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Rollins Elementary emphasizes belonging alongside literacy and math in school improvement plan
Summary
Rollins Elementary presented goals to increase proficiency by 6% in literacy and math by 2026 and to ensure every student is connected to a trusted adult, with a focus on collaborative learning structures and Second Step SEL.
Stephanie Schmiesing, principal of Rollins Elementary School, told the Curriculum Committee the school's School Improvement Plan centers literacy, numeracy and a strengthened culture of belonging.
"Together, we grow through care, connection, and high expectations," Schmiesing said, reading the school's mission statement during the Oct. 17 presentation.
Schmiesing reported that Rollins' average daily attendance was 94.3% but that 17% of students were chronically absent. The school set an attainment goal for academics: a 6% increase in the percentage of students meeting or exceeding grade-level expectations in reading and math by the end of the 2026 school year.
To reach those targets, Rollins is emphasizing collaborative learning structures, professional development, coaching cycles and teacher-led analysis of student work. Schmiesing said teachers are using strategies designed to increase student talk and reasoning in lessons, with regular PLCs and learning walks to maintain consistency.
On belonging, the school has launched a student connection team to pair staff with students for regular check-ins and has implemented the Second Step social-emotional learning curriculum. Schmiesing described recognition systems including "brag tags" and positive referrals to reward academic and behavioral successes.
Schmiesing said the school will monitor attendance and behavior data biweekly and prioritize intentional connections so "every child...has someone at Rollins who knows them and cares about them." No formal committee action on the plan was recorded in the transcript.
Schmiesing thanked staff and district partners for support and said Rollins will continue to adjust strategies based on data.
