Diocese of Des Moines

School Improvement Plan

Leadership team

Name Position
Donna Bishop Superintendent
Denise Mulcahy Director of Teaching and Learning
Anne Franklin Director of Professional Development
Diocesan Administrators Principals and Assistant Principals

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Needs Assessment
Data Collection

Current Data Sources Information Gathered

ELEOT (2018-2019) Combined diocesan learning environment data (from building rounds)
Teacher PD Survey Teacher self-identified professional development needs (Summer 2020)
Building Level Practices Survey Administrator self-identified building level implementation in regard to data, assessment, MTSS, and SEL
(Summer 2020)
FAST Grades K-5 math and reading achievement and growth
MAP Assessment Grade 6-8 math, reading, and language achievement and growth
High School Varied data provided by each high school - AP, SAT, graduation rates, and post-secondary attendance
Future Data Sources:
ISASP Available late spring 2021
Instructional Practices Diocesan-wide teacher survey - to be discussed
Walkthrough data IPI, Instructional Rounds, etc. - to be discussed
Attendance Data Can be pulled once all schools are in Panorama Student Success
Discipline Data To be discussed
Student Surveys Exit surveys from 8th graders and seniors - to be discussed
Demographic achievement To pull spring 2021
scores and program data
Panorama Student Success MTSS implementation and effectiveness (2021-2022 school year)

Data Analysis

SWOT Academic Data Analysis - Completed March 2 via collaborative conversations as a PK-12 diocesan administrative team

Top priority areas based on the needs assessment:

1. Best practice curriculum and instructional strategies – Focus on pedagogy, instructional practices, blended learning, unpacking
standards, admin walkthroughs, and coaching
2. Multi-tiered systems of support to impact all learners – Data analysis, targeted interventions, data-informed decision-making, and
scheduling in academics and behavior
3. Socio-Emotional Learning – Students and adults, collaboration/PLC, student-centered classrooms, goal setting, growth mindset

4.

