School: Jacob Wismer 

Date:  9/1/2025

#1 Strategic Plan Goal Area 1: Safe & Thriving

#2 Strategic Plan Outcome: Every Student Thrives Socially and Emotionally

#3 Strategic Plan Measure: % of Students Attending Regularly

School “SMART” Goal: 100% of students who are below 90% attendance rate will improve by a minimum of 3% during the 2025-2026 school year.  

#4 Available Leading Indicators for this Measure: Early Warning Reports, EduClimber Attendance, U-ATT100. Regular Attenders Information from ODE (reported through ADI)  Data matches ODE provided At-A-Glance Summary (ODE Progress report)

Regular Attendance is defined as attending more than 90% of their enrolled school days from the beginning of the year until the first school day in May.  Students are included in a district's rate calculation if they are enrolled in the district on the first school day in May and have been enrolled for at least 75 days during the school year. 

#5 Strategic Plan Strategy: Teams in each building meet regularly to examine social-emotional, academic, attendance and discipline data for students. 

Action

(Revisit 10 Practices for Culturally Relevant Instruction)

Resources

Measures

(The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.)

This process for managing school attendance can be broken down into the following key steps:

Weekly Attendance Review

• Data Collection and Comparison: The attendance team runs weekly attendance reports for the entire school and compares them to the previous week's numbers using a spreadsheet.
• Action based on Trends:
  • If absences or tardies increase: The team runs a chronic absenteeism report to identify and flag students of concern.
  • If percentages are down (fewer absences/tardies): Individual reports are run to get more details (e.g., excused vs. unexcused absences).
• Teacher Check-in: The attendance team talks with teachers to gather more information about student absences.
• Intervention and Follow-up: The team uses the Multi-Tiered System of Support (MTSS) framework to intervene.

Chronic Absenteeism report 

EduClimber 

Early Warning Reports 

BH&W team 

Attendance team 

Admin Support 

ODE Regular Attenders Data - end of the year 

2025-2026

Teacher actions: 

• Teachers use resources in the resource column to reach out to families 
• Warm and welcoming - all staff
• Ongoing positive connections with families 

Attendance Works website

 NWRESD

#1 Strategic Plan Goal Area 2: Foundations of Success

#2 Strategic Plan Outcome: O3. Each student demonstrates consistent Habits of Mind

#3 Strategic Plan Measure: % of K-5 students who consistently or generally demonstrate all six student behavior targets.

School “SMART” Goal:  By the end of the 2025-2026 school year, we will increase the percentage of students scoring Independent or Practicing on all six behavior targets related to the Habits of Mind rubric from 68.1% to 71.6%.

#4 Available Leading Indicators for this Measure:    % of K-5 students who score “Independent” or “Practicing” on all six student behavior targets.

#5 Strategic Plan Strategy: Implement a strong MTSS for student’s behavioral and social needs.

Action

(Revisit 10 Practices for Culturally Relevant Instruction)

Resources

Measures

(The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.)

The BH & W team meets weekly to examine the social, emotional and mental health of students and their relationships. 

BH&W team members

District BH&W supports

mySAEBRS assessments  

BH&W data

mySAEBRS data 

SAEBRS data 

• Each grade level will teach, observe, and give feedback on the Six Habits of Mind with their students

• Feedback will be embedded as part of their practice across core and content areas using research based language that supports the Habits of Mind

• Spotlight Habits in the Jacob Wismer Journal family newsletter

• Teachers make explicit connections between the cultural knowledge, beliefs, and practices that students bring from home and the content and pedagogy they use in their classrooms

Rubric in progress reports

Teacher newsletters 

Professional development

District Practices for Culturally Relevant Instruction

Progress reports and HOM rubrics on report cards.  

• Training, modeling, coaching and PD on MTSS model, particularly in Tier Two Supports and how to design, implement, collect data and revise interventions. 
• Continue to support an intervention model that puts most highly trained staff working with striving students.

Collaboration, staff meetings, informal consultations, PD 

Para support schedule 

Agendas, staff surveys 

Numbers of students served, pre/post intervention data