Secondary School Improvement Plans
2013-2014
Desert Hills Middle School
School Improvement Plan
2013-2014
School: Desert Hills Middle School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
It is the mission of Desert Hills Middle School to be a caring, responsive, and supportive community where all students are encouraged to
succeed and be responsible. The main focus at Desert Hills is to increase students' literacy, math and science skills. We plan to use staff
development opportunities to improve instruction and the quality of work given to our students. We continue to work to increase MSP and
MAP test scores each year. We have incorporated a school wide citizenship program (Make Your Day) that promotes respect, responsibility
and integrity. This program allows teachers to increase the time they spend on academics, thus increasing the quantity and quality of
instruction. 39% of the students at Desert Hills are involved in music and 30% of our students are in gifted and honors classes. About 6% of
our students participate in the Learning Assistance Program (LAP). We have no students in Title I or ELL programs. On September 4, 2013,
Desert Hills had a total enrollment of 967 students. We have 22% minority and 25% low income students.
2.
Summarize the results of the following:
a.
Staff Surveys
Using the results from the most recent Harris Survey, the overall teacher satisfaction was rated at 7.9 out of a possible 9.2.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified?
Using the results from a 2012 Parent Survey, the overall parent satisfaction was rated at 87%. Desert Hills has an active PTO which
involves numerous parents. We have an Open House every fall that is very well attended. We also have arena and student led
conferencing in late fall where our teachers hold a one-on-one conference with about 80% of our parents. Every year in November, our
Leadership class sponsors a Veteran's Day Assembly that includes numerous guests from the community. Every year during Engineers’
Week, we have numerous engineers from the community give presentations to our science classes. To facilitate better communication
between home and school, all of our parents have access to the Parent Portal where they can regularly check their child's grades and
assignments. Desert Hills also has a Web Site that’s updated regularly and a Homework Calendar that’s updated daily. A school
newsletter is also sent home with students and posted on our web site quarterly.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), MAP, DRA, Reading Assessments, MSP
Trend, and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the
strengths and weaknesses of your current program based on building data).
We have achieved the state’s Annual Measurable Objectives (AMO’s) and our scores are the highest in the Kennewick School District. Our
MAP (Measures of Academic Progress) scores are above the District average in math and reading for all grade levels. We have a higher
percentage of students meeting the State standards than the District average. Our strengths include outstanding reading, writing, math, science,
and music curriculums and a staff who willingly participate in numerous staff development opportunities. Weaknesses include making sure we
are teaching all of the Common Core Standards, especially those we anticipate to be on the State administered exams.
Updated 10/25/2013
2
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan?
1.
2.
3.
4.
5.
6.
7.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
1.
2.
3.
6.
Certified staff members need to participate in staff development workshops during building professional days (BPD).
Each certified staff member needs to belong to a professional learning community (PLC) that meets weekly to analyze test data,
adjust curriculum as needed, plan appropriate lessons, develop formative assessments and work on PERRR (Purpose,
Engagement, Rigor, Results, Relationships).
Certified staff members need to participate in quarterly building curriculum workshops during Wednesday early release days.
Teachers need to participate in release-time building workshops to analyze data, align curriculum, design common assessments
and improve their instructional skills.
Certified staff members need to understand the importance of Purpose, Engagement, Rigor, Results and Relationships and
participate regularly in Instructional Academies, building staff development workshops, and reflective conversations with their
evaluators where PERRR is discussed.
Math and Science teachers need to participate in district cadre meetings to analyze data, align curriculum, develop pacing guides
and improve their instructional skills.
Classified staff members who work with students in the classroom need to complete a core competency program, meet monthly
for in-building paraeducator training, and continue to attend District workshops.
Improve test scores at least 5% per year
Improve the quality of instruction and the quality of work assigned to students
Improve the culture of the school by teaching Respect, Responsibility and Integrity (the Make Your Day program)
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs,
received input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Our staff members regularly identify student needs through data analysis workshops and meet in PLC's to identify and implement solutions.
Teachers in each curricular area are coordinating a building-wide program to make sure that efforts aren't duplicated between grade levels
and are studying the correlation between MAP and MSP scores. Teachers have also implemented a building-wide sustained silent reading
program where students read for 10 minutes a day in a different subject area each week. The math teachers are also coordinating curriculum
to make sure the proper units in the Holt math series are being taught prior to the MSP exam. The teachers who teach high school level
courses teach the same units and use the same pacing guides as the high schools. The math and science teachers attend regular workshops
to learn various teaching strategies. The science teachers also receive continuous training in the use of a variety of science kits that teach
process as well as content. Staff members in all areas will be altering their testing methods to include MSP-like questions where problem
solving skills are tested. Staff members attend Staff Development Workshops - this year's emphasis is using the TPEP evaluation process to
improve instructional and communication skills.
Updated 10/25/2013
3
STUDENT ACHIEVEMENT DATA
Desert Hills Middle School
MEASURES OF ACADEMIC PROGRESS READING
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
2008
2009
82
74
64
76
73
75
2008
2009
2010
79
69
64
77
73
66
78
76
70
76
74
74
2012
2013
74
78
78
76
76
78
2011
2012
2013
74
76
71
69
73
69
75
69
69
79
77
71
Standard for MAP Testing is the 51st percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
6
6
7
7
7
8
8
8
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
87
66
83
76
62
76
64
66
87
66
76
84
69
77
61
72
74
57
75
83
65
83
55
69
80
62
68
86
63
76
45
72
80
63
88
90
67
81
57
77
78
59
80
86
67
76
55
77
2008
2009
2010
2011
2012
2013
X
X
X
X
No
Reading/
Math
No
Reading/
Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 10/25/2013
4
2012-13 MSP/HSPE Results –Desert Hills Middle School
Grade Level
Reading
Math
6th Grade
77.7%
58.6%
7th Grade
79.9%
67.2%
8th Grade
75.7%
55.2%
Grade Level *
All Grades
EOC Math Year 1
99.3%
Writing
Student Demographics
Science
85.7%
77.3%
EOC Math Year 2
100.0%
Enrollment
October 2012 Student Count
963
May 2013 Student Count
970
Gender (October 2012)
Male
509
52.9%
Female
454
47.1%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
Asian
Pacific Islander
7
0.7%
24
2.5%
6
0.6%
Asian/Pacific Islander
30
3.1%
Black
17
1.8%
Hispanic
131
13.6%
White
769
79.9%
9
0.9%
Free or Reduced-Price Meals (May 2013)
243
25.1%
Special Education (May 2013)
Two or More Races
Special Programs
103
10.6%
Transitional Bilingual (May 2013)
14
1.4%
Migrant (May 2013)
11
1.1%
Section 504 (May 2013)
20
2.1%
Foster Care (May 2013)
0
0.0%
229
0.1%
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
48
15.7
68.8%
40
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
412
ESEA Highly Qualified Teacher Information
Updated 10/25/2013
5
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
definition
100.0%
0.0%
% of classes in high poverty schools taught by teachers who
meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
100.0%
% of classes in low poverty schools taught by teachers who do
not meet ESEA HQ definition
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
Updated 10/25/2013
6
School Improvement Plan 2013-2014
School: Desert Hills Middle School
District North Star Goal:
75% of students who are below grade level in reading and math are caught up within three years.