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Action Steps
Priority Area 1: Best practice curriculum and instructional strategies
Goal: If we function as a Professional Learning Community, then teachers will collaboratively differentiate the agreed upon curriculum
using best practice instructional strategies,, and students will all demonstrate high engagement, 21st century skills, and mastery of
standards
Baseline Data (Summer 2020):
● 6% of schools are using flexible grouping beyond guided reading (44% in progress)
● 50% of schools have regularly scheduled PLC time (38% in progress)
● 38% of schools are discussing the 4 guiding questions of a PLC (56% in progress)
● 6% are utilizing differentiated instructional strategies (63% in progress)
 ● 6% are using online/blended learning tools to differentiate and personalize learning (30% in progress)
Year 1 Target Outcome Measure: Year 2 Target Outcome Measure: Year 3 Target Outcome Measure: Year 5 Target Outcome Measure:
● 75% regularly scheduled ● 100% regularly scheduled ● 75% flexible grouping ● 100% flexible grouping
PLC time PLC time beyond guided reading beyond guided reading
● 75% discussing the 4 ● 100% discussing the 4 ● 75% online/blended ● 100% online/blended
guiding questions of a guiding questions of a learning tools to learning tools to
PLC PLC differentiate and differentiate and
● 75% using differentiated personalize learning personalize learning
instructional strategies ● 100% using differentiated
instructional strategies
Action Steps Person Collaborators Resources Start Date Target Status
Responsible Needed Completion
Date
Articulated curriculum PS-TK CSO Early Childhood N/A Fall 2020 Summer 2021 In progress
Committee
Leadership One Day Training: CSO Solution Tree Meeting space, August 2021 August 2021 Solution Tree
Amplify Your Impact: Coaching funding, drawing up
Collaborative Teams $250/admin contract
Leadership Book Study: Amplify CSO Administrators Copy of text, August 2021 May 2022 Books
Your Impact: Coaching $35/book purchased.
Collaborative Teams Designing study
PLC facilitator training for lead CSO N/A N/A August 2021 August 2021 Books
teachers purchased.
Scheduling
Embedded coaching for PLC CSO Vosaic Vosaic license, August 2021 May 2022 Scheduling
facilitators $200/license
Priority Area 2: Multi-tiered systems of support to impact all learners
Goal: If we implement a data-based system-wide MTSS framework as a Professional Learning Community, then teachers will collaboratively
identify students in need of intervention as well as design and monitor targeted instruction, and students will receive appropriate
interventions that meet their individual needs
Baseline Data (Summer 2020):
● 53% of schools utilize K-5 FAST Reading data (0% in progress)
● 33% of schools utilize K-5 FAST Math data (0% in progress)
● 13% of schools utilize 6-8 MAP data (0% in progress)
● 0% of schools are using Panorama to track student progress over time (7% in progress)
● 6% of schools are using CFA data to adjust instruction (50% in progress)
● 13% of schools are trained in the MTSS framework (38% in progress)
● 27% of schools use K-5 FAST Reading data to identify students in need of intervention (20% in progress)
● 27% of schools use K-5 FAST Math data to identify students in need of intervention (20% in progress)
● 7% of schools use 6-8 MAP data to identify students in need of intervention (7% in progress)
● 31% of schools have a Student Assistance Team that meets regularly (31% in progress)
● 6% of schools are designing targeted interventions (50% in progress)
● 19% of schools are progress monitoring students receiving intervention (44% in progress)
● 0% of schools are tracking student interventions in Panorama (7% in progress)
● 7% of schools are monitoring intervention effectiveness using Panorama (38% in progress)
● 13% of schools have a designated MTSS block for all students (13% in progress)
Year 1 Target Outcome Measure: Year 2 Target Outcome Measure: Year 3 Target Outcome Measure: Year 5 Target Outcome Measure:
● 50% utilize K-5 FAST ● 100% utilize K-5 FAST ● 100% have designated ● 100% using CFA data to
Reading and Math data Reading and Math data MTSS block for all adjust instruction
to determine those in to determine those in students
need of intervention need of intervention ● 100% tracking student
● 50% utilize 6-8 MAP data ● 100% utilize 6-8 MAP interventions in
to determine those in data to determine those Panorama
need of intervention in need of intervention ● 75% using CFA data to
● 50% trained in the MTSS ● 100% trained in the MTSS
framework adjust instruction
framework
 ● 50% designated MTSS
block for all students
● 50% SAT team meeting
regularly
● 25% tracking student
interventions in
Panorama
● 25% using CFA data to
adjust instruction
Action Steps Person Collaborators Resources Start Date Target Status
Responsible Needed Completion
Date
Implementation of FAST as CSO Admin Student license August 2020 May 2021 Complete
Universal Screener K-5 (literacy cost for math
and math)
Implementation of MAP as CSO Admin Student license August 2020 May 2021 Complete
Universal Screener 6-8 (literacy cost for all
and math)
Creation of Student Support Plan CSO Diverse N/A 2020 2021 Complete
Learners
Committee
3 Part MTSS Learning Sessions w CSO Solution Tree Funding January 2021 May 2021 Complete
Mike Mattos
Workshop: MTSS at Work CSO Solution Tree Meeting Space, June 22 June 23 Ready to go
funding
Teacher Book Study: Taking CSO Administrators Copies of text, August 2021 May 2022 Books
Action: A Handbook for RTI at funding purchased.
Work Designing study
MTSS Coaching: School-based CSO Solution Tree N/A September May 2022 Solution Tree
cohorts 2021 generating bid
Priority Area 3: Socio-emotional learning
Goal: If we implement SEL curriculum, screeners, behavior interventions, then teachers will be able to identify and respond to students in need
of assistance, and students will have explicit instruction and support for their socio-emotional needs
Baseline Data (Summer 2020):
● 0% of schools are trained in Iowa’s SEL Competencies (0% in progress)
● 0% schools implementing a SEL curriculum PS-8 (0% in progress)
● 0% of schools utilize a universal screener for SEBMH (0% in progress)
● 0% of schools trained in ACEs (31% in progress)
● 6% of schools have a trained crisis intervention team (0% in progress)
● 6% of schools are writing targeted behavior plans with data tracking (19% in progress)

Year 1 Target Outcome Measure: Year 2 Target Outcome Measure: Year 3 Target Outcome Measure: Year 5 Target Outcome Measure:
● 50% trained crisis ● 100% trained crisis ● 100% writing targeted ● 100% implemented SEL
intervention team intervention team behavior plans with data curriculum PS-8
● 25% writing targeted ● 50% writing targeted tracking
behavior plans with data behavior plans with data ● 100% trained in Iowa’s
tracking tracking SEL Competencies and
● 25% trained in Iowa’s SEL ACES
Competencies and ACES ● 100% utilize SAEBERS
● 25% utilize SAEBERS universal screener
universal screener ● 25% implemented SEL
curriculum PS-8
Action Steps Person Collaborators Resources Start Date Target Status
Responsible Needed Completion
Date
PBIS Reboot CSO AEA N/A August 2021 May 2022 Program planned;
signups received
PBIS Tier II Training CSO AEA N/A August 2022 May 2023 Assessing interest
“FBA to BIP:” School leadership CSO AEA N/A August 2021 May 2022 Program planned;
training in writing targeted signups received
behavior intervention plans
Implementation of FAST SAEBERS CSO Administrators Student license August 2021 TBD Assessing interest
as Universal Screener K-5 SEBMH
Implementation of Tiered Fidelity Administrators AEA, CSO N/A August 2021 First round, Scheduled
Inventory as common data across September
all PBIS schools 2021