2025-26 Liberty Elementary School Priority Plan

Liberty Central School District

Mission

To empower each student to contribute and thrive in a diverse community by pursuing their potential.

Vision

Cultivating trust and courage to be innovative and to persevere.

Liberty Elementary School

Mission

Our mission is to educate, inspire, and empower all students in a nurturing environment supported by staff, parents, and community partnerships.

Vision

Our vision is to cultivate responsible global thinkers who can meet all challenges in their personal lives, their communities, and beyond.

Collective Commitments

We will…

  • Prioritize the ongoing development of a culturally responsive, engaging, and relevant PK-12 curriculum that is thoughtfully aligned both vertically and horizontally, strengthening connections with our students and community. This will be accomplished through the strengthening of our implementation of research-based strategies, including Explicit Direct Instruction (EDI), Specially Designed Instruction (SDI), the Science of Reading (HMH), station teaching, technology-driven and other engagement techniques, and a focus on planning, all aimed at addressing the diverse needs of every student.
  • Provide a MTSS (multi-tiered system of supports) for academic, behavioral, social, and social/emotional well-being for students, staff and families.
  • Provide a positive, welcoming student-centered environment that celebrates diversity and inclusivity to empower students, staff and families.

Commitment 1

We will refine established curricula to ensure that it is meaningful, engaging, and connects to students’ lives. By analyzing data, using effective teaching strategies and working together across all grade levels, we will meet the needs of every student and strengthen our connection with the community.

DCIP alignment

We will prioritize the ongoing development of a culturally responsive, engaging, and relevant PK-12 curriculum that is thoughtfully aligned both vertically and horizontally, strengthening connections with our students and community. This will be accomplished through the strengthening of our implementation of research-based strategies, including Explicit Direct Instruction (EDI), Specially Designed Instruction (SDI), the Science of Reading (HMH), station teaching, technology-driven and other engagement techniques, and a focus on planning, all aimed at addressing the diverse needs of every student.

SMART Goal Lag Measures

  • *Reading 2 – 5: By May of 2026, each grade level will improve 10% on proficiency from the fall 2025 baseline data to spring 2026 end of the year data as reported using NWEA.
  • *Reading K – 2: By May of 2026, each grade level will improve 10% on proficiency from the fall 2025 baseline data to spring 2026 end of the year data as reported using NWEA.
  • Math: By May of 2026, each grade level will improve 10% on proficiency from the fall 2025 baseline data to spring 2026 end of the year data as reported using NWEA for grades K-4.

*Any 2nd grade students that took the STAR Reading test in the Spring of 2025 will take the Reading 2-5 test.  All other students will take the Reading K-2 test.

Why we are making this commitment?

We believe we need to provide a rigorous PK-4 curriculum to support student success. We need to challenge students in the classroom and empower their learning to ensure they have the 21st century skills needed to be successful during and after their years in Liberty Central School District.

A cohesive ELA program in grades K-4 started in fall 2022.  A cohesive Math program for grades K-4 started in fall 2023.  At the beginning of the 24-25 school year, work began to integrate the HMH curriculums with already adopted Science 21 and Social Studies programming through PNW BOCES. We believe that implementing programs with fidelity through curriculum mapping—while also using data to guide individual instruction and promote student collaboration—is essential to achieving a rigorous, relevant, and cohesive PK–12 curriculum for all Tier 1, Tier 2, and Tier 3 students.

According to the Spring 2025 STAR Reading 31.3% of students are considered proficient (State Benchmark). According to STAR Early Literacy data,  44.2% of students were considered Proficient (District Benchmark). We believe that implementing programs with fidelity through curriculum mapping—while also using data to guide individual instruction and promote student collaboration  will directly influence the growth of students across grades PK – 4.

According to the Fall 2025 STAR Math data, 37.4% of students in grades 1 – 4 were considered Proficient (State Benchmark). We believe that teaching the new HMH Math programs with fidelity—while also using data to guide individual instruction and promote student collaboration will directly influence the growth of students across grades 1 – 4.

Strategies/lead measures

Strategy 1

Teachers will utilize collaborative engagement learning strategies: stations/centers, skill work, real world problem solving.

Methods (Action Steps)
  1. Encourage each grade level team to implement a lesson structure study centered around collaborative engagement learning strategies.
  2. Engagement strategies will be tracked through administrative walk throughs.
  3. Encourage participation in PD focused on the Six Shifts and Explicit Direct Instruction
  4. Teachers will use PLC time to reflect on effectiveness and adjust instructional strategies based on formative assessment data
Gauging Success/Success Indicators
  1. Informal classroom walkthroughs will reflect EDI strategies and engagement strategies.
  2. PLC agendas and notes would reflect discussions around changes in instructional practices through the use of data protocols.
  3. The results of lesson structure studies will be shared out building wide.
Resources
  1. HMH access online and via support professionals
  2. Common Prep time in master schedule for grade levels to engage and collaborate in PLCs to analyze data
  3. Appropriate technology.
  4. Schedule adjustments for lesson structure studies
Cadence of Accountability

Grade-level and department teams will review student assessment data to identify learning gaps, adjust instruction, and implement targeted interventions in all PLCs meetings, using the District Data Protocol. These teams will share teaching strategies, classroom management techniques, and professional expertise to improve collective efficacy.