Related Building Goal:
Increase the number of students who meet MSP standards by having 75% of students achieve their annual growth target on their reading
MAP tests for 2013-2014.
To prepare our students for the 10th grade HSPE
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Offer double reading classes
to students below the 30th
percentile.
Place students in reading lab classes by analyzing
students' test history and by teacher recommendations
MAP and MSP test results
2013-2014 School
Year
Principal
Literacy Coach
Align Reading Lab classes
by period to allow
instruction according to skill
deficiencies regardless of
grade level.
Continue to work towards
expecting students below
grade level to achieve annual
growth plus sufficient
“catch- up growth”to be at
grade level before leaving
middle school.
Continue program where
students read 10 minutes per
day in a different subject
area each week
Continue to improve the
quaility of instruction and
the quality of work given to
students.
Administer diagnostic and formative assessments often
and reassign students as needed to various groups and
classrooms depending on their needs and deficiencies
Building-Developed
Diagnostic and Formative
Assessments
2013-2014 School
Year
Literacy Coach
Reading Lab Teachers
Staff members will attend staff development workshops
and collaborate in their PLC’s. The teachers will focus on
data analysis, diagnostic testing, curriculum coordination,
pacing, the improvement of the quality of work given to
students, the improvement of instruction, and PERRR
MAP and MSP test results
2013-2014 School
Year
Principal
Literacy Coach
Reading Lab Teachers
Daily reminders in the bulletin telling staff and students
which subject area the silent reading is taking place for the
current week
MAP and MSP test results
2013-2014 School
Year
Principal
Secretary
Staff members will attend Staff Development Workshops
taught by Desert Hills reading experts which will focus on
the improvement of content reading instructional skills
through PERRR
MAP and MSP test results
Reflective conversations
between teachers and
administrators
2013-2014 School
Year
Administrators
Literacy Coach
Reading Teachers
Content Area Teachers
Formative Assessments
Updated 10/25/2013
7
School: Desert Hills Middle School School Year: 2013-2014
District North Star Goal:
75% of students who are below grade level in reading and math are caught up within three years.
Related Building Goal:
Increase the number of students who meet MSP standards by having 75% of students achieve their annual growth target on their math
MAP tests for 2013-2014.
To prepare our students for the 10th grade HSPE
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
Offer double math classes to
students below the 30th
percentile.
Continue to work towards
expecting students below
grade level to achieve annual
growth plus sufficient
“catch- up growth”to be at
grade level before leaving
middle school.
Continue to improve the
quaility of instruction and
the quality of work given to
students.
Coordinate the high school
level math curriculum
between the middle and high
schools
Encourage students to take
more rigorous math courses
at the earliest grade possible
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Place students in math lab classes by analyzing students'
test history and by teacher recommendations.
ASSESSMENT &
EVALUATION
TIMELINE
MAP and MSP test results
2013-2014 School
Year
Math teachers will attend Staff Development workshops
and collaborate in their PLC’s. The teachers will focus on
data analysis, diagnostic testing, curriculum coordination,
pacing, the improvement of the quality of work given to
students, the improvement of instruction, and PERRR. 7th
grade teachers will focus on implementing the new Holt
compression model.
Math teachers will attend Staff Development Workshops
and district-wide math cadres which will focus on
teaching to the Common Core Standards, following the
pacing guides, implementing the compression model and
the improvement of instructional skills through PERRR.
Algebra, Honors Algebra and Honors Geometry teachers
will meet with KaHS and SHS math teachers to coordinate
the high school level math curriculum between the middle
school and high school.
MAP and MSP test results
2013-2014 School
Year
A letter sent home with registration forms in the spring to
100% of all incoming middle school students inviting
them to be in the honors and high school level math
courses.
The number of students who
enroll in honors and high
school level math classes
Formative assessments
PERSON
RESPONSIBLE
Principal
Math Department
Chairperson
Principal
Math Department
Chairperson
Math Lab Teachers
MAP and MSP test results
Reflective conversations
between teachers and
administrators
2013-2014 School
Year
Administrators
Math Department
Chairperson
Math Teachers
Math MAP and MSP test
results
2013-2014 School
Year
Principal
High School Level Math
Teachers
2013-2014 School
Year
Principal
Grades
Updated 10/25/2013
8
School: Desert Hills Middle School School Year: 2013-2014
District North Star Goal:
Professional development, training, and growth opportunities for staff are offered on a continual basis.
Related Building Goal:
Teachers will meet weekly with their PLC’s to improve instruction and develop rigorous activities for their students.
Rationale for Goal:
Improved instruction and more rigorous assignments will lead to increased learning which will lead to better MAP and MSP scores.
