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    Bryant Elementary 1-3-5-year plan

    At Bryant we teach, model, and encourage a love of learning, collaboration, and compassion for others

    Seattle Public Schools Strategic Plan

    Goal 1: “Ensure Educational Excellence and Equity for Every Student”

    Strategy 1: “Challenge and support each student by providing equitable access to a rigorous and relevant curriculum aligned to Common Core State Standards (CCSS) and 21st-century skills”

    How can we go further? What is the work that Bryant is doing now and will build on?

    We will ensure appropriate engagement and challenge for each student by aligning assessments and instruction, honoring teacher autonomy, defining and establishing best practices, and creating systems to address areas of student need academically and socially. We will support this work with a unified, cohesive, compassionate school culture and informed community

    Given our building strengths….

    • Differentiation/Equity – Eliminating achievement gaps in gender, ethnicity, student challenge, and for students receiving special education services.Identify areas of need, strategize and implement instruction and interventions, and monitor progress
    • Alignment/Teacher Autonomy – Assessments, data collection and instruction aligned across and within grade levels (PLCs, GL Teams, MTSS, SPED)
    • Rigor – Appropriate differentiation, engagement and challenge for each student at their appropriate level, professional development and alignment of resources
    • Culture/Community – Cohesive vertically and horizontally, compassionate, community focus supports student academic achievement and social and emotional development

    How we get there:

    Collaboratively work to build academic and social/emotional instructional practice through strong team development, BLT, evaluation, PLC, standard based instruction, goal setting and mid-year check-ins, learning walks with collaborative focus and feedback, refining instructional vision, PD, alignment of resources, school-wide planning, social and emotional instruction

    Communication:

    • 2 way communication across the community – not just from the “building” – open, accessible conversations, more venues and opportunities to inform and receive feedback and direction
    • Building thoughtful and open communication that drives the work of increasing student academic achievement and guiding their social/emotional development

    Click on the links below to see the goals, dates, and actions to take for each respective area.


    Area:

    • 1-3-5 Plan Mission/Vision
    • Plan

    Goals:

    • Succinct over-arching statement informed by a working plan.
    • Including: equity, rigor/differentiation, and alignment of assessment, instruction informed by data gathering/analysis

    Signposts/dates:

    • Fall 2014 – Solidify and align CSIP

    Actions to take:

    • Use our 5 year plan as a foundation for reviewing mission and vision
    • Make sure that all elements of Bryant reflect vision and mission
    • Align CSIP

    Area:

    • Building instructional practice

    Goals:

    • Continue to implement the Danielson rubric, to promote best practices

    Signposts/dates:

    • 2014 - 2015
    • SPS directive to define PLC work around DuFour model
    • CCSS and Smarter Balanced 2014-2019

    Actions to take:

    • Learning walks, supporting teacher progress
    • Common Assessments
    • Fully implement Common Core/Smarter Balanced
    • Goal-setting
    • T-PEP Evaluation
    • PLC Alignment/Development
    • Unified Homework Plan Established
    • Define practice of analyzing and using student work as a consistent part of informing PLC work with standards based planning
    • Career ladder teacher roles continually developed

    Area:

    • PLC/Common Assessments
    • Standards Based Instruction

    Goals:

    • Common assessments established in reading, writing and math coupled with data tracking for instructional planning and aligned with CCSS and Smarter Balanced

    Signposts/dates:

    • Writing assessments and rubrics by 2014-2016
    • Looking at new Math program for direction around possible common assessments-2014-2015
    • Use common assessment data as part of MTSS 2014-2017

    Actions to take:

    • Appropriate assessments, both formative and summative informing instruction and allocation of resources
    • Create math unit plans in PLC’s
    • Implement new SPS literacy scope and sequence by the end of 2015-2016 school year

    Area:

    • MTSS

    Goals:

    • Common data tracking and analysis based on common assessments.
    • Using available resources for intervention and instructional planning to ensure appropriate differentiation and levels of rigor/challenge for every student.
    • How can we use this to identify students making low-growth or ALO students who are not being appropriately challenged?

    Signposts/dates:

    • 6/15 end of year debrief
    • Fall Riser meetings
    • Teachers continually utilizing data for intervention 2014-17
    • By 2016 – 2017 MTSS should be an established practice with a smooth system for consistent, data based intervention and progress monitoring

    Actions to take:

    • Schedule end of year planning and solicit feedback from teams and teachers
    • Data as evidence
    • Choose/create common assessments to track student growth and inform instruction
    • Common shared assessments that identify students at all levels for instructional planning and differentiation
    • Protocols that support students to progress as they are ready

    Area:

    • Common Core/Smarter Balanced

    Goals:

    • Students are prepared to succeed (technology, and demand shifts)
    • CCSS implemented and informing instruction in every classroom
    • Common language for planning and analysis of instruction and learning
    • CCSS informs PD, PLC’s, MTSS and committee work

    Signposts/dates:

    • Keyboarding and technology instruction systematically implemented 2014-2015
    • Students will successfully keyboard to complete appropriate grade level tasks
    • (16 WPM by 3rd grade SBAC) 2015-2016
    • Goals and planning
    • consistently aligned as evidenced by collaborative unit planning, common assessments and posted learning targets
    • 2016

