Stephen Hettick

This School Improvement Plan for Mobridge-Pollock School District 62-6 Freeman Davis Elementary aims to elevate student achievement in reading and math, with a target for 80% of K-2 students to score at or above the 25th percentile on AIMSweb Plus assessments by the 2025-2026 school year. It also focuses on cultivating a positive school-wide culture that empowers both students and staff. The plan integrates reform strategies, professional development, and robust parent involvement to achieve these objectives.

This School Improvement Plan for Mobridge-Pollock Upper Elementary aims to enhance student academic achievement and foster a positive school culture. It focuses on increasing student proficiency in English Language Arts and Mathematics, alongside promoting a positive school climate where students and staff are empowered to learn. The plan incorporates strategies for high-quality instruction, targeted interventions, professional development, and active parent involvement to achieve these goals.

This School Improvement Plan for Mobridge-Pollock Middle School outlines strategic goals for the 2025-2026 academic year. Key focus areas include increasing student proficiency in English Language Arts (ELA) and Math, achieving a 90% attendance rate for all students, and fostering a positive school climate through initiatives such as the PAWS Incentive Program. The plan addresses identified needs such as improving math proficiency and closing academic gaps for Native American and Economically Disadvantaged student subgroups, while emphasizing parent involvement and professional development for staff.

This School Improvement Plan aims to promote the well-rounded growth of students into effective, responsible, productive, and knowledgeable citizens. The plan's goals include decreasing chronic absenteeism, achieving ACT composite scores at or above the state average, and ensuring 85% of graduates demonstrate college and career readiness. It emphasizes increasing student achievement in ELA and math, particularly for Native American and economically disadvantaged subgroups, through highly qualified staff, talent development, parent involvement, and comprehensive transition programs.

The report detailed the current status of several operational and academic areas. It noted that there are 11 active 504 plans across K-12. Regarding accreditation, only minor corrections were required, which principals have addressed in School Improvement Plans and handbooks, pending final board approval for upload. For the Title Comprehensive Needs Assessment, surveys for staff, parents, and students are scheduled for this month, with an on-site observation by Dr. Outka planned for two days at the end of March. Additionally, K-12 Middle School and High School attended a successful one-act play performance. The report also noted that the 100th day of school was February 4th and acknowledged National School Counselor Week, which took place from February 2nd to 6th.