STRATEGY/ACTION
(Maintenance)
Provide the purpose of each
lesson to students
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Observations in classrooms
Post Observation Conferences
Learning walks
Observations in classrooms
Post Observation Conferences
Learning walks
Observations in classrooms
Post Observation Conferences
Learning walks
MAP and MSP test scores
Observations in classrooms
Post Observations Conferences
Learning Walks
Observations in classrooms
Post Observations Conferences
Learning Walks
2013-2014 School
Year
Administrators and
teachers
2013-2014 School
Year
Administrators and
teachers
2013-2014 School
Year
Administrators and
teachers
2013-2014 School
Year
Administrators and
teachers
2013-2014 School
Year
Administrators and
teachers
Students will be engaged in
each lesson
Teachers will state the purpose of their lesson at the
beginning of each period and have it posted in the
classroom for everyone to see
Teachers and students are actively participating in the
learning and are focused on the lesson
Reduce the number of nonrelevant and non-rigorous
activities
Teachers will provide
rigorous lessons for lasting
results.
Teachers will provide students with rigorous activities that
relate to the Common Core Standards for their curricular
area
Students will develop the capacity to understand content
that is complex, provocative, ambiguous, and personally
and emotionally challenging
Teachers will develop
positive working
relationships with their
students
Develop pre and post
assessments to find out what
students already know and
evaluate what they learned
Teachers will interact with students in an enthusiastic and
caring way while nurturing a positive learning
environment in their classrooms
Teachers will work with their PLC members to develop
formative assessments
MAP and MSP test results
2013-2014 School
Year
PLC Leaders
Improve instructional
techniques
Release time to take learning walks in other teachers’
classrooms
2013-2014 School
Year
Administrators
Literacy Coach
Teachers
Coordinate the curriculum
for all subject areas from
sixth through eighth grades
Teachers will work with their PLC members and
curriculum leaders to coordinate curriculum and pacing
during weekly PLC meetings and periodic curriculum
workshops
Discussion between
participating teachers to
evaluate the effectiveness of
the observed lesson
MAP and MSP test results
2013-2014 School
Year
Principal
Literacy Coach
PLC Leaders
Updated 10/25/2013
9
STRATEGY/ACTION
(New)
Provide a refresher
workshop for teachers on
how to use the Make Your
Day citizenship program
effectively
Allow teachers to choose
their own professional
learning communities
(PLC's) to analyze data,
coordinate curriculum, and
work on PERRR
Teachers will develop
Professional Growth Plans
(PGP) through the TPEP
evaluation process
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Staff Development Workshops that focus on the Make
Your Day program and staff meetings to communicate and
collaborate on issues as they arise
All teachers will belong to a PLC. They will meet
weekly. They will supply an agenda before the meeting
and minutes after the meeting. They will focus on data
analysis, curriculum coordination, pacing, formative
assessments, the improvement of the quality of work
given to students, the improvement of instruction, and
PERRR
Teachers will meet with their PGP team members to focus
on one or more goals from the TPEP evaluation form and
develop professional growth plans that focus on the
improvement of instruction
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Track the number of discipline
referrals and compare them to
previous years
2013-2014 School
Year
Administrators
MYD committee
Staff Members
The principal will review the
agendas and minutes each
week
2013-2014 School
Year
Principal
Literacy Coach
PLC Leaders
Review and evaluate PGP’s
2013-2014 School
Year
Principal
PLC Leaders
Updated 10/25/2013
10
School: Desert Hills Middle School School Year: 2013-2014
District North Star Goal:
Ninety percent of students report they feel safe at school on our annual student safety survey.
Related Building Goal:
Every student will develop a relationship with a trusted adult to whom he/she can go for assistance when needed.
Rationale for Goal:
Having a trusted adult to whom they can go will help students feel safe at school and will result in improved results on the annual student safety
survey.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Staff members will review
the student safety survey
results and develop
strategies to build better
relationships with students
Staff members will mail
home KEA sponsored
“Positive Posts” postcards to
students
Staff members will participate in an August workshop
where student survey results are reviewed and discussed.
Staff members will then meet with their PLC’s to develop
specific relationship-building strategies. PLC leaders will
submit their PLC’s plans to the principal for approval.
The “Positive Posts” postcards will be introduced at the
August workshop and teachers will work with their PLC’s
to develop a plan for each teacher to mail home at least 1
postcard per week.
Every student will
participate in a three day
anti-bullying workshop
where reporting bullying to a
trusted adult is emphasized
STRATEGY/ACTION
(Maintenance)
In the spring, the Counselors
will visit the elementary
schools of every incoming
6th grader to give students
two adults to whom they can
go when they get to middle
school.
The Leadership class will
conduct an anti-bullying
campaign during the month
of March.
TIMELINE
PERSON
RESPONSIBLE
Annual Student Safety Survey
2013-2014 School
Year
Administrators,
Counselors and Teachers
Annual Student Safety Survey
2013-2014 School
Year
Administrators,
Counselors and Teachers
In September, SARC (Support, Advocacy & Resource
Center), AWARE (the Illusions and Deceptions
curriculum) and our counselors will present anti-bullying,
harassment and internet safety workshops in every 6th, 7th
and 8th grade classroom. At the end of each workshop,
students will identify a trusted adult to whom they can go
if they feel like their safety is in jeopardy.
Counslors will meet with 5th graders at our feeder
elementary schools. They will present information about
Desert Hills. They will instruct students to come up to
them at least 5 times during the first month of school, tell
the counselors their first and last names, and then wait for
the counselors to ask them a question.
Annual Student Safety Survey
2013-2014 School
Year
Counselors and SARC
Annual Student Safety Survey
2013-2014 School
Year
Counselors
The Leadership class will make a daily announcement
during the month of March giving students tips to avoid
bullying and encouraging students to report any bullying
to their trusted adult.
