SCHOOL IMPROVEMENT PLAN Science and Math Institute (SAMi) 2014-2015 District Improvement Plan Goal: Academic Excellence – All students will perform at or above grade level and achievement/opportunity gaps among all student groups will be eliminated. (Strategic Plan Goal #1) Target Area: MATHEMATICS IMPROVEMENT GOAL: Increase proficiency in mathematics by 5% from 86% to 91% on the Year 1Algebra EOC, and 99% to 100% on the Year 2 Geometry EOC. Annual Goal: 5% STRATEGIES: Teacher professional development on best practices in teaching mathematics Increase student contact time in mathematics Increase availability of tutoring to students IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal? Teacher professional development on best practices in teaching mathematics
Increase contact time in mathematics for students scoring at Level 1 or Level 2 on the 8th grade MSP Increase availability of tutoring for students
Increase teacher contact with students, and peer tutoring Increase contact time in mathematics for students in 11th & 12th grade not meeting standard on EOC
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is or isn’t accomplishing this goal
All math teachers will participate in content professional development activities, including studio work, Inquiry Teams with a focus on common formative assessments tied to the CCSS and Smarter Balanced Assessments. Implementation of Math TIME class
Monthly, July 2014 – June 2015
Co-directors, in cooperation with Inquiry Team leader, Instructional Coach and district C & I representatives
Release Time for all math teachers to participate in studio work; Late Start Fridays for Inquiry Team time
Reflection sheets on studio work, weekly Inquiry Team reports to Instructional Coach, and classroom observations by administrator
September 2014 to June 2015
Dean of Students, Math Department Chair & codirectors
Existing FTE (CTE)
Extend tutoring hours to four days/week plus lunch tutoring and mentor group peer-tutoring
October 2014– June 2015
Dean of Students, Student Services Department & Math Department & Mentor Teachers
Provide push-in support from student services teachers and Bridge Peer Tutors Implementation of Algebra 1 and Geometry 1 EOC course
September 2014 to June 2015
Student Services Team
Alter student services teacher’s work day to allow for funding for afternoon tutoring Existing FTE (CTE and BE)
Inquiry Teams Professional Learning Community work with mathematics department; Coaching from Instructional Coach, Inquiry Team Leader Meetings, Attendance at PLCatWork Conference in Seattle Professional Learning Community work with mathematics department and student services PLC Coaching from Instructional Coach and Dean of Students
Math EOCs, Classroom Based assessments
September 2014 to June 2015
Math Department Head, Dean of Students
SIP Day Workshops focused on PLC work, specifically interventions; Bridge Program Weekly PLC Inquiry Team meetings
Existing FTE
Classroom based assessments, Mathematics EOC
Classroom based assessments, Math EOC
Math EOCs, Collection of Evidence
Target Area: READING IMPROVEMENT GOAL: Increase proficiency in reading from 94% to 99% as measured by the state graduation exam. Annual Goal: 5% increase STRATEGIES: Teacher professional development on best practices in teaching literacy, using complex instruction, group-worthy tasks and the 5D framework Increase availability of tutoring to students Implementation of Common Core State Standards
IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
Teacher professional development on best practices in teaching, group-worthy tasks, reading instruction, engagement strategies, 5D
Increase availability of tutoring for students Implementation of Common Core State Standards
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
RESOURCES NEEDED
PROFESSIONAL DEVELOPMENT
MONITORING PROGRESS
Who will provide the leadership for this activity?
What are the existing and/or new resources that will be used to accomplish this activity?
How will staff acquire the necessary skills and attitudes to implement this activity?
What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Existing FTE, late start Fridays
Weekly Inquiry Team Professional Learning Community meetings; Inquiry Team Leader to attend PLCatWork Conference; Monthly Inquiry Team Leader meetings Inquiry Teams
Weekly Inquiry Team reflection and classroom observations by administrators
Inquiry Teams
Classroom based assessments, Reading HSPE, Smarter Balanced Exams
WHO IS RESPONSIBLE?