Strategy 2

All grade-level teams/departments will develop and implement at least 2 common formative assessments each quarter, for a total of 8 for the year, and 2 common summatives for the year with results analyzed during PLCs to inform instruction and ensure vertical and horizontal alignment (monitored via PLC documentation and assessment review logs).

Methods (Action Steps)
  1.  Teachers will use PLC time to reflect and discuss effectiveness and adjust instructional strategies based on formative assessment data.
  2. Teachers will use this data to plan for individual instructional decisions; identify areas for reteaching and opportunities for enrichment.
  3. Grade levels and content areas will create and or refine formative assessments aligned with curriculum maps.
  4. Grade levels and content areas will create scoring rubrics to align with formative assessments.
Gauging Success/Success Indicators
  1. Prior to Fall NWEA testing, consistent testing procedures will be created.
  2. Non-evaluative observations of the MTSS meetings will reflect a working knowledge of student growth using new curriculum data points.
    PLC agendas and notes would reflect discussions around changes in instructional practices through the use of data protocols.
  3. By the end of June 2025, teachers will use time to continue Curriculum Map work and review priority assessments. Each quarter edits and additions will be made to existing Math and Reading curriculum maps to reflect ongoing progress including rubrics and scoring guides.
Resources
  1. Dedicated time to revisit and add to curriculum maps
    Access to curriculum and digital files
    Develop a set of protocols for all assessments and share out with faculty
Cadence of Accountability
  1. Post Observation conversations
    Administration meetings and follow up

Commitment 2

LES Staff commits to utilizing the MTSS process to meet the needs of all students.

DCIP alignment

Provide a MTSS (multi-tiered system of supports) for academic, behavioral, social, and social/emotional well-being for students, staff and families.

Smart Goal Lag Measures

By June of 2026, the number of students identified as In need on DESSA from Fall to Spring assessment will decrease by 5%.

Why we are making this commitment?

When students improve their well being, they improve their academic prospects and chances for graduating.

Students’ well-being has an impact on their academic achievement as well as attendance.  Absenteeism directly correlates to academic success. Missing school in the early grades has a more powerful influence on literacy development for low-income students than it does for their more affluent peers.

To empower each Liberty student to contribute and thrive we must help the student and their families achieve emotional well-being. Systems-level strategies, including proactively involving students and families, collecting and reporting data, building strategic partnerships across public agencies and community-based partners, providing training and support and taking a problem-solving, non-punitive approach to attendance improvement can result in meaningful and lasting positive change for communities.

Strategies

Strategy 1

Data will be utilized by PLCs to determine, plan and implement tiered interventions and enrichments for all three tiers.

Methods (Action Steps)
  1. District data protocol will be used by all PLC teams
  2. Each grade level will identify and use multiple data sources such as formative assessments, summative assessments, universal screeners, DESSA, and attendance
  3. Grade level teams and departments will utilize post benchmark PLCs to identify students in need of intervention
  4. Develop intervention plans and progress monitor
Gauging success/Lead Measures
  1. The District data protocol will be reshared with facilitators prior to the first PLC and implementation expectations will be discussed.
  2. Non-evaluative observations of the PLC meetings will reflect a working knowledge of student intervention needs based upon the data protocol implementation.
  3. PLC agendas and notes would reflect discussions around identifying students in need of intervention through the use of the District data protocol.
  4. PLC agendas and notes would reflect discussions around the development of intervention plans and progress monitoring.
Resources
  1. Common Prep time in master schedule for grade levels to engage and collaborate in PLCs to analyze data, create intervention plans, and progress monitor.
  2. Incremental implementation of LinkIt’s Intervention manager.
Cadence of Accountability
  1. PLC meeting notes
    Quarterly reporting by Facilitators on the progress of student interventions
    Administrative weekly meetings for follow up
Strategy 2

DESSA data will be used by guidance and clinical staff, student support teams, and classroom teachers for small group SEL interventions to address behavior, attendance and achievement.

