School Continuous Improvement Plan (SCIP)
Saint Paul Public Schools engages in a process of continuous improvement. At the school level, a major tool in the improvement process is the School Continuous Improvement Plan (SCIP). The SCIP is a strategic document that district schools utilize to identify annual improvement priorities at each school.
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School: |
Principal: |
Leadership Team Members: |
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Hamline |
Kristin Reilly |
Amanda Jagdeo, Stefanie Frost, Kyla Kainz, Elizabeth Weise, Terynthia Simms, Theresa Parker, Stephanie Chapman, Kristin Reilly, Karen McCauley |
SMART Goal:
Who? (describe targeted students) will do what? (decrease/increase) (describe specific outcome to be changed) by when? (date) As measured by what? (Data tool used) (percent change) from (baseline data) to (target data).
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Area of Focus |
SMART Goals One or two per area of focus |
Action Steps What specific actions aligned to the goal will we implement and monitor? |
Key Indicators of Progress (KIPs) The critical (key) quantifiable indicators of progress toward your SMART Goal. Link your tools and artifacts used to monitor KIPs. |
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The percentage of K-1 students showing typical or aggressive growth on Early Reading will increase from 34% to 39% as measured by FAST.
The percentage of 2-5 students showing typical or aggressive growth on aReading will increase from 62% to 68% as measured by FAST.
The percentage of grade 3-5 students scoring proficient or higher in reading will increase from 31% to 36% as measured by the MCA III Reading Assessment administered in April 2026.
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K-5 teachers will administer fall, winter, and spring screeners, as well as diagnostic and progress monitoring assessments, following the SPPS Literacy Comprehensive Assessment Plan timeline and use the data to guide and plan targeted and high quality small group instruction.
Teacher-led PLC’s will support collaborative professional learning for the purpose of improving student achievement. PLC process will use data to identify areas of need in order to plan targeted small group instruction.
PLCs will meet twice per month when possible and will prioritize small group, culturally relevant, instructional practices that build teacher efficacy around planning and implementing high quality small group instruction.
Building PD will prioritize small group instruction planning.
Teachers will input UFLI assessment data into Project Read for K-1 students to ensure accurate monitoring and support of student progress.
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Increased students demonstrating typical and aggressive growth from fall, to winter and spring as measured by FAST screener.
100% of all students will make one year’s growth.
Increased students showing typical or aggressive growth in their method of monitoring progress which will be communicated to families outside of conferences.
Admin walk-throughs Fall, Winter, Spring targeted around small groups quantity and quality. Teachers meeting with at least two groups each day as well as quality of small group instruction.
100 % of K-2 teachers who input UFLI assessment data into Project Read within one week of assessment.
The percentage of accurate UFLI data entries in Project Read, confirmed through periodic data audits, is 100%.
100% of PLC meeting records document regular focus on lesson implementation topics.
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The percentage of grade 3-5 students scoring proficient or higher in math will increase from 19% to 24% as measured by the MCA III Math Assessment administered in April 2026.
The percentage of K-5 students scoring on level or above will increase from 56% to 66% as measured by HMH assessment. |
Teachers will deliver all core lessons as outlined in the scope and sequence throughout the school year.
Teachers will plan and deliver daily math instruction that includes all components of the math framework—math review, whole group, small group, and independent practice.
Teachers review student data regularly to identify individual learning levels and needs. |
100% of classroom observations confirm adherence to all components of the math instructional framework.
100% of students demonstrate improved performance on math assessments aligned with comprehensive math instruction.
100% of classroom observations confirm small group instruction occurs as scheduled.
100% of students demonstrate growth in targeted areas based on instructional adjustments informed by data review.
Admin Walk through using practice profile.
Increased proficiency on MCA Math Assessment. |
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Equity Goal Year 1: Listening and Data Collection in order to strengthen a community that centers inclusivity, belonging and dignity.
Goal 2: The rate of consistent attendance for all students in Q1 through Q3 will improve from 79% in May of 2025 to 85% in May of 2026 as measured by school records (Bolt Data).
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Listening Sessions: Caregivers: Monthly Family Events Community listening tours Conferences
Student Voice: ● Admin monthly lunches with students ● Circles ● Student Council, Leadership Team
Staff: Staff Meetings PLC meetings Emergency Contact Form TA meetings
Instructional Practices: Equity Team members implement walk throughs using the Collaborative Walkthrough Tool
Goal 2: Attendance team meets at least bi-weekly and reviews attendance data on SAM App and/or Campus Ad Hoc report.
Create a culture that supports and prioritizes consistent attendance.
Attendance is reviewed weekly at Mental Health Support Team meetings to identify students who are absent and establish point person and plan. |
Goal 1: Data collection of caregiver, student and staff feedback during listening sessions.
CRSLI Collaborative Walk-Through Tool to collect data around culturally responsive instructional practices .
Goal 2: Attendance expectations created, embedded into school’s behavior expectations matrix and shared with all stakeholders.
Attendance recognition system created to celebrate improved attendance and/or consistent attendance.
Team follows up with students and families that are experiencing chronic absenteeism and documents efforts in SAM App: ● Send attendance alert letters ● Create Attendance Success Plan with family ● Referrals to community resources to address barriers to consistent attendance ● Follow Student Attendance Matters (SAM) steps |