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2020-21 SIP School Improvement Plan

School Improvement Plan (SIP)

 

Every school in Minneapolis Public Schools is required to develop, implement, and monitor a school improvement plan (SIP). The following plan sets the goals that our school community is working to achieve and identifies the specific strategies or activities that will help us reach those goals together. If you have questions or comments about our improvement plan, please reach out using our main telephone number listed below. 

Our School SIP at a glance:

We have four SIP goals to that our school is working to achieve: 

  1. By 2022, the amount of students engaged in Hmong literacy and learning Hmong
    culture, outside of DDL and Hmong studies, will increase from 0% to at least 25%.
  2. By 2022, the percent of students who feel safe in school on HIA's corresponding
    School Climate Survey measure will increase from 62% to 92%.
  3. By 2022, the MCA Math proficiency rate for all students will increase from 15% to
    45%.
  4. By 2022, the MCA Reading proficiency rate for all students will increase from 17%
    to 47%.

How we will reach our SIP goals:

  1.  Multi-Tiered Systems of Support (MTSS)
    Description: MTSS is a comprehensive, evidence-based prevention framework. Within MTSS, multiple levels of support are provided to support the academic, social, emotional, and behavioral development of all students. Through it, all students are giving access to  inclusive and equitable educational practices that minimize opportunity gaps. 
  2. Social Emotional Learning (SEL)
    Description: "Social and emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for  others, establish and maintain positive relationships, and make responsible decisions" (CASEL, 2016). Social Emotional Learning strategies promote the development of schools that are safe, welcoming, and inclusive learning communities for all stakeholders. 
  3. School Culture and Climate (CRE)
    Culturally Relevant Education is a conceptual framework that recognizes the importance of including students' cultural backgrounds, interests, and lived experiences in all aspects of teaching and learning within the classroom and across the school (Ladson-Billings, 1994, 2009; Milner, 2017). Culturally relevant education is viewed as critical in improving student engagement and achievement, and college readiness and success for all youth, particularly for youth of Color. Specifically, CRE is a comprehensive teaching approach that  empowers all students intellectually, socially, emotionally, and politically by using cultural referents to impact knowledge, skills, and attitudes (Ladson-Billings, 1994, 2009). School climate refers to the school's effects on students, including teaching practices; diversity; and the relationships among administrators, teachers, parents, and students. School culture refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share. A positive school climate and school culture promote students' ability to learn (ASCD, 2019)

 

To read more about our school SIP, click on the following link: