Susan Owen Barnard

The community meeting, identified as the last of the series, focused on sharing information regarding self-advocacy for parents of students identified for TAG (Talented and Gifted) services. Key topics included explaining different levels of advocacy (district, legislature, individual student service), setting objectives for the session such as knowing whom to contact for TAG services, and understanding when to initiate contact. The presentation utilized a visualization of a bridge to represent the partnership between school and home, emphasizing communication across three interconnected components: skills, mindset, and identity. Discussions covered parental educational identity, educator perspectives, and the importance of shared goals to achieve what is best for students. Concrete details were provided on school roles, including instruction at the student's learning level rather than solely through pull-out services, and the provision of social-emotional learning support for TAG students through check-ins and specialized circles. The session concluded by emphasizing that advocacy is a continuous process of flowing traffic between home and school, and plans were mentioned for future feedback sessions, listening sessions for students, and providing tools for students to advocate for themselves.

This School Improvement Snapshot for Tigard High School outlines priorities, strategies, and progress measures for student learning and growth for the 2025-2026 school year. Aligned with district goals, the plan focuses on improving reading and math skills, increasing graduation rates, enhancing attendance, fostering belonging, and creating a positive school climate. Key objectives include boosting 9th-grade on-track rates, credit attainment, and graduation rates for Multilingual Learners, as well as improving 9th-grade attendance, increasing student agency, and reducing behavior referrals, all with the vision of preparing every student for college or career readiness.

This School Improvement Snapshot outlines Bridgeport's priorities, strategies, and progress measurement to guide learning and growth for all students, aligning with the district's continuous improvement plan. It focuses on district goals related to Reading, Math, On Track to Graduate, Attendance, Belonging & Connection, and School Climate. Key school goals for 2025 include Language Arts Materials Implementation, Writing Strategies Development, improving Regular Attendance Rates, and providing Targeted Expectations Support. The plan aims to provide high-quality literacy instruction, ensure high expectations for attendance, and foster an inclusive school community to prepare students for college, career, or community service.

This School Improvement Snapshot for Mary Woodward Elementary outlines its Continuous Improvement Plan (CIP) for the 2025-2026 academic year, aligning with Tigard-Tualatin School District goals. The plan focuses on enhancing reading and math skills, ensuring students are on track to graduate, improving attendance, and fostering a positive school climate through a strong sense of belonging and connection. Key outcomes include higher academic achievement, increased attendance rates, reduced disruptive behavior, and preparing students to be choice-ready for their next steps.

This document, a School Improvement Snapshot for Byrom Elementary, details the school's priorities and strategies for the 2025-2026 academic year, aligned with the Tigard-Tualatin School District's continuous improvement framework. Key focus areas include enhancing student proficiency in Reading and Math, improving graduation readiness and attendance, and fostering a positive school climate with a strong sense of belonging and connection. Specific goals for 2025 target literacy, math skills, attendance rates, and reduction of disruptive behavior, all aimed at ensuring student success and readiness for future steps.