School Learning Plan

Equity Problem of Practice:

Upon review of 2021-22 discipline data, Black/African American students were disproportionately represented.

This continues a pattern at Stoller despite changes in the discipline referral process. 

Equity Goal:

At Stoller, our discipline data as measured by number of discipline referrals, will no longer be disproportionately Black/African American students.

Key Strategies:

• Kid Chats: To address academic and/or behavioral concerns, and to provide early interventions.

• Student Affinity Groups: Stoller will offer student affinity groups including BSU (Black Student Union), Mecha, and GSA (Gender Sexuality Alliance). Students in affinity groups will have opportunities to provide feedback on their student experience.

• ABAR Committee: ABAR committee meets monthly to continue the work initiated in 2020. The committee identifies needs of the school community and creates professional development, activity ideas, and school-wide initiatives (advisory lessons, SEL Connection in Content lessons, etc). 

• Advisory: Implementation of the Character Strong curriculum covering a variety of SEL sessions including themes on values, perspectives, empathy, emotions and teamwork. 

• Student Support Specialist: SSS focuses on restorative practices both directly with students as well as coaching teachers how to incorporate restorative practices into their classroom routines.

• Restorative Practices: To strengthen student-student and student-teacher relationships, staff utilize mediation protocols.

• Interrupting Language: To help create a safe and inclusive school community, all staff will use interrupting language and work with students 1:1 when hurtful or hateful comments are made. 

• BH&W Team: Created a wrap-around team, made up of admin, counselors, BH&W staff, school psych, and nurse. The team focuses on identifying social/emotional, family, housing, attendance, academic, etc. needs of students. 

• Off & Away Cell Phone Policy: To increase face-to-face connection & relationship building, students’ phones are off while on campus, including passing periods and lunch.

• No Hate November: For the month of November we will be implementing lessons and creating assignments (e.g. Art, Language Arts) to look at what it means to build an inclusive school community for all. This includes providing Professional Development to staff and reaching out to our parent community to help address inclusive language and actions by having conversations with their students.

Academic Excellence Problem of Practice:

When looking at indicators of academic progress (course grades, attendance, and state assessments) an academic problem of practice is the academic progress of our Black/African American, Hispanic/Latino, English Learners, and Students with Disabilities.

Academic Excellence Goal:

At Stoller, our goal is to show growth in the academic progress of our Black/African American students, Hispanic/Latino students, English learners, and students with disabilities as measured by:

• Course Grades - no more than one failing grade (I/N) in a course

• Attendance - 90% or better regular attenders

• State Assessments - showing Level 4 growth across all demographics

Key Strategies:

• Collaboration Periods: Schedule adjustments were made to allow for common collaboration periods among grade level teachers.

• Math Workshop: 8th grade STEAM elective course designed around the co-development of math practices to support students mathematical skills and confidence.

• Academic Coach and Student Support Specialist: AC/SSS coaches and co-plans with teachers. They help create/co-create content lesson plans as well as advisory lesson plans. They also help with creating and documenting interventions. 

• Attendance Monitoring & Interventions: Weekly attendance monitoring and targeted interventions to improve regular attendance. Implement a school-wide attendance program to address absenteeism in specific sub-groups. 

• AVID Schoolwide: Integration of AVID strategies into courses to develop college and career readiness in all students. 

• Academic Counseling: Counselors will provide regular academic counseling providing tools and supports to address barriers, supports needed, and provide skill building.

• Kid Chats: Counselor led teacher collaboration on supports/interventions and outcomes for individual students.

• BH&W:  Wrap-around team, made up of admin, counselors,  substance abuse specialist, school psych, and nurse. The team focuses on identifying social/emotional, family, housing, attendance, academic, etc. needs of students. 

• SST Process: BH&W team addresses continued academic/behavior student concerns and makes appropriate referrals as needed.

• Fall and Spring Family Conferences: Teachers will meet with priority students (English Learners, students in Special Education, students identified by teacher, counselor, BH&W team or admin) and their parent/guardian to ensure that student is making adequate growth. 

• Staff Development: February 21st, review of Semester 1 grade and attendance data.

• Student Affinity Groups: Students who are engaged in school activities show improved attendance and engagement. Stoller will be offering a BSU (Black Student Union), Mecha, and Gender Sexuality Alliance to address the needs of these student groups.