School Improvement Plan

Webster Elementary: 2018-19 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:
Ginger Kranz, Principal
Erin Klug, Interventionist
Karl Pederson, Kindergarten
Julia Roble, 3rd Grade
Jake Klis, 2nd Grade
Hannah Peterson, SSW
Rob Rand, 4th/5th Grade STEM
Kathy Johnston, School Psychologist
Ryan Lyrek, 3rd Grade
Alexa Michaletz, ELL
Katy Corrigan, High Five
Kelsey Tacheny, Physical Education
Connie Coskran, Special Education Teacher
Sarah Bosben, 1st Grade

Other staff, families, or community members involved in SIP planning or progress monitoring:
Janine Jones, Family Member
Katie Condon, Family Member
Hannele Nicholson, Family Member



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

Attendance goal: By 2021, the % of students reaching 95% attendance for All Students will increase from 49% to 80%.

Social-Emotional Learning goal: By 2021, the decrease number of violent incidences as measured by referrals for All Students will decrease from 34 to 10.

Reading Achievement goal: By 2021, the Percent of students making typical or aggressive growth on FAST for All Students and African American/Black students will increase from 47% & 29% to 85% & 70%.

Math Achievement goal: By 2021, the Percent of students making typical or aggressive growth on FAST for All Students will increase from 53% to 85%.



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: Continuing to refine and improve our MTSS process should help us to reach all of our goals. In particular it will tie very closely with our Reading and Math goals.

Focus for 2018-19: This school year, we will focus on establishing a common understanding of MTSS across all staff, setting up necessary infrastructure, and then engaging in effective, data-driven instructional cycles to improve teaching and learning across all content areas and grade levels.

Social Emotional Learning (SEL)

Description: "Social and emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions" (CASEL, 2016). Social Emotional Learning strategies promote the development of schools that are safe, welcoming, and inclusive learning communities for all stakeholders.

We have selected this strategy for the following reasons: Continuing to improve our SEL practices will support all of our goals; however, it will particularly help increase positive engagement and help to decrease referrals.

Focus for 2018-19: This school year, we will focus on completing readiness activities, like establishing an SEL team and conducting an inventory of current SEL practices, to make sure our school is ready to then develop the SEL skills of our adults.


Description: Educational equity means raising the achievement of all students while narrowing the gaps between the lowest and highest performing students, and eliminating the racial or cultural predictability and disproportionality of which student groups currently occupy the highest and lowest achievement categories across all measures.

We have selected this strategy for the following reasons: It is imperative for us as a staff to always be reflective about how we bring ourselves to our work, to look inward and consider how our biases influence our actions and how we can make sure that we address these biases, using them as an opportunity for growth. Building our Equity practice has influence on all of our work, all of our goals.

Focus for 2018-19: This school year, we will focus on completing readiness activities, like establishing an equity team and a common understanding of equity, before selecting one of three strategies to work through the rest of the year, either developing the self-awareness of our adults, sharing decision-making with families and students, or interrupting our implicit biases as adults.



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.