The ICSD Board, district administration, and district leadership team are committed to the education and well-being of each student and educator. As members of a professional learning community, we have identified the following school improvement framework that is supported by our collective mission, vision, shared values, and goals that will guide the policies, procedures, processes, priorities, and day-to-day decisions of the district. We will acknowledge and address behaviors that are inconsistent with the district’s mission, vision, values and goals.
Mission and Vision
Reaching Higher: Creating a Better Tomorrow for ALL
Empowering ALL to learn at high-levels through systematic district and school-wide support.
The ICSD School Improvement Framework
We will actively promote and support the District’s mission, vision, values and goals.
We will contribute to the success and productivity of high-functioning professional learning communities at every level of the district system.
We will hold high standards and expectations for student and educator success through self-reflection and collective inquiry regarding best practices.
We will focus our efforts on student and educator learning to promote and realize increased student achievement as identified in the six foundational components of the above school improvement framework.
We will commit to a high level of mutual support and trust among all members of the learning community at all levels of the district system.
We will manage the district’s resources in a manner that addresses the needs of the community, establishes community partnerships, and builds community support.
We will recognize and celebrate the individual and collective efforts and achievements of the Iron County School District community.
District Goals: Committed to Learning for ALL
Collaboration within our district MTSS Framework
- Continue to Increase the functionality of PLCs within our district MTSS Framework
All professional learning teams and building leadership teams will continue to increase their level of functionality by a minimum of 10% over the course of the school year as measured by the ICSD Professional Learning Team and Building Leadership Team (PLT & BLT) Reflection Rubric.
*Anecdotal and observation data can also be considered in determining increased functionality, as well as the ICSD Principal Partnership Tool
Mathematics within our district MTSS Framework
- Increase student math achievement in grades K-12
- We will increase the percentage of student growth in mathematics proficiency by 5% as measured by common formative assessments grades preK-12. Baseline data will be collected using the state’s new RISE assessment for grades 3-8, Utah Aspire Plus for grades 9-10, and ACT for 11th grade.
Literacy within our district MTSS Framework
- Increase student literacy achievement in ELA grades K-12
- We will increase the percentage of student growth in ELA by 5% as measured by common formative assessments grades preK-12. Baseline data will be collected using the state’s new RISE assessment for grades 3-8, Utah Aspire Plus for grades 9-10, and ACT for 11th grade.
Commitment to professional learning within our district MTSS framework
- Increase the use and effectiveness of evidence based instructional and positive behavior support strategies district- and school-wide.
We will continue to increase the level of expertise and preparation for all those who monitor educator effectiveness during the 2018-2019 school year by providing monthly instruction for our certified instructional leaders targeted at strengthening relationships and promoting and supporting a positive school culture.
The ICSD Team Reflection Rubric
The ICSD Principal Partnership Tool and Quarterly Coaching
Administrator Year-end Reflections
Utah Educational Leadership Standards
We will increase the level of student cognitive engagement and responsibility for learning in all classrooms by at least 10% as a result of each school choosing a high leverage, evidence-based instructional strategy (metacognition, feedback, questioning, opportunities to respond or self-efficacy) on which to focus for the 2018-2019 school year. This will be measured by regular administrator and peer observations and/or video self- reflections.