Teachers will participate in Inquiry Team professional development activities focused on common formative assessments based on CCSS Implement afternoon tutoring program for students including COE tutoring
Monthly, July 2014 – June 2015
Co-directors, in cooperation with instructional coaches and Inquiry Team leader
October 2014– June 2015
Humanities Department
Extra Work for Extra Pay
Implement common core state standardsbased curriculum and grading (rubric development, backward planning)
September 2014-June 2015
Humanities Inquiry Team
Existing FTE, Late-Start Fridays
Classroom based assessments, Reading HSPE
Target Area: ELIGIBILITY / READINESS FOR POST-HIGH SCHOOL LIFE IMPROVEMENT GOAL: Increase rigor across the curriculum to better prepare students for post-high school life as measured by the number of 11th & 12th grade students taking one or more College in the High School or AP courses by 10% annually from 72.4% to 82.4%; and the percentage of senior students meeting the Higher Education College Requirements (Language Arts, Science, World Language, Mathematics) at graduation by 10% annually from 88.3% to 98.3% Annual Goal: 10% increase STRATEGIES: Expanded implementation of the College in the High School Program for students Implementation of AP classes Increase mentor teacher familiarity and knowledge of HECB requirements Improve the quality of teaching in HEC board classes through teacher professional development in PLC Inquiry Teams IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Expanded implementation of the College in the High School program
Expand the CITHS program developed in the 12-13 school year to 25 courses with TCC and UW Seattle
August 2014 – June 2015
CITHS coordinator, Co-directors
Existing FTE
Percentage of students taking CITHS classes, and number of classes offered
Implementation of AP classes
Implement an AP Physics class
August 2014 – June 2015
Co-Directors, Instructional Coach, Physics teacher
Existing FTE, Secondary Ed Support for AP training, AP testing
CITHS mentoring program which pairs a university professor with HS educator; partner CITHS teachers in like areas Attend AP training in Summer 2014
Ensure that all students are taking rigorous coursework
Train mentor teachers on HEC board requirements
August 2014 – June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers
existing FTE
Staff meetings
Improve the quality of teaching in HEC board courses
All teachers engage in Inquiry Team PLCs with focus on rigor, student engagement (5D), common formative assessments and CCSS
July 2014 – June 2015
Co-Directors and Instructional Coaches
Existing FTE, late start Fridays
Weekly Professional Learning Community, Monthly PLC Inquiry Team leaders, attendance at the PLCatWork conference
College Board audit of class curriculum and syllabus; number of students taking AP exam and scoring a 3 or higher Percentage of seniors meeting HEC Board requirements. Observation of Mentor teacher conferences with students
Weekly Inquiry Team reflection sheets and team & classroom observations by administrator
Target Area: ELIGIBILITY / READINESS FOR POST-HIGH SCHOOL LIFE IMPROVEMENT GOAL: Increase readiness for post-high school life as measured by the percentage of senior students indicating a plan verifying their acceptance at institutions of higher learning, as measured by the Verification of Acceptance at Next Institution (VANI) forms collected, and their indication of students attending institutes of higher education with a solid plan for the future by 10%, from 79% to 89%. Annual Goal: 10% increase STRATEGIES: Implementation of parent-student College Night Increase student exposure to universities through lunchtime college visits Increase mentor teacher familiarity and knowledge of college-entrance protocols Increase class time dedicated to post-high planning for 11th & 12th grade students Continued implementation of the internship program, placing 11th & 12th grade students in professional internships IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Implementation of parent-student College Night
Implement fall college night for all students and parents to increase exposure and help navigate college admissions Invite university admissions counselors to SAMI
September 2014
Dean of Students, Graduation Support Specialist
Existing FTE
Partnership with local universities (PLU, UPS)
Attendance at event
August 2014 – June 2015
Dean of Students, Graduation Support Specialist
Existing FTE,
Partnership with universities
Attendance at visits
Train mentor teachers on HEC board requirements, admissions protocols
August 2014 – June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers
existing FTE
Staff meetings
Increase class time dedicated to post-high planning for 11th & 12th grade students
Dedicate Friday Senior Breakouts to post-high planning
August 2014 – June 2015
Co-Director and Senior Class Advisor
Existing FTE, Friday Break-outs
Weekly meetings with Senior Class Advisor
Continued implementation of the internship program
Placing 11th & 12th grader students in professional internships with the Next Move
August 2014 – June 2015
The Next Move Department
Existing FTE
Staff meetings
Percentage of seniors meeting HEC Board requirements, VANI forms indicating higher ed enrollment Percentage of seniors meeting HEC Board requirements, VANI forms indicating higher ed enrollment Percentage of 11th & 12th grade students participating in internship program
