Goal Area 1: Attendance

• 75% of Monroe School District students will have less than two absences per month on average by the end of the 2023-24 school year (an increase from 67.3% in the 2021-22 school year).

Goals Area 2: State Test Scores

• 50.7% of students in grades 3-8 and 10 will meet grade level standards in English Language Arts (ELA) as measured by the Smarter Balanced (SBA) test in the spring of 2024 (an increase from 49.9% in the spring of 2023). *50.7% is the Washington State average

• 39.1% of students will meet grade level standards in math as measured by the Smarter Balanced (SBA) test in the spring of 2024 (an increase from 37.7% in the spring of 2023). *39.1% is the Washington State average

Goal Area 3: i-Ready

• 100% of students in grades K-8 will make their annual progress goal on the i-Ready math assessment by the end of the 2023-24 school year.
   
• 20% of students in grades K-8 will make their annual stretch goal progress on the i-Ready math assessment by the end of the 2023-24 school year.
   
• 100% of students in grades K-8 will make typical progress on the i-Ready reading assessment by the end of the 2023-24 school year.
   
• 20% of students in grades K-8 will make their annual stretch goal progress on the i-Ready reading assessment by the end of the 2023-24 school year.

Goal Area 4: Sense of Belonging

• 40% of students in grades 6-12 will report a positive sense of belonging as measured by the Panorama survey by the end of the 2023-24 school year (an increase from 36% in the spring of 2023).

• 68% of students in grades 3-5 will report a positive sense of belonging as measured by the Panorama survey by the end of the 2023-24 school year (an increase from 65% in the spring of 2023).

Alternative Learning Experience (ALE)
A public education program, where some or all of the instruction is delivered outside of a traditional classroom schedule. The intent of an ALE is to ensure that students have educational opportunities designed to meet their individualized needs. An example of an ALE in the Monroe School District is Sky Valley Education Center.

Culturally Competent
The ability of individuals or organizations to effectively interact, understand, and communicate with people from different cultures or cultural backgrounds. Cultural competency goes beyond mere awareness of different cultures; it involves developing a deeper understanding of the values, beliefs, customs, and behaviors of diverse groups.

Culturally Responsive
Recognizing, respecting, and valuing the diversity of individuals and communities and what they bring to our schools. It involves acknowledging and responding to the unique cultural backgrounds, experiences, and needs of individuals and communities. Culturally responsive individuals and organizations strive to create inclusive environments that promote equal opportunities for all—regardless of cultural differences. 

Curriculum
The plan that lays out what students will learn in a class or program. It includes what topics will be taught, how they will be taught, what resources will be used, and how learning will be assessed.

Differentiated Instruction
Instruction that is tailored to meet the individual needs of students.

Equal vs. Equitable
Equal refers to treating everyone exactly the same, without any differentiation or consideration of individual circumstances or needs. It assumes that everyone starts from the same position and requires identical resources, opportunities, or support.

Equitable acknowledges and addresses the unique needs and circumstances of individuals or groups. It recognizes that people have different starting points, and may require varying levels of resources, opportunities, or support to achieve fairness.

Essential Learning Standards
The most important things students need to know and do in each subject by the end of the school year to be ready for the next grade or course.

Formative and Summative Assessments
Formative assessments are frequent, low-stakes assessments conducted throughout units of instruction to gather information about students’ progress toward the learning goals of that unit. 

Summative assessments are less frequent assessments designed to measure students’ learning over a longer time period. These could measure students’ learning and growth over a unit, a semester, or an academic year and are used to evaluate students’ learning outcomes, knowledge, and skills over that time. These are also used to help educators choose appropriate placements for students (for example, used to decide which class a student registers for in the future). Lastly, these are used by educators to evaluate the effectiveness of our instructional programs.

Harassment, Intimidation and Bullying (HIB)
Harassment is any malicious act that causes harm to a person's physical or mental well-being. Harassment may become a Title IX or Civil Rights violation when the harassing action has a sexual or discriminatory component.

Intimidation is any implied or overt threat of violence directed toward another student.

Bullying is any unwanted negative action that is:

• Done on purpose, and
• Has happened before, or is likely to happen again without adult intervention, and
• Shows a lack of empathy toward the victim, and
• Demonstrates an actual or perceived social, physical or cognitive power imbalance.

High School & Beyond Plan
A graduation requirement that helps students get the most out of high school and plan for their future. Students work with school counselors to create their own individual plan, their “personalized pathway,” throughout high school. Students develop their plan in 8th grade and revise their plans annually to accommodate changing interests or postsecondary goals for what they plan to do in the years following graduation from high school.

Inclusive/Inclusion
Inclusive refers to the practice or principle of ensuring that all individuals, regardless of their background, abilities, identities, or characteristics, are valued, respected, and provided with equal opportunities and access. 