    Actions to take:

    • Adopt scope and sequence for technology instruction
    • Integrate CCSS and technology into ongoing instructional planning
    • Continued PD around demands, shifts and instructional practice
    • PLCs, plan/assess instruction to match CCSS
    • Instruction and rigor match demands shifts embedded into CCSS and Smarter Balanced 2014-2017

    Area:

    • Technology

    Goals:

    • Scope and sequence for technology
    • Keyboarding
    • Technology resources are up to date and used effectively
    • SBAC support

    Signposts/dates:

    • 2014-2017

    Actions to take:

    • Budget established
    • Tech lab assistant in place
    • Continued review of pre-existing work
    • Establish curriculum with scope and sequence

    Area:

    • ALO

    Goals:

    • Grade level/PLC planning including strategies for differentiation, classroom enrichment and extra-curricular extensions
    • Clarity – informed by student growth data
    • Building-wide understanding of the difference and appropriate instructional use of acceleration and enrichment

    Signposts/dates:

    • Informed by team/PLC planning and implementation
    • Implemented in all classrooms
    • Admin. supported
    • Connected to MTSS

    Actions to take:

    • Look at current template and determine what we need
    • Look at writing and math work and better define the change procedures and how we might use it in changing ALO and other areas
    • Explore connection within MTSS and PLCs
    • Common shared assessments that identify students at all levels for instructional planning, resource allocation and differentiation practice and strategies. Protocols that allow for students to progress, as they are ready
    • Adjust acceleration within new report card

    Area:

    • Differentiation

    Goals:

    • Clearly communicated and aligned building system developed and implemented with successful strategies/embedded practice/culture for differentiating instruction and monitoring student achievement

    Signposts/dates:

    • Evidenced by instructional planning and unit work (PLC’s)
    • Aligned Assessments

    Actions to take:

    • Teaching students to recognize their strengths and needs, and helping them make educational choices
    • ALO, PLC and MTSS focus

    Area:

    • School Culture

    Goals:

    • Create a climate of recognition/celebration and implementation of best instructional practice
    • Continuous culture of sharing ideas, learning and growing together
    • Trust
    • Unity
    • Compassionate environment

    Signposts/dates:

    • 2014-2019

    Actions to take:

    • Continue celebrations
    • Classroom walk-throughs and feedback
    • Weekly Communications
    • PD Committee
    • PLC work
    • PTSA
    • Climate and Culture Committee
    • Social Committee
    • Transparency
    • Fairness
    • Modeling
    • BLT
    • Social skills curriculum
    • Assemblies
    • Community outreach

    Area:

    • Social Emotional development of children

    Goals:

    • Cohesive school-wide curriculum and plan implemented and communicated consistently

    Signposts/dates:

    • 2014-2017

    Actions to take:

    • Continued Professional Development
    • Strong connection between PE and playground
    • Lunchroom calm spaces established
    • Explore reinstating counselor and develop plan to engage outside providers (2014-2015)
    • Communication with parents about Super Flex curriculum
    • Explore Ruler curriculum

    Area:

    • Safety

    Goals:

    • Build Critical Incident Management Plan
    • Address Parking issues around drop-off and pick up at front of building (signage-community support)

    Signposts/dates:

    • 2013-2017

    Actions to take:

    • Involve community in procurement
    • Stay current on compliance drills
    • Maintain Safety Committee

    Area:

    • Arts

    Goals:

    • Continue to support the development of a school-wide arts vision at Bryant

    Signposts/dates:

    • 2013-2017
    • Art Committee
    • continues to flesh out and establish, Arts At Bryant Plan

    Actions to take:

    • Consider shifting PTSA allocation to one artist in residence

    Area:

    • Communication

    Goals:

    • Succinct statement of vision/plan for school growth, backed up with detailed implementation plan that we revisit regularly
    • Develop and implement 2 way systems of communication throughout our community

    Signposts/dates:

    • 2014-2017

    Actions to take:

    • BLT Committee work 20014-20016
    • 3 areas of focus include: Multiple websites, 2 way communication-home and school, PTSA-Teacher alignment
    • Create a protocol for the BLT and instructional staff to determine volunteer support or endorsement for outside agencies, causes, and organizations

    Acronym/Term Index:

    ALO = Advanced Learning Opportunities

    BLT = Building Leadership Team

    CCSS = Common Core State Standards

    GL= Grade Level

    MTSS = Multi-Tiered Systems of Support

    PD = Professional Development

    PLC = Professional Learning Community

    PTSA = Parent Teacher Student Association

    SBAC= Smarter Balanced Assessment (WA State Student Assessment new in 2015)

    SPED= Special Education

    SPS = Seattle Public Schools

    TPEP= Teacher Principal Evaluation Project (Washington State)

    Critical Incident Management Plan = Emergency and Disaster Planning

    DuFour Model = Research Group-Professional Learning Community (PLC)

    Learning Walks = Team or Individual Observations of Instruction

    Riser Meetings = Fall Cross Grade Level Review Meetings Concerning Student Progress

    Ruler = Social Skills and Behavior Curriculum and System

    Super Flex = Social Skills Curriculum