Increase student exposure to universities with lunchtime College Visits Increase mentor teacher familiarity with collegeentrance protocols
Target Area: 9th Grade Success IMPROVEMENT GOAL: Decrease the percentage of 9th grade students failing 1 or more classes at the semester by 10% , from 24% to 14%. Annual Goal: 10% decrease STRATEGIES:
Teacher professional development on best practices in teaching through Inquiry Groups Increase mentor teacher familiarity and knowledge of student success rate by implementing bi-weekly grade checks for all 9th grade students Increase Parent-Teacher Conferences for Students of Concern Implement Response-to-Intervention model for all students within the mentor groups Implementation of at-risk student prevention class “Strong Start” for all 9th grade students
IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Teacher professional development on best practices in teaching, group-worthy tasks, reading instruction, engagement strategies, 5D
Teachers will participate in Inquiry Team professional development activities
Monthly, July 2014 – June 2015
Existing FTE, late start Fridays
Inquiry Teams Professional Learning Community weekly meetings, monthly Inquiry Team Leader meetings, attendance at the PLCatWork conference
Weekly reflection and classroom observations by administrator
Ensure that all students are connected with a mentor teacher who regularly monitors 9th grade student success
Continued implementation of the IPR bi-weekly grade check system in mentor group
August 2014 – June 2015
Co-directors, in cooperation with instructional coaches and Inquiry Team Leaders Co-Directors, Instructional Coach, Dean of Students, Teachers, Guidance Secretary
Existing FTE, late start Fridays
Staff meetings, SIP day workshops focused on mentor group
Percentage of 9th graders failing classes at midterms. Observation of Mentor teacher conferences with students
Increase Parent-Teacher Conferences for students of concern
All mentor teachers will host Parent-Teacher Conferences for at-risk students twice yearly
August 2014 – June 2015
Existing FTE, late start Fridays
Staff meetings, SIP day workshops
Implement Response-toIntervention model for all students within the mentor groups
All mentor teachers will be trained in the RTI system
August 2014June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers, Student Services Co-Directors, Instructional Coach, Dean of Students
Existing FTE, latestart Fridays, optional day pay
Staff meetings, SIP day workshops
Implementation of atrisk student prevention class “Strong Start” for all 9th grade students
Student Services to host class for all 9th grade students in cooperation with 9th grade team
August 2014June 2015
Co-Directors, Student Services Department, Graduation Support Specialist
Existing FTE (CTE, SpED)
Inquiry Team meetings, staff meetings, Student Services department meetings
Student & Parent attendance at conferences, success rate (grades/attendance) before & after conference Percentage of 9th graders failing classes at midterms. Observation of Mentor teacher conferences with students Percentage of 9th graders failing classes at midterms. Observation of Strong Start class
Target Area: Graduation IMPROVEMENT GOAL: Decrease the percentage of 12th grade students at-risk of graduating at mid-term, from 12.9% to 2.9%. Annual Goal: 10% decrease STRATEGIES: Increase mentor teacher familiarity and knowledge of student success rate by implementing bi-weekly grade checks for all 12th grade students Increase Parent-Teacher Conferences for Students of Concern Implement Response-to-Intervention model for all students within the mentor groups Implement tutoring programs focused on Collection of Evidence for Math, Biology, Reading and Writing IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Ensure that all students are connected with a mentor teacher who regularly monitors 12th grade student success
Continued implementation of the IPR bi-weekly grade check system in mentor group
August 2014 – June 2015
Co-Directors, Instructional Coach, Dean of Students, Teachers, Guidance Secretary
Existing FTE, late start Fridays
Staff meetings, SIP day workshops focused on mentor group
Percentage of 12th graders failing classes at midterms. Observation of Mentor teacher conferences with students
Increase Parent-Teacher Conferences for students of concern
All mentor teachers will host Parent-Teacher Conferences for at-risk students twice yearly
August 2014 – June 2015
Existing FTE, late start Fridays
Staff meetings, SIP day workshops
Implement Response-toIntervention model for all students within the mentor groups
All mentor teachers will be trained in the RTI system
August 2014June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers, Student Services Co-Directors, Instructional Coach, Dean of Students
Existing FTE, latestart Fridays, optional day pay
Staff meetings, SIP day workshops
Implement tutoring programs focused on Collection of Evidence for Math, Biology, Reading and Writing
All at-risk students will participate in tutoring specific to the COE they have yet to pass
August 2014June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers, Student Services
Existing FTE
Staff meetings, SIP day workshops
