1. Empowering All Learners: Personalized Excellence

Objective
We are committed to discovering and nurturing the unique gifts of each student. Through tailored academic programs, innovative tools, and individualized support, we strive to create a community where learners can thrive, reach their full potential, and be prepared for high school.
Goals
Enhance MTSS Implementation
  • Publish a comprehensive MTSS (Multi-Tiered Systems and Supports) framework on the school website, including the definition of MTSS, the Problem-Solving Process with RTI (Response to Intervention), and an FAQ outlining the Stars PLC (Professional Learning Community) process and available supports.
  • Standardize quarterly data reporting, ensuring teachers share evidence of triangulation of data with parents on report cards.
  • Communicate how the MTSS team tracks progress and provides student support through evidence-based decision-making.​
Advance Technology Integration
  • Streamline technology resources by standardizing programs across K-4 and 5-8 for continuity and smoother transitions.
  • Establish data-sharing protocols to regularly update parents on student progress through technology platforms.
  • Centralize access to technology tools through FACTS, sharing website links,​ passwords, and usernames for school-used apps.
Strengthen High-Ability & Resource Support
  • Expand resource teachers for grades 5-8 to provide targeted academic support, including a potential second HAL (High Ability Learning) teacher. Also look at an additional 5/6 and 7/8 resource teacher for direct instruction and weekly co-teaching in Math and Reading.
  • Utilize the SAT (Student Assistance Team) process for identifying and supporting high-ability learners.
  • Coach teachers on effective strategies to serve HAL students and enhance reading resources, including HAL books with activities.
Expand Curriculum offerings
  • Research and integrate fine and performing arts to align with the school's faith-based mission.
  • Establish elective pathways reflecting student interests and school values, including potential performing arts electives.
  • Evaluate and potentially Expand curriculum offerings to deepen connections to the school’s roots.

2025-2026 Accomplishments

  • Strengthened WIN (What I Need) time throughout the school day providing students with additional opportunities for targeted support, intervention, and enrichment. 
  • Developed consistent student data collection and tracking across Preschool–4th grade to support instructional decision-making.
  • Expanded data conversations within grade levels, using grade and classroom assessment results to identify student needs and determine instructional next steps.
  • Began to strengthen alignment among curriculum, assessment, and instruction to better support individual student growth, specifically with our new Language Arts curriculum.

2024-2025 Accomplishments

  • A formal process for evaluating team and committee effectiveness was not created. 
  • More social events were created to offer time to gather as a community outside of the school day. No strength finder or other interest survey was done to better understand how to utilize people to optimize workflow/teams. 
  • PBIS was implemented and has had great, lasting buy-in and results. Continued PD and SEL lessons are provided to the teachers weekly. 
  • Data continues to be something we are working to be better at gathering, analyzing and using it to influence decision making. 
  • A HAL program for students in 2nd-4th grade was created to serve students in math. This has been up and running for three years now. Data from assessments, math facts and teacher input helped to determine placement in the program. Students in 4th grade have been competing in the National Noetic competition for the past couple of years and are excelling.