Methods (Action Steps)
  1.  Clinical staff and teachers will review DESSA results after each administration window to identify students in need of support.
  2. MTSS Recommendations for clinical small group sessions based on DESSA results
  3. Clinical staff will implement small group lessons based upon the identified competencies and set goals
  4. Classroom tier 2 interventions to target class DESSA data
  5. Track attendance and behavior data alongside SEL progress
  6. Follow district attendance protocols
  7. Utilize parent square to engage parents throughout the process and provide support resources
Gauging Success/Lead Measures
  1. Non-evaluative observations of the MTSS meetings will reflect a working knowledge of DESSA
  2. Informal Walkthroughs will reflect tier 2 interventions based upon DESSA data
  3. Clinical Team weekly meeting agendas will reflect discussions around small group interventions, lessons, and progress monitoring
  4. Starting in September, Administration will communicate the prior day’s daily attendance rate to the building using a daily end of the day attendance PA shout out.
  5. By the first character counts awards in October, Attendance brag tags will become part of the ceremony’s expected routine.
  6. By October, classrooms will celebrate “near perfect” monthly attendance achievements with small classroom celebrations.
  7. By August 25, 2025 – the simple language attendance policy will be reshared with a parent acknowledgement on Parent Square.
  8. Opening day faculty meeting will re-present the updated Attendance duties document.
  9. At the beginning of the school year all parents will sign that they have read and that they acknowledge the Board of Education Attendance policy stating that they must call the district within 24 hours of a student’s absence and send the student back to school with a written excuse.
  10. Starting in September, all teachers will enforce the absenteeism note policy within their classrooms.
  11. Starting in September, when students are absent more than 3 days in a row, the school nurse will contact parents to determine why the student is out of school.
  12. Starting in September, when a student has missed 9 days of school, the administration will send home a 9 day attendance letter.
  13. Starting in September, when a student has missed 18 days of school, the administration will send home a 18 day attendance letter.
  14. Starting by the end of September, when a student has missed 18 days of school, the student will be referred to the MTSS behavior team.
  15. Starting in September Student attendance letters and MTSS steps will be updated in the LES Attendance Data Document.
Resources
  1.  Time to meet with appropriate staff to update and consult in regards to the attendance procedures.
  2. Time on the opening conferences to re-share attendance policy and duties with all staff members.
  3. MTSS Behavior meetings.
  4. Incremental implementation of LinkIt’s Intervention manager.
  5. Access to Aperture Lessons
Cadence of Accountability
  1. Daily Attendance Announcements
    Weekly Clinical Team Meeting Agendas
    Quarterly reporting by clinical staff on students’ progress towards their goals.
    DESSA results reported after each implementation

    Commitment 3

    LES commits to increase student involvement and leadership in academic and cultural initiatives which influence the building success.

    DCIP alignment

    Provide a positive, welcoming student-centered environment that celebrates diversity and inclusivity to empower students, staff and families.

    Smart Goal Lag Measures

    Given the Leader in Me framework, by May 2026, the LiM MRA (given to 4th grade students, Staff, and Parents) scale score will increase from 76 to a 78.

    Why we are making this commitment?

    The LES Mission Statement states : “The mission of the Liberty Elementary School is to educate, inspire and empower all students in partnership with staff, parents and community members.”

    We believe all of our students deserve a community centered environment, in which they feel welcome and they are an intricate part of the culture of the school.  We also believe the parents of our students must feel like they are a welcomed and involved part of the team and that Liberty Elementary School is a central part of their community.

    We believe in cultivating all students’ potential beyond their wildest imagination through providing leadership opportunities for students in and out of the classroom.

    Strategies/Lead Measures

    Strategy 1

    Provide a positive, welcoming student-centered environment that celebrates diversity and inclusivity to empower students, staff and families.

    Methods (Action Steps)
    1. Refine student led Open House
    2. Refine student led Character Counts awards ceremony
    3. Student voice and choice will be embedded into curriculum units through project-based learning, stations, independent work options, and differentiated instruction.
    4. Students will continue to prepare leadership binders, set goals, track progress, and reflect on their growth regularly based on NWEA and classroom data.
    Gauging Success
    1. Facilitators along with administration will refine student-led Open House at September Facilitator Meeting
    2. PLC agendas and notes would reflect discussions around changes in instructional practices to increase student voice in lessons
    3. Students will create WIGS based on STAR Reading and Math testing
    4. By the end of September New Teachers will have initial mentoring on Leader in Me portfolios, organization and how to incorporate it into their classroom throughout the year.
    5. By December all students will have a producible student portfolio with some initial elements added.
    6. By May students will be able to speak to their data and leadership using the portfolios.
    7. By January 30, 2025 Leadership Team will plan out the portfolio presentation day
    Resources
    1. Leadership portfolio resources
      1. K-2 Editable WIG Form
      2. 3-8 Editable WIG Form
      3. Reading Goal Shopping List
      4. Math Goal Shopping List
      5. Leadership portfolio slideshow presentation
    2. Dedicated time to revisit and add to curriculum maps
    3. Access to curriculum and digital files

    Cadence of Accountability

    1. MTSS Check-ins with grade levels, as MTSS time is used to discuss student achievement and portfolios.
      Informal classroom walkthroughs
    Strategy 2

    Parent Square will be used by teachers weekly to increase communication with families.

    Methods
    1. Teachers will interact with parent square weekly
    2. Parent square can be used for direct messages, classroom posts, forms, sign ups, and other communication
    3. Training and refreshers will be offered to staff to support clear accessible communication
    Gauging Success
    1. Administration will pull teacher Parent Square usage weekly
    Resources
    1. District Instructional Coach
    Cadence of Accountability
    1. Weekly data pull from Parent Square