Student & Parent attendance at conferences, success rate (grades/attendance) before & after conference Percentage of 12th graders failing classes at midterms. Observation of Mentor teacher conferences with students Percentage of students passing the COE
District Improvement Plan Goal: Partnerships - We will fully engage our parents, community and staff in the education of our children. (Strategic Plan Goal #2) Target Area: Partners Supporting Student Success IMPROVEMENT GOAL: Increase the percentage of community-based organizations (CBO), youth -serving organizations, and businesses working in formal partnership with the school by 10%, from 110 to 121. Annual Goal: 10% increase STRATEGIES: Increase mentor teacher familiarity with CBOs and youth-serving organizations able to provide services for our students Increase internship opportunities for students with CBOs, youth-serving organizations and businesses Increase teacher connectedness to local CBOs, youth-serving organizations and businesses IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Increase mentor teacher familiarity with CBOs and youth-serving organizations able to provide services for our students
Mentor Group “Day of Caring” with United Way and continued community service
August 2014 – June 2015
Co-Directors, Instructional Coach, Dean of Students, Teachers, Social Worker
Existing FTE, late start Fridays
Staff meetings, SIP day workshops focused on mentor group
Percentage of mentor groups participating in community service through Day of Caring
Increase internship opportunities for students with CBOs, youth-serving organizations and businesses
Professional business connections for Internship Program, placing 11th & 12th grader students in 3week and semester-long professional internships with the Next Move Increase class connections to the community through local partnerships
August 2014 – June 2015
Co-Directors, The Next Move Department
Existing FTE, late start Fridays
Staff meetings
Number of internship partners
August 2014June 2015
Co-Directors, Instructional Coach, Dean of Students
Existing FTE, latestart Fridays, optional day pay
Staff meetings, SIP day workshops
Number of community partnerships
Increase teacher connectedness to local CBOs, youthserving organizations and businesses
District Improvement Plan Goal: Safety - (Strategic Plan Goal #4) - All schools will create and maintain safe learning environments that promote excellent academic achievement. Target Area: Disciplinary Actions IMPROVEMENT GOAL: Decrease the percentage of 9th to 12th grade students with one or more disciplinary infraction by 1%, from 2% to 1%. Annual Goal: 1% decrease STRATEGIES: Ensure that all students are connected with a mentor teacher who regularly monitors student success
Increase Parent-Teacher Conferences for Students of Concern Implement Response-to-Intervention model for all students within the mentor groups Implementation of at-risk student prevention class “Strong Start” for all 9th grade students
IMPROVEMENT STRATEGY What strategy are you using to achieve the academic excellence goal, the collaboration goal, or the early childhood goal?
IMPROVEMENT ACTIVITY What initiative or activity will occur to accomplish this goal?
TIMELINE When will this activity begin and end?
WHO IS RESPONSIBLE? Who will provide the leadership for this activity?
RESOURCES NEEDED What are the existing and/or new resources that will be used to accomplish this activity?
PROFESSIONAL DEVELOPMENT How will staff acquire the necessary skills and attitudes to implement this activity?
MONITORING PROGRESS What ongoing FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning?
Ensure that all students are connected with a mentor teacher who regularly monitors 9th grade student success
Continued implementation of the IPR bi-weekly grade check system in mentor group
August 2014 – June 2015
Co-Directors, Instructional Coach, Dean of Students, Teachers, Guidance Secretary
Existing FTE, late start Fridays
Staff meetings, SIP day workshops focused on mentor group
Increase Parent-Teacher Conferences for students of concern
All mentor teachers will host Parent-Teacher Conferences for at-risk students twice yearly
August 2014 – June 2015
Existing FTE, late start Fridays
Staff meetings, SIP day workshops
Implement Response-toIntervention model for all students within the mentor groups
All mentor teachers will be trained in the RTI system
August 2014June 2015
Co-Directors, Dean of Students, Graduation Support Specialist, Mentor Teachers, Student Services Co-Directors, Instructional Coach, Dean of Students
Existing FTE, latestart Fridays, optional day pay
Staff meetings, SIP day workshops
Implementation of atrisk student prevention class “Strong Start” for all 9th grade students
Student Services to host class for all 9th grade students in cooperation with 9th grade team
August 2014June 2015
Co-Directors, Student Services Department, Graduation Support Specialist
Existing FTE (CTE, SpED)
Inquiry Team meetings, staff meetings, Student Services department meetings
Percentage of 9th graders with one or more disciplinary infraction. Observation of Mentor teacher conferences with students Student & Parent attendance at conferences, success rate (grades/attendance) before & after conference Percentage of 9th graders with one or more disciplinary infraction. Observation of Mentor teacher conferences with students Percentage of 9th graders failing classes at midterms. Observation of Strong Start class
