Improvement Plan

Charla Brant
EDAD 901
December 2021
Who We Are-Hastings Public Schools

• Community of around 25,000 people

• Class III school district
• Stable to slight growth
• Mary Lanning Memorial Hospital, Flow Serve, Dutton-Lainson, and
T & L are largest employers
• 5 elementary schools, 1 middle school, 1 high school
• Adams Central & Saint Cecilia
• Hastings College & Central Community College
Who We Are-Demographics

• District Enrollment = 3700 students

• Race/Ethnicity = American Indian (20) Asian (33) Black (48)
Hispanic (873) Pacific Islander (5) White (2551) 2+ (142)
• SPED = 24%
• EL = 8%
• Free and reduced lunch = 63%
• Mobility rate = 5.83%
Who We Want To Be

The vision of Hastings Public Schools is:

“As the cornerstone of educational excellence
in our community, we will continuously and
passionately strive to be high performing. Our
Learning Community will effectively meet the
unique learning needs of each and every
student.”
Where We Are Now

• Graduation Rate = 85-87%

• Going to College Rate = 65-75%
Where We Are Now-ACT
Where We Are Now-Elementary
Where We Are Now-Elementary
Theory of the Problem
Goals

• Develop highly effective PLC teams to monitor achievement and

adjust instruction.
• Develop high quality instructional strategies used in all classrooms,
all day.
• Develop guaranteed and viable curriculum for all students to
achieve at high levels
• Achieve coherence
Theory of Action
Theory of Action—PDSA Cycles

PDSA Cycle #1
Plan: Look at the problem with staff, clearly focus on lack of
achievement in reading. Look at Acadience (formerly DIBELS) data
Do: Complete the problem solving cycle with staff: Hunches and
Hypotheses
Study: Identify data needed to analyze the problem
Act: Decide what needs to be done next for different results with our
students
Theory of Action—PDSA Cycles

PDSA Cycle #2
Plan: Create a shared vision
Do: With staff ask, What learning do we want for our students?
What result?
Study: What steps do we need to do to create this shared vision
Act: Draft a shared vision with the staff
 Theory of Action—PDSA Cycles

PDSA Cycle #3
Plan: Precision in pedagogy. Clearly outline effective pedagogy practices

Do: Create a list of effective practices for reading instruction

Study: Look at research and effective classrooms

Act: Draft the list of effective strategies

The next PDSA Cycles (#4-6) will take each of those strategies and
model how they look in the classroom and study the effect on student learning.
 Theory of Action—PDSA Cycles

PDSA Cycle #7
Plan: Grade-level teams identify team norms and outcomes
Do: Grade-level teams identify norms, share them with other teams
Study: Look at each grade-level team meetings and see how they are
meeting the norms/outcomes
Act: Compare what is happening vs. what should happen. Act when
additional support is needed
Theory of Action—PDSA Cycles

PDSA Cycle #8
Plan: Grade-level teams bring reading assessments and data each
week to analyze
Do: Look at how students are progressing and see what differentiated
instruction is needed
Study: Look at student data and see how it is/or isn’t progressing
according to the suggested rate of increase
Act: Continue instruction or intervention, discontinue instruction or
intervention
How Will We Know?

• Starting small with elementary teams and PDSA cycles

• Acadience (Dibels) progress monitoring
• Journey’s mastery monitoring
• Classroom assessments
• Weekly monitor achievement and adjust instruction
Conclusion

• Through small, effective PDSA cycles in one building

• Grow to impact all buildings and all students
• Empower teacher teams to lead and grow
• Student learning