School Improvement Plan


Webster Elementary: 2020-21 School Improvement Plan

Every school in Minneapolis Public Schools is required to develop, implement, and monitor a school improvement plan (SIP). The following plan sets the goals that our school community is working to achieve and identifies the specific strategies or activities that will help us reach those goals together. If you have questions or comments about our improvement plan, please reach out using our main telephone number listed below.


School Name: Webster Elementary
School Number: 215
Grades Served: Pre-K - 5th Grade
Principal: Ginger Davis Kranz
Phone: 612.668.1210
Fax: 612.668.1220
Street Address: 425 5th St. NE, Minneapolis, 55413

School staff involved in SIP planning or progress monitoring:
Fiona Keel, TOSA
Hannah Peterson, School Social Worker
Joe Praska, 4th Grade Teacher
Ryan Lyrek, 3rd Grade Teacher
Anna Raycraft, 2nd Grade Teacher
Kalli Novak, 1st Grade Teacher
Andrea Merrell, Kindergarten Teacher
Sherri Westra, ELL Teacher
Rob Rand, Equity Lead/4th Grade Teacher
Ginger Kranz, Principal
Kara Van Wyk, Art Teacher
Katy Corrigan, High 5 Teacher
Tracy Hamel, Kindergarten Teacher
Sarah Cloud, 1st Grade Teacher
Amber Amundson, 2nd/5th Grades Teacher

Other staff, families, or community members involved in SIP planning or progress monitoring:



Together, our school is working to achieve the following goals.

By 2021, the percent of students making typical or aggressive growth on the FAST aMath assessment will increase from 53% to 71%.

Attendance goal: By 2021, the Average percent daily attendance for All Students will increase from the baseline for distance learning to 90% or 10% higher than the baseline, whichever is greatest.



To reach our school improvement goals, we will utilize the following evidence-based strategies.

Multi-Tiered Systems of Support (MTSS)

Description: MTSS is a comprehensive, evidence-based prevention framework. Within MTSS, multiple levels of support are provided to support the academic, social, emotional, and behavioral development of all students. Through it, all students are giving access to inclusive and equitable educational practices that minimize opportunity gaps.

We have selected this strategy for the following reasons: Multi-Tiered System of Support (MTSS) is a multi-level prevention system that provides access to increasingly intense levels of instruction and interventions. MTSS integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. With MTSS, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on a student's responsiveness. MTSS includes three levels of intensity or prevention: primary, secondary, and tertiary prevention. These levels are also called Tier I, Tier II, and Tier III. There is an MTSS team of staff, including the classroom teacher, School Social Worker, School Psychologist, and Interventionist. Through Tier I Instruction, we work to modify the core so that all learners have access to rigorous, relevant, and engaging instruction. This includes differentiation for all students, including advanced academics.

Other Strategy: Responsive Classroom

Description: "Responsive Classroom is an evidence-based approach to teaching that focuses on engaging academics, positive community, effective management, and developmental awareness. Our workshops, books and conferences help elementary and middle school educators to create safe and joyful learning communities where students develop strong social and academic skills and every student can thrive.

Independent research has found that the Responsive Classroom approach is associated with higher academic achievement in math and reading, improved school climate, and higher-quality instruction. It has been described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as one of the most "well-designed evidence-based social and emotional learning (SEL) programs."

About Responsive Classroom. (2019) Retrieved from

Responsive Classroom involves work in four key areas: Engaging Academics, Positive Community, Effective Management, and Developmentally Responsive Teaching. In these key areas, teacher use a variety of strategies, including, but not limited to, Morning Meeting, Closing Meeting, student choice, student ownership, accountable talk, directive/re-directive language, modeling/re-modeling, and problem-solving.

We have selected this strategy for the following reasons: Throughout the building, classroom, and within instruction, teachers will use the practices of interactive learning structures, interactive modeling, closing circle, empowering teacher language, and logical consequences. Teachers will plan purposeful activities that allow students opportunities to engage with academics in active and social ways. Teachers will feel confident in a consistent approach to establishing and maintaining classroom and school wide routines
and procedures.
Students will understand expectations and the link to learning and community. Students and families will feel that the school climate is safe, caring, and productive to learning. Families will feel empowered to use the same practices at home.



Throughout the year, teams of administrators, teacher leaders, and other staff will track how we're doing with putting our school improvement strategies into place to improve student outcomes and achieve equity.

We will use best practices from implementation science to ensure we're successfully completing each step of the installation and implementation process. As we work through this process with each of our strategies, we'll set a goal for what successful implementation looks like, and we'll make sure we're giving staff the training, resources, and support they need to meet that goal. We'll check in on a regular basis with whether we're meeting those goals and will communicate out our progress to our staff and larger school community.

At the end of the year, we'll complete an Annual Evaluation to reflect on how we did with implementing our school improvement strategies, which will include looking at student outcome data to see if we're making progress toward achieving our school improvement goals.

If we determine that our school improvement strategies or improvement process is not helping us make progress toward our goals, we will work with our stakeholders to change course, because we are always striving to make sure that every student in our school is successful.


Family and community members can contact our school's main telephone number with any questions or comments about our improvement plan and progress. In addition, there are a number of ways that family members of any MPS student can be involved in school improvement, including: participating in Site Council, reaching out to a school's principal or assistant principal(s) directly, and attending parent-teacher conferences. We look forward to working with you this year!

document School Improvement Plan 2019-20   --  Please click the link to download a copy of our plan.