Inclusion promotes diversity, equity, and belonging by recognizing and embracing the uniqueness and worth of every individual. In practice, inclusion could look like students who in the past may have been in specialized programs outside of the general education classroom receiving parts or all of their instruction in the standard classroom.

Industry Certifications
Credentials awarded to students who have demonstrated a specific set of skills and knowledge in a particular industry or profession. These certifications are aligned with industry standards and are recognized by employers as evidence of a student's competence in a specific field. Industry certifications enhance students' readiness for the workforce by providing them with practical, job-relevant skills and improving their employability upon graduation.

i-Ready 
i-Ready is an online reading and math program for kindergarten through 8th grade that helps teachers understand students’ individual needs and monitor their progress toward meeting grade-level standards all year long. As a complement to the teacher's classroom lessons, i-Ready adapts to students' individual needs, adjusting assessment questions and lessons to align with students’ performance.

i-Ready growth goals are the average annual growth targets for students at their grade and placement level.  

i-Ready stretch goals are ambitious yet achievable growth targets designed to guide students who are below grade level toward reaching grade-level proficiency.

Multi-Tiered System of Support (MTSS)
A comprehensive framework used in education to provide various levels of support and interventions to meet the diverse needs of students. It is a data-driven approach that aims to promote student success by integrating academic, behavioral, and social-emotional supports. 

Opportunity Gap
Disparities in access to resources, educational experiences, and support that can affect students' chances for success in school. This gap often stems from inequities related to socioeconomic status, race, ethnicity, or other factors. Addressing the opportunity gap involves implementing policies and practices that ensure all students have fair and equitable access to the resources and opportunities needed to do well in school and beyond.

Professional Learning Community (PLC)
Groups of educators who work together as collaborative teams to achieve common goals related to improving teaching practices and student learning outcomes. The focus is on fostering a supportive and collaborative environment where educators can share insights, strategies, and resources to address challenges and continuously improve their instructional practices. 

Proportionality Index
A method for assessing the presence of student groups (based on factors like race, ethnicity, socioeconomic status, language proficiency, or special education status) in educational programs or services compared to the overall student population, indicating potential overrepresentation or underrepresentation in various aspects such as disciplinary actions, special education placements, or advanced courses. The objective is to ensure fairness and equal access to educational opportunities and resources for all students, regardless of their background. For instance, if a subgroup such as Hispanic students constitutes 18% of the student body, we examine whether they also make up at least 18% of those achieving specific educational outcomes, like being identified as highly capable. If the representation in outcomes is lower than their overall presence, it suggests a potentially disproportionate impact.

Smarter Balanced Assessment (SBA)
English language arts (ELA) and math tests in grades 3–8 and 10 that are required for federal and state accountability. The high school ELA and math assessments can also be used to meet a student's graduation ‘pathway’ requirement.

Special Education
A 504 Plan is an individualized plan created to support students with disabilities who require accommodations but do not necessarily need specialized instruction. A 504 plan outlines specific accommodations, adjustments, or supports to address the individual needs of the student, such as changes to the classroom environment, additional time on tests, or modified assignments. Unlike an Individualized Education Program (IEP), which is more comprehensive and tailored for students with specific learning disabilities, a 504 plan focuses on providing equal access and opportunities for students with various disabilities or health conditions.

An Individualized Education Plan (IEP) is a personalized plan developed for students with disabilities that outlines the student's unique learning goals, the services and support they will receive, and any necessary accommodations or modifications. The IEP is created collaboratively by a team, including teachers, parents, and special education professionals, and it serves as a roadmap to ensure that the educational needs of students with disabilities are met in a tailored and inclusive manner.

Social-Emotional Learning (SEL) 
An educational framework that focuses on developing students’ social, emotional, and interpersonal skills necessary for their overall well-being, success in school, and positive engagement in society. SEL recognizes the importance of nurturing students’ emotional intelligence, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Strong social/emotional skills in students results in higher academic growth and achievement.

Transparency Index Score
A rating that assesses the level of openness, clarity, and accessibility of information provided by an organization. This score is reflective of how well the organization discloses information to the community, adheres to open governance principles, and communicates essential details about its operations, decision-making processes, and financial matters. 

Trauma-Informed Practices
Creating a supportive and understanding learning environment that recognizes and addresses the impact of trauma on students. These practices involve being sensitive to the needs of students who may have experienced trauma, fostering a safe and inclusive atmosphere, and implementing strategies that promote emotional well-being. Educators employing trauma-informed practices aim to create a space where students feel secure, respected, and able to engage in learning despite their past traumatic experiences.

Wraparound Services
A comprehensive approach that provides students with a range of support services to address their academic, social, emotional, and health needs. These services are typically tailored to the specific requirements of individual students, emphasizing a holistic and personalized approach to education. Wraparound services may include counseling, health care, family support, after-school programs, and other resources designed to create a supportive environment for students to succeed academically and personally.