upcoming events.
• Families feel they receive adequate communication from the school.

Quarter 1 Progress Update

Action Item 3.1: Class Attendance Goal “Crushed It!”

Status: On Track (OT)

Evidence:

• Continuation of a successful program from the previous year.

Action Item 3.2: Tardy “Beat the Bell” Activities

Status: On Track (OT)

Evidence:

• Introduced on Principal's Day.

Action Item 3.3: Family Communication Improvement

Status: On Track (OT)

Evidence:

• Introduced at Back-to-School Night.

Part 5: Planning Quarterly Check-Ins

Potential Progress Rating Format

The workbook recommends using the following implementation status indicators:

• NS = Not Started
• B = Beginning
• OT = On Track
• C = Completed

Quarter 1 Monitoring Template

The quarterly check-in process is designed to monitor implementation of each action item, collect evidence of progress, and identify next steps.

Tracking Categories

For each action item, schools record:

• Action Item
• Timeline for Implementation
• Implementation Progress Rating
  • NS
  • B
  • OT
  • C
• Evidence of Successful Completion
• Notes

Goal 1: Academic AHLP & Academic Goal

Goal Statement

Increase RISE proficiency levels in grades 3-5 to district level proficiency goals and 6th grade to state level proficiency goals, increase K-2 Acadience proficiency to district-level goals, and increase SPED growth of the lowest 25% from 15 points earned to 20 points earned.

1.1 INTO Math Retraining

Status: Completed (C)

Evidence:

• Chantel completed the INTO Math retraining during Principal's Day.

Notes:

• School would like to continue working with Chantel to develop an observation rubric for math instruction.

1.2 Teachers Observing Grade-Level Teams

Status: Not Started (NS)

Action:

• Teachers observe grade-level math and reading instruction once per term.

Notes:

• Guided Coalition needs to develop and support implementation of this process.

1.3 Unpacking Standards, GVCs, DAOs, and Unit Plans

Status: Not Started (NS)

Action:

• Align standards, GVCs, DAOs, unit plans, and 15-day instructional plans.

Notes:

• Planned for October implementation.

Goal 2: Behavior AHLP & Behavior Goal

Goal Statement

Decrease overall behavior incidents schoolwide by 30% through implementation of the MTSS behavior framework and structured recess.

2.1 New MTSS Behavior System

Status: Completed (C)

Evidence:

• Introduced and implemented during Principal's Day.

Notes:

• Team anticipates ongoing revisions and refinements throughout implementation.

2.2 Structured Recess

Status: Completed (C)

Evidence:

• Structured recess program launched during Principal's Day activities.

2.3 Aide Retraining

Status: Completed (C)

Evidence:

• Retraining completed before the start of school.

Goal 3: Attendance Improvement Goal

Goal Statement

Increase consistent school attendance to 77% by reducing chronic absenteeism from 39% to 23% through family outreach, counselor support, attendance incentives, and schoolwide attendance initiatives.

3.1 Class Attendance Goal: “Crushed It!”

Status: On Track (OT)

Evidence:

• Program is a continuation of the successful attendance effort from the previous year.

3.2 Tardy "Beat the Bell" Activities

Status: On Track (OT)

Evidence:

• Introduced during Principal's Day activities.

3.3 Family Communication Improvement

Back-to-School Night Focus

• Importance of attendance
• Attendance rewards
• Parent calendar magnet
• Improved communication efforts

Status: On Track (OT)

Evidence:

• Introduced at Back-to-School Night.

Purpose of Quarterly Check-Ins

The quarterly review process is intended to:

• Monitor implementation fidelity.
• Identify barriers early.
• Celebrate completed milestones.
• Determine which actions need additional support.
• Ensure progress toward academic, behavior, and attendance goals.
• Guide future professional learning and resource allocation.

Part 6: Resource Allocation & Alignment

Summer Administrative Work: Resource Allocation & Alignment

This section focuses on ensuring that professional learning, staffing, funding, and school resources are intentionally aligned to support the goals and action steps identified in the School Improvement Plan.

Professional Learning Plan

Key Planning Considerations

• Intentionally align professional learning to semester plan goals.
• Plan when achievement, behavior, and attendance data will be shared with staff.
• Determine when the semester plan will be reviewed with faculty.
• Schedule regular updates on progress toward school goals.

First Term Professional Learning Plan

Date	Meeting	Time Frame	Topics & Data
Principal's Day	Principal's Meeting	6 Hours	All priority initiatives listed in the School Improvement Plan
August 2026	Faculty Meeting	30 Minutes	To be determined
September 2026	Faculty Meeting	30 Minutes	To be determined
September 2026	Faculty Meeting	30 Minutes	To be determined
September 22, 2026	Early Release Professional Learning	3 Hours	To be determined
October 2026	Faculty Meeting	30 Minutes	To be determined
October 19, 2026	End of Term Teacher Work Day	1 Hour	To be determined

Second Term Professional Learning Plan

Date	Meeting	Time Frame	Topics
October 2026	Faculty Meeting	30 Minutes	To be determined
November 2026	Faculty Meeting	30 Minutes	To be determined
November 10, 2026	Early Release Professional Learning	3 Hours	To be determined
November 2026	Faculty Meeting	30 Minutes	To be determined
December 2026	Faculty Meeting	30 Minutes	To be determined
December 18, 2026	End of Term Teacher Work Day	1 Hour	To be determined

Third Term Professional Learning Plan

Date	Meeting	Time Frame	Topics
January 2027	Faculty Meeting	30 Minutes	To be determined
January 12, 2027	Early Release Professional Learning	3 Hours	To be determined
January 2027	Faculty Meeting	30 Minutes	To be determined
February 2027	Faculty Meeting	30 Minutes	To be determined
February 12, 2027	District Professional Learning Day	Time TBD	To be determined
February 2027	Faculty Meeting	30 Minutes	To be determined
March 2027	Faculty Meeting	30 Minutes	To be determined
March 15, 2027	End of Term Teacher Work Day	1 Hour	To be determined

Fourth Term Professional Learning Plan

Date	Meeting	Time Frame	Topics
March 2027	Faculty Meeting	30 Minutes	To be determined
March 23, 2027	Early Release Professional Learning	3 Hours	To be determined
April 2027	Faculty Meeting	30 Minutes	To be determined
April 2027	Faculty Meeting	30 Minutes	To be determined
May 2027	Faculty Meeting	30 Minutes	To be determined
May 2027	Faculty Meeting	30 Minutes	To be determined
May 26, 2027	End of Term Teacher Work Day	1 Hour	To be determined

Trustlands Plan

Planning Questions

• What allocations should be included in the Trustlands Plan to support school goals and action steps?
• Is an amendment needed to the current-year Trustlands Plan?
• If needed, has the amendment been submitted and approved?

TSSA Plan

Planning Questions

• What staffing, instructional, intervention, or professional learning allocations should be included in the TSSA Plan to support school goals and action items?

PBIS Plan

Planning Questions

• What allocations should be incorporated into the PBIS Plan to support behavior goals, MTSS implementation, structured recess, incentives, and behavior supports?

Title I Funds (If Applicable)

Planning Questions

• What Title I allocations should be incorporated to support:
  • Academic achievement goals
  • Intervention supports
  • Family engagement activities
  • Attendance initiatives
  • Professional learning opportunities

School Budgets

Planning Questions

• What school budget allocations should be aligned with the School Improvement Plan?
• What resources are needed to support:
  • Academic achievement initiatives
  • Behavior supports
  • Attendance improvement efforts
  • Professional learning
  • Family engagement activities

Report Card