Strategic Priorities

• Develop a deeper understanding of matching specific instructional practices to student learning needs via small group instruction and strategic student independent learning tasks identified by effective formative assessments
• Utilize Science of Reading instructional approach daily to ensure each and every student is reading on/above grade and continue to grow a culture of reading where students have choice and develop a love of reading (joyful learning)
• Design cross-curricular connections by selecting mentor texts that support content AKS and reading comprehension
• Build parent capacity to increase student reading abilities

• Deep understanding of AKS
• Science of Reading Instruction
• Strategic and Rigorous Independent Learning Tasks
• Effective Differentiation
• Effective Integration of SS/Sci.
• Play-based learning approaches

• Provide differentiated math instruction based on formative assessments aligned to the Math AKS to address student strengths/needs and which requires students to apply strategies to solve real-world problems and explain and justify their thinking.
• Design cross-curricular connections that require students to apply strategies to solve real-world problems by using mathematical reasoning to analyze and interpret data/information that support content AKS and develop critical thinking skills
• Incorporate play-based learning strategies to develop “joyful learning”
• Build parent capacity to increase student mathematical abilities (fluency and reasoning)

• Deep understanding of AKS
• Exposure to instructional resources and strategies
• Effective Differentiation
• Effective Integration of SS/Sci.
• Play-based learning approaches

• Integrate STEM/STEAM purposefully into content areas (including the Fine Arts) that require students to apply strategies to solve real-world problems that support content AKS and develop critical thinking skills
• Enhance the planning of STEM/STEAM experiences that address the needs of our community (community service projects)
• Develop “joyful learning” lessons that incorporate the Engineering Design
  Process for ongoing problem and project-based learning.

• Unit Design with Science & Engineering Practices
• STEM/STEAM - Cluster Horizontal Collaboration
• Ideas for implementing the fine arts with STEM

Year 1: 2022-2023: UNDERSTANDING Science of Reading

• Develop an understanding of the Science of Reading through JIT and CLT
• Modify ELA Collaborative Planning: AS A TEAM - Analyze standards to develop clear learning targets, determine acceptable evidence of mastery, anticipate barriers to student learning, and strategically look for purposeful integration of cross-curricular content using piloted ELA curriculum

Year 2: 2023-2024: STANDARDS OF PRACTICE

•  Continue developing understanding of Science of Reading and incorporating best instructional practices
• Use JIT/PLC to develop a deeper understanding of adopted ELA Curriculum and Math Curriculum
• Analyze assessment data (pre-/post-formatives and summatives) to predict student performance, set goals, align instruction with assessment, and differentiate for remediation and enrichment

Year 3: 2024-2025: DIFFERENTIATION

• Continue building a deeper understanding of Science of Reading
• Use JIT/PLC to develop a deeper understanding of matching specific instructional practices to student learning needs via small group instruction and strategic student independent learning tasks
• Purposefully plan and scaffold high level independent learning tasks that engage students respectfully to increase their academic performance

Build a culture of MODELING EXPECTATIONS:

• Staff model a growth mindset
• Staff sends the key message that making mistakes is a part of learning

Build a culture of ACCOUNTABILITY:

• Staff does not excuse low performance, but work collaborative to adjust and build their capacity to meet student needs
• Students take responsibility for their learning
• Students and staff use goal setting to focus efforts on improvement

Build a culture of COLLABORATION:

• As a CLT, staff craft engaging lessons focused on the distinguished levels of the AKS
• As a CLT, staff utilize effective collaborative conversations to focus on what matters - increasing student achievement
• As a CLT, staff continue to explore new instructional approaches to meet student needs

Relationships with Students

• Staff create intentional opportunities to get to know each student beyond academics/behavior
• Staff model and reinforce positive behavior - PBIS T.I.G.E.R. Traits - Establish a learning environment on Trustworthiness, Integrity, Growth, Effort, Respect
• Staff value and appreciate differences and employs culturally responsive instructional strategies
• Staff celebrate individual, class, and team differences and accomplishments through Tiger Dens

Relationships among Staff

• Staff encourage open, respectful, and honest communication
• Staff mentor and support all stakeholders
• Staff form relationships “around the work”

Relationships with Families/Communities

• Staff build partnerships with parents through regular frequent communication (e.g., phone calls, post cards, texts, newsletters, etc.)
• Staff will create and promote an “All Pro Dad” Chapter at Lovin
• Staff will create and promote monthly activities to engage the Lovin community (e.g., Daddy Daughter Dance, Movie Night, International Night, Grade Level Night, etc.)
• Staff will create Business Partner Breakfast/Volunteer celebration to cultivate community