Annual Student Safety Survey
2013-2014 School
Year
Kim Murphy
Updated 10/25/2013
11
School: Desert Hills Middle School School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
Open House
Arena Conferences
Priority Conferences
Student Led Conferences
Before and After School Tutoring
Math Night
Book Fairs
Assemblies
Picture Day
Athletic Events
Field Trips
Junior Achievement
College Ed Curriculum
Science Fair
Engineering Week
Hoops for Heart
Fundraising Activities
Technology Night
National Junior Honor Society
Our goal is to have parents increasingly support the academic performance of their children. Desert Hills has advertised the use of the parent portal
in many ways. We have also given out a pamphlet to all students and parents that describes how to use the Parent Portal (Power School), our Holt
on-line math curriculum website, our mealtime/student fees online program and our Destiny on-line library program. We have evidence based on
staff surveys, our own monitoring, and required district practices that our school operates on the following characteristics of high performing schools:
 Clear and Shared Focus
 High Standards and Expectations
 Effective School Leadership
 High Levels of Communication and Collaboration
 Alignment of Curriculum, Instruction, and Assessment with Standards
 Frequent Monitoring of Teaching and Learning
 Focused Professional Development
 Supportive Learning Environment
 High Levels of Parent and Community Involvement
 Use of the instructional elements of purpose, engagement, rigor, results and relationships
Updated 10/25/2013
12
Building-Level Technology and Learning Implementation Plan – 3 Year
Name of School: Desert Hills Middle School
Grades: MS (6-8)
School Improvement Goal: Raise Building MSP Scores by 5% per Year
Technology and Learning Strategy: Use Technology to Support Problem Solving, Reading and Writing Across the Curriculum
Rationale: A Study of 55 New York State school districts found that “increased technology usage supports, facilitates and encourages student achievement.” (Mann & Schaffer,
1997). (from NCREL website: http://www.ncrel.org/tplan/cbtl/phase3.htm)
School Year
Activity
What actions will occur?
What steps will staff take to
achieve this goal?
Year 1:
2013-2014
Person(s)
Responsible
Hardware
(HW), Software
(SW), & Tech
Support
(TS) Needs
Professional
Development
(PD) Needs
Purchase / Budget /
Potential Funding Source(s)
Who will provide
What HW, SW and TS
What professional
What is the cost of the additional HW, SW,
How will you
leadership? Who will are needed to reach
development does the staff TS and PD needed to reach this goal? What
evaluate the
do the work to make
this goal? Include need in order to take the steps are the possible funding sources? Include
implementation of this
sure that this activity
quantities and
to
building and district sources, as well as
strategy? What tool(s) will
occurs?
distribution.
achieve this goal?
grants.
you use?
Improvement of
Instructional
Techniques
Literacy Coach
Site Council
PLC Leaders
None
Staff Development
Workshops and Weekly
PLC Meetings
Use Technology
(Hardware & Software)
to enhance instruction
and learning in the
classroom.
Teachers
10 Replacement
Bulbs
Workshops on how to use 10 Bulbs - $2500 (Building Budget)
i-pads effectively in the
classroom
8 Printers - $2400 (Building Budget)
Assess utilization and
effectiveness of
Technology Purchases
Evaluation Strategies
and/or Tools
Computer Techs
8 New
Library/Media Center Replacement
Printers
Site Council
Computer Techs
10 i-pads for
teachers and the
programs necessary
for them to interact
with computers
Maintenance
To be determined by
Technology Survey results
Analyze Data in PLC’s
Professional Development
Opportunities - $3300
Principal Observation
Classroom Assessment
MSP Scores
Principal Observation
Teacher Feedback
i-pads – $5000 (Building Budget)
Tech Survey
Site Council Review
Updated 10/25/2013
13
Year 2:
Meet Needs of Year 1
Teams and Site
Technology Assessment Council
Maintenance
To be determined by
Assessment
Unknown
Teams and Site
Council
10 Replacement
Bulbs
Computer Techs
10 ipads
10 Bulbs - $2500 (Building Budget)
Workshops on how to use
i-pads effectively in the
10 i-pads - $5000 (Building Budget)
classroom
Tech Survey
Computer Techs
2014-2015
Continue to use
Technology (Hardware
& Software) to enhance
instruction and learning
in the classroom.
8 New
Replacement
Printers
3 digital cameras
Workshops on how to use
digital and video cameras
Principal Observation
Teacher Feedback
8 Printers - $2400 (Building Budget)
3 digital cameras - $1000 (Building
Budget)
3 video cameras - $1200 (Building
Budget)
3 video cameras
Year 3:
Meet Needs of Year 1
Teams and Site
Technology Assessment Council
Maintenance
To be determined by
Unknown
Technology Survey results
Tech Survey
Teams and Site
Council
10 Replacement
Bulbs
Workshops on how to use 10 Bulbs - $2500 (Building Budget)
i-pads effectively in the
classroom
10 i-pads - $5000 (Building Budget)
Principal Observation
Computer Techs
10 ipads
Computer Techs
2015-2016
Continue to use
Technology (Hardware
& Software) to enhance
instruction and learning
in the classroom.
Teacher Feedback
8 Printers - $2400 (Building Budget)
8 New
Replacement
Printers
SIP Team Leader Completing This Form:
Other SIP Team Participants:
Steve Jones
Completion Date: 9/5/13
Dave Phillips, Carla Zoerb, Kim Murphy, Matt Patterson, Lydia Behrens, Dan Meyer, Ann Wilson
Updated 10/25/2013
14
School: Desert Hills Middle School School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs. Eligible students receive LAP services in reading at Desert Hills. Students are identified in the spring according to their most
recent MAP (Measures of Academic Progress) and MSP (Measurement of Student Progress) scores. Student MSP scores are reexamined in August when the
previous spring’s scores are available from the State. Once all scores have been carefully examined, students are given a final placement into the LAP
classes. Student scores are also carefully examined after the fall and winter MAP tests and adjustments are made to the LAP classes as needed. Students who
score in level one or two on the MSP and/or score below the 30th percentile on the MAP are placed in the LAP classes.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any
locally developed and selected assessments. In addition to the MSP, students in the LAP classes take the MAP test in September and April to check on
progress. The LAP teachers also use formative assessments to check the students' understanding on each concept taught.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
MAP scores are carefully examined twice a year to assure appropriate placement and progress.
Describe how student assessment and progress results will be shared with parents. Parents receive MAP scores, MSP scores, and the students' learning
plans through the mail each year. Parents also access the Parent Portal to check on their child's progress and attend conferences at various times throughout
the school year.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. Staff members involved with the
LAP classes attend summer reading workshops, weekly professional learning communities, quarterly curriculum workshops and quarterly staff development
workshops. In these meetings and workshops, staff members work on improving their instructional techniques, analyzing student data, and aligning
curriculum with the Common Core Standards.
Updated 10/25/2013
15
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Each parent or guardian receives a Student Learning Plan for their child. The Student Learning Plan and accompanying letter reports the MSP and MAP
scores and explains what they mean. The plan also includes interventions taken by the school along with suggestions on what can be done at home by the
student and parent to help the student be successful. Teachers of LAP classes also meet with parents at conferences and send regular e-mails to keep parents
up-to-date on their child's progress.
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families. At Desert Hills we coordinate our efforts with a number of community organizations such as
ESD 123 (Intervention Specialist), Lutheran Social Services, Support, Advocacy & Resource Center, InvestEd Foundation, Attendance Matters (a United
Way organization) and the Homeless Liaison.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
Desert Hills corrdinates its LAP services with the KSD Federal Programs Office and Bilingual Office
Describe how your program will coordinate transitions for preschool children into the elementary program. N/A
Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Desert Hills supports
students in their transition from middle school to high school by inviting 8th grade students to attend a "Discovery Day" at each of the high schools where they
can learn about various activities and programs. The principal of Desert Hills meets representatives from the local high schools to discuss what future classes
would be appropriate for students who are currently receiving LAP services. Students are also visited in their science classes by counselors from the three
local high schools, Delta High (the STEM school), and Phoenix High (a project based high school).
Describe coordination with other community programs or agencies. I n addition to the above, Desert Hills has partnerships with Junior Achievement and
the PNNL engineers who do regular classroom presentations.
Updated 10/25/2013
16
Highlands Middle School
School Improvement Plan
2013-2014
School: Highlands Middle School School Year: 2013-2014
SCHOOL INFORMATION
1. Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number
and percentage of low income, bilingual, and migrant students. Highlands Middle School was built in 1959 as a junior high school
serving grades 7-9. An addition to the building came in 1963. The school was remodeled in 1994 and currently serves approximately 895
students in grades six through eight. We are a Response To Intervention (RTI) school and we have gone to a school-wide Standards
Referenced Grading System (SBGS). Highlands is a school steeped in tradition and history. The staffing changes that have taken place
coupled with the Highlands history, present opportunities, resources and challenges, are unique.
Highlands currently has the following characteristics:
* KSD Dual Language Program for 6th – 8th grade students
* Intervention and enrichment opportunities to meet the needs of ALL students (RTI)
* Building Wide Citizenship Program (Make Your Day)
* Strong athletic and activity program for 7th and 8th graders
* GEAR UP for 8th graders
* 6th Grade WEB Transition program
* Active parent group and Action Team for Partnership
* Model Classroom for Guided Language Acquisition Design (GLAD)
* KSD Middle School Autism program
10/25/2013
2
2012-2013 School Enrollment Summary (as of 9/18/2012):
Total in American Indian or
Grade Level
Grade
Alaskan Native
6
7
8
Total
Black (not of
Asian
Hispanic Origin)
Hispanic
White (not of
Hispanic
Origin)
Native
Hawaiian or
Multiracial
Pacific
Islander
4
11
310
5
6
6
138
140
324
2
8
8
151
147
1
7
313
1
7
13
141
146
0
5
947
8
21
27
430
433
5
23
10/25/2013
3
2. Summarize the results of the following:
a. Staff Surveys (38 Surveys Returned)-The upcoming summary was given to staff in the Spring of 2013. The feedback is being
used to plan out professional development and set goals for the 2013-2014 school year. The results were shared with staff at
our back to school professional development along with last year’s School Improvement Plan and how we did meeting our
goals.
3rd Year In a Row staff has identified family involvement as “approaching standard.”
10/25/2013
4
B. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have
been identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
3.

Insert the summaries for your school for AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading
Assessments, MSP Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
A major goal in our School Improvement Plan is that all students achieve their annual growth. The Kennewick School District
goal is that Highlands Middle School is to rank in the 75% nationally when compared to other middle schools using MAP as an
assessment tool. Below is a chart that shows the annual growth of Highland’s students in reading and math and where they rank
nationally.
Percent of students
achieving annual growth
in reading.
National Percentile Rank of
Highlands Middle School in
reading.
6th Grade
58%
65%
7th Grade
60%
80%
8th Grade
60%
85%
***This is based off of annual growth for students in 6-8.***
Percent of students
achieving annual
growth in math.
50%
56%
68%
National Percentile Rank
of Highlands Middle
School in math.
40%
60%
90%
4. Professional Development: What needs have been identified for professional development for certificated and classified staff that will be
addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
5. Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
 Please see attached goal areas.
10/25/2013
5
STUDENT ACHIEVEMENT DATA
Highlands Middle School
MEASURES OF ACADEMIC PROGRESS READING
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
2008
2009
40
53
45
52
45
55
2008
2009
44
48
47
51
47
52
Spring Percent Meeting Standard
2010
2011
53
53
48
47
47
54
2012
2013
49
53
57
45
48
52
2012
2013
34
41
51
35
37
44
*2012
*2013
59
32
60
55
36
57
42
57
46
27
54
50
33
44
46
29
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
47
57
54
42
52
50
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
6
6
7
7
7
8
8
8
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
2008
2009
54
33
54
60
41
54
43
32
60
40
46
57
45
58
45
41
Spring Percent Meeting Standard
*2010
*2011
46
37
50
68
48
58
32
36
54
35
37
57
38
52
27
51
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points Writing
Did your school meet AMO’s?
No
No (If NO, what categories?)
2008
2009
2010
2011
2012
2013
X
x
x
x
No
Reading
& Math
No
Reading
& Math
10/25/2013
6
2012-13 MSP/HSPE Results Highlands Middle School
Grade Level
Reading
Math
6th Grade
46.1%
27.3%
7th Grade
53.8%
33.3%
8th Grade
44.4%
29.2%
Grade Level *
All Grades
EOC Math Year 1
94.7%
Writing
Science
50.0%
46.0%
EOC Math Year 2
100.0%
Student Demographics
Enrollment
October 2012 Student Count
936
May 2013 Student Count
957
Gender (October 2012)
Male
478
51.1%
Female
458
48.9%
7
0.7%
21
2.2%
5
0.5%
26
2.8%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
Asian
Native Hawaiian / Other Pacific Islander
Asian/Pacific Islander
Black / African American
24
2.6%
Hispanic / Latino of any race(s)
415
44.3%
White
452
48.3%
12
1.3%
Free or Reduced-Price Meals (May 2013)
672
70.2%
Special Education (May 2013)
139
14.5%
Transitional Bilingual (May 2013)
139
14.5%
Migrant (May 2013)
Two or More Races
Special Programs
157
16.4%
Section 504 (May 2013)
7
0.7%
Foster Care (May 2013)
1
0.1%
12,842
7.7%
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
48
10
83.3%
47
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
449
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
99.1%
10/25/2013
7
% of classes taught by teachers who do not meet ESEA HQ
definition
0.9%
% of classes in high poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not
meet ESEA HQ definition
N/A
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
10/25/2013
8
School Improvement Plan 2013-2014
School: Highlands Middle School
District Strategic Plan Goal:
90% of students report they feel safe at school on our annual student safety survey.
Related Building Goal:
90% of students report they have a trusted adult they can go to for help at Highlands Middle School.
Rationale for Goal:
Students must feel safe and like they belong before authentic learning can occur. Last year, HMS scored 85% on the district survey question
related to having a trusted adult that they can go to.
STRATEGY/ACTION
(Maintenance)
Effective/Consistent Make
Your Day Implementation
WEB Transition Program
Sharing data with staff
about school safety
Ovation Company Student
Program
Trusting Adult Lesson and
Activity
Staff members will mail
home “Good News”
postcards.
HUP TUP Awards
PROFESSIONAL DEVELOPMENT
(Communication Plan)
E-mail Staff reminders about Make Your Day.
Conduct New Staff Learning walks to learn more about
MYD.
Conduct Focus On Instruction MYD training for new
staff.
Establish MYD on 1st day of school.
Share Automatic Step 4 info with staff at monthly
meetings.
Continue to build a culture of caring for students by
providing leadership opportunities/training for WEB
student leaders.
Get another staff member trained for WEB.
Conduct staff meetings.
Create and distribute handouts for staff.
Analyze data of incidents and occurrence to better
understand when/how situations are occurring.
Conduct an all school program encompassing antibullying, empathy, compassion and understanding
amongst students and staff..
Facilitate a lesson on identifying trusted adults at school
through enhancement classes.
Emphasize relationships with students with all staff at
every opportunity.
Write “good news” postcards at Wednesday grade level
meetings with the goal of mailing at least one a week.
Implement monthly positive incentive awards to students
nominated by staff in three areas of excellence via ASB.
ASSESSMENT &
EVALUATION
Annual Student Safety Survey
TIMELINE
Ongoing
Monthly Automatic Step 4
data
Annual Student Safety Survey
PERSON
RESPONSIBLE
All staff
Steve Naccarato
August and
monthly meetings
with WEB leaders
Stacy Rhoades
WEB leader survey
PowerSchool exports of
school discipline
Monthly
Steve Naccarato
School discipline data
Monthly
Stacy Rhoades
Looking in student planners
Annual Student Safety Survey
Alyssa St. Hilaire
Annual Student Safety Survey
Lesson-Spring
2014
Survey-Spring
2014
Weekly
Annual Student Safety Survey
Monthly
Leadership class
Observations of WEB lessons
All staff
10/25/2013
9
School Improvement Plan 2013-2014
School: Highlands Middle School
District Strategic Plan Goal:
75% of students who are below grade level in reading and math are caught up within three years.
Related Building Goal:
20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment during
the 2013-2014 school year.
Rationale for Goal:
While several students have already screened out of this cohort, HMS still has 60 math students and 25 reading students remaining. Through
intensive interventions, students will gain more than a year of growth and be at grade level within this last year of the studied cohort.
STRATEGY/ACTION
(Maintenance)
Systematic RTI
Implementation in
Reading and Math
PLC Work-Focus on
Results (from PERR) and
Interventions during Tier
1 and 2 time.
STRATEGY/ACTION
(New)
Data Analysis of cohort
students
After School Program
Building rapport with
cohort students
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Screen all kids under 40% on MAP.
Create RTI Time (tier 2 and 3 supports) in the
master schedule.
Progress Monitor all Tier 3 students
Screen specific skills in Tier 3 (addition,
subtraction, division, multiplication, decoding,
comprehension, fluency).
Participation in Professional Learning Communities.
Corrective Math Screeners
Corrective Reading
Screeners
Reading Mastery Screeners
MAP Data
Every 3 weeks
Common Assessment
Analysis and response to
the results.
Ongoing
Teachers will prepare Tier 2 interventions based on
assessment results and utilize RTI time to
administer interventions.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Reading and Math coaches will have a heightened
awareness of the cohort students. They will identify
the students and share this information with their
reading and math teachers.
Provide tutoring opportunities
Communicate regularly between the afterschool
program and HMS teachers on student progress.
Each 6th grade teacher will select 3-5 students in the
cohort to make daily connections and positive
relationships with them.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Math/Reading Coaches
Tier 3 teachers
Fall, Winter,
Spring
TIMELINE
RTI data meetings
Every 3 weeks
Increased involvement and
student achievement of the
kids involved in the
program.
2014 MAP Data
Ongoing
Ongoing
All teachers
PERSON
RESPONSIBLE
Heather Shulman
Seth Powers
6th grade Reading and
Math teachers
Julie Thompson
Colleen Yahyaoui
Gear Up Tutors
All 6th grade teachers
10/25/2013 10
School Improvement Plan 2013-2014
School: Highlands Middle School
District Strategic Plan Goal:
75% of students are enrolled in Algebra as an 8th grader
Related Building Goal:
55% of students are enrolled in Algebra as in 8th grader in 2014-2015.
Rationale for Goal:
This is our 2nd year of implementing the accelerated/compression math model. While we are following district guidelines, we continue to look at
ways of increasing the number of students in the compression model.
STRATEGY/ACTION
(New)
Placement of 6th grade
students in Course 2
Data Analysis of students
enrolled in Course 2 last
year compared to Course
1 students.
Learning walks of
compression classes
District facilitated
trainings (math cadre)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Using various data points, students are placed in
Course 2 as sixth graders.
Looking at MAP Growth and grades of these
students.
Studying pacing guides and grade level standards
Quarter Grades
MAP growth
MAP growth
Ongoing
Helping staff improve on their instruction of the
compression model
Coordination for these training will occur at the
district level.
Quarter Grades
MAP growth
Learning walks
Ongoing
Seth Powers
Three times a
year
Kathy Fisk
Ongoing
Administrators and
Seth Powers
Administrators and 6th
grade teachers
10/25/2013 11
School Improvement Plan 2013-2014
School: Highlands Middle School
District Strategic Plan Goal:
The Kennewick School District is in the 75% of all districts in achieving annual growth for its students.
Related Building Goal:
61% of 6th graders in reading and 65% of 6th graders in math will make annual growth for the 2013-2014 school year.
61% of 7th graders in math will make annual growth for the 2013-2014 school year.
Rationale for Goal:
Even if kids are low or behind, we can expect them to make a year’s growth while in our classes. The following % are needed to make the 75%
of all NWEA schools. For the last two years we made all areas except 6th grade math. The above goal would represent an increase of 3% growth
in reading and 15% growth in math from last year’s MAP results.
6th Grade
7th Grade
8th Grade
STRATEGY/ACTION
(Maintenance)
Focused PLC work
Improvements to
Standards Referenced
Grading
Continued work on RTI
model
-two RTI periods
-Tier 3 is building driven
with 2 LAP coaches
-Tier 1 and 2 are PLC
driven
TIPS Homework
Create a systematic
curriculum/alignment for
all
enrichment/interventions
that are occurring during
RTI time.
Reading
58%
60%
60%
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Development of a PLC notebook with SMART
goals, common assessments, data analysis, focus on
learning standards, etc.
PD on grade book
Ongoing conversations about assessment and best
practices.
Giving feedback to teachers on their grading
practices.
Wednesday release time to improve Tier 1 and 2
interventions
Training for Tier 3 reading teachers with Cindi
Caniglia
Sending weekly TIPS assignments to families to
families in 6th and 7th grade.
Support and enrich grade level core content.
Rigorous and challenging students to go to the next
level.
Math
50%
56%
68%
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
All teachers
Student Achievement Data
(Common Assessment
results, Quarter graders)
Quarterly Grade Analysis
Ongoing
Common Assessments
Student Grade Data
MAP Growth Data
Fall, Winter and
Spring checkups
on MAP
Progress
Monitoring
All teachers
Students grades and
common assessment data
Common Assessment
Analysis and Data
Weekly
7th and 8th Grade
Teachers
All teachers
2013-2014 school All teachers
year
Ongoing
Implement Tier 3 interventions with fidelity.
10/25/2013 12
STRATEGY/ACTION
(New)
Consultant Visits with
Cyndi Caniglia
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Participate in monthly learning walks with Cyndi
Caniglia
ASSESSMENT &
EVALUATION
Progress monitoring of Tier
3 students
LAP Learning Coaches
Tracking LAP students and making needed
interventions for our LAP identified students.
Using the Danielson’s Rubric and the KSD
Modules, we will continue to train our staff on their
understanding of TPEP through staff meetings, early
releases, as well as our daily learning walks.
Progress monitoring and
movement of RTI students
Formal and informal
teacher observation.
Participation in our staff
development activities.
Referring kids to afterschool program, learning
about the program, getting staff involved.
Grade data on kids
attending the program.
TPEP will be central to
our conversations with
our staff around good
instruction
Afterschool Program
TIMELINE
Progress
monitoring
Annual MAP
Growth
Every 3 weeks
On-going
throughout the
2013-2014 school
year
Winter and
Spring check ups
PERSON
RESPONSIBLE
Tier 3 teachers, Alyssa
St. Hilaire, Heather
Shulman, Seth Powers
Heather Shulman
Seth Powers
All teachers
Julie Thompson
Colleen Yahyaoui
GEAR UP Tutors
10/25/2013 13
School Improvement Plan 2013-2014
School: Highlands Middle School
District Strategic Plan Goal:
Professional development, training, and growth opportunities for staff are offered on a continual basis.
Related Building Goal:
HMS staff will participate in job embedded professional development through Professional Learning Communities.
Rationale for Goal:
Professional development must be job embedded and frequent to improve student learning.
ASSESSMENT &
EVALUATION
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Building Level PD
Opportunities
Monthly Staff Meetings
focus on improving
instruction and
assessment.
Modeling best practices at monthly staff meetings
for staff to utilize in their classrooms including
GLAD strategies, assessment practices and using PS
with Standards Referenced Grading.
Learning walks,
conversations with
teachers, agendas from staff
meetings
2013-2014
School Year
Alyssa St. Hilaire
Work/plan together
Data Analysis
RTI
Standards Referenced Grading
PLC notebooks, common
assessment data, minutes
from PLC meetings,
increased student
achievement.
Learning walks,
conversations with
teachers, e-mails, meeting
agendas
Learning walks
2013-2014
School Year
PLC members
2013-2014
School Year
Becky Beardsley
2013-2014
School Year
Cory Kelly
Learning walks,
conversations with
teachers, meeting agendas
2013-2014
School Year
Blanca Harvey
PLC notebooks, improved
student achievement
Learning walks
Weekly
All teachers
Three times a
year
Kathy Fisk & Liz Dale
PLC work
GLAD Model Classroom
GLAD Coach Learning
Walks
Strategies for ELL
learners
RTI Planning and
Implementation
District facilitated
trainings (math cadre,
science cadre,etc.)
Creating and displaying bulletin boards of GLAD
strategies
Sending monthly e-mails with GLAD suggestions.
Participating in “make it and take it” opportunities.
Conducting weekly learning walks to enhance
GLAD implementation and support for GLAD
teachers.
Providing continuous information for reaching our
ELL learners.
Utilize Wed. collaboration time to improve
interventions and meet needs of the students.
Coordination for these training will occur at the
district level.
Implementing the 8th Grade Algebra Goal.
Implementing Common Core Standards in
Language Arts Classes.
TIMELINE
PERSON RESPONSIBLE
10/25/2013 14
Implementation of TI
Math Forward
Curriculum and
Calculators
TPEP
STRATEGY/ACTION
(New)
PEAK Training for 8th
grade teachers
Training and Coaching Sessions on TI Calculators
and MathForward Curriculum.
Student Achievement Data
2013-2014
School Year
GEAR UP and Math
Teachers
Participate in TPEP Pilot Process (30 staff
members)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Providing “Teaching For Excellence” Peak
Learning Summer Institute to GEAR UP cohort
teachers.
Pre Assessment, evaluation,
reflective conversation
ASSESSMENT &
EVALUATION
Implementation of
strategies and student
engagement during learning
walks.
Implementation of
strategies and student
engagement during learning
walks.
MSP Scores and AMAO
results
Quarterly
Summer 2013
Staff and
Administration
PERSON
RESPONSIBLE
GEAR UP
Summer 2013
GEAR UP
Training is Fall
2013 with
implementation
throughout the
year
Maria Hendrickson
Alma Chacón
Spring Board Training for Providing training for Spring Board Curriculum and
8th grade teacher
implementation.
ELL Training with Alma
Chacón
Three afternoon training sessions will focus on
vocabulary acquisition and instructional strategies
for our struggling ELL students
TIMELINE
10/25/2013 15
FAMILY AND COMMUNITY INVOLVEMENT
•
Please see the attached ATP One Year Plan at the end of this document.
Building Goal:
60% of HMS staff will identify that family involvement is meeting standard on annual staff survey.
Rationale for Goal:
For the past three years, staff has identified that we are approaching standard on family involvement on the annual staff survey.
STRATEGY/ACTION
(New)
Open House before school
starts
TIPS Homework
Middle School Success
Night
Quarterly Newsletters for
parents
Staff members will mail
home “Good News”
postcards.
College Campus Tours for
parents
School Facebook Page
Increasing fall conference
attendance
Parent E-mail address
Increase “likes” on Facebook
to 500
PROFESSIONAL DEVELOPMENT
(Communication Plan)
SDMC discussed, voted and approved moving Open
House to before school for the 2013-2014 school year.
Sending weekly TIPS assignments to families to families
in 6th and 7th grade.
Planning a family engagement evening to help families
understand what a successful student looks like and how to
support them.
Sending quarterly newsletters home to families with
upcoming events and other important information.
Write “good news” postcards at Wednesday grade level
meetings with the goal of mailing at least one a week.
Providing parents the opportunities to take college campus
tours.
Providing information to parents through social media
outlets.
Set up shared Outlook calendar so teachers and office staff
can simultaneously schedule conferences.
Obtain 300 family e-mail addresses and input in
PowerSchool
Obtain about 250 “likes” on HMS Facebook Page
ASSESSMENT &
EVALUATION
Feedback from staff and
parents
Students grades and
common assessment data
Parent Sign Ins and Survey
results
TIMELINE
August 2013
September 2013
7th and 8th Grade
Teachers
Erin Easton and ATP
Parents feedback
Quarterly
Jeri Halliday
Annual Student Safety
Survey
Weekly
All staff
Parent Surveys
Throughout
School Year
Weekly
GEAR UP Staff
Fall 2013
All staff
2013-14 School
Year
2013-14 School
Year
Leadership Class
Parent feedback
Conference attendance
(didn’t keep info from last
year so this year will be a
baseline for us)
Increase in parent e-mail
communication
Increase in parent
communication
Weekly
PERSON
RESPONSIBLE
SDMC Chair
Alyssa St. Hilaire
Leadership Class
10/25/2013 16
Building Goal:
Rationale for Goal:
MSP Scores
From %
To %
6th grade Math
27
35
7th grade Math
33
35
8th grade Math
29
55
6th grade Reading
46
50
7th grade Reading
54
58
8th grade Reading
44
65
MSP scores for the 2012-2013 took a dip and did not follow the state trend lines.
STRATEGY/ACTION
(New)
Data Analysis of Test
Results
PROFESSIONAL DEVELOPMENT
(Communication Plan)
With PLCs, break down strands of MSP to
improve instruction and target interventions for
2013-2014
ASSESSMENT &
EVALUATION
2014 MSP Results
Data analysis of
“bubble” students
In PLCs, identify the L2 students and target
interventions with them so they pass the MSP in
2014.
Create a testing schedule that is effective,
efficient for students.
2014 MSP Results
All year
2014 MSP Results
April/May 2014
“Bubble” students that are identified in Tier 2
will have targeted test prep opportunities.
Common Assessment
Analysis and Data
All year
Improve testing
environment of MSP
test takers
Create a test prep
intervention in Tier 2
that occurs during RTI
time.
TIMELINE
Training in Fall
MSP in Spring
PERSON
RESPONSIBLE
Alyssa St. Hilaire
Bev Henderson
Reading and Math
PLC members
Alyssa St. Hilaire
PLC Members
Alyssa St. Hilaire
Mark German
Larry Roberts
All teachers
10/25/2013 17
Building Goal:
Rationale for Goal:
STRATEGY/ACTION
(New)
Attendance Matters
Increase student attendance through education and positive incentives.
HMS is participating in the United WAY Attendance Matter Campaign for the 2013-2014 School Year to improve
student attendance.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Attendance Matters kick-off mtg @United Way
8/7/13
HMS Website updated w/Attendance Matters
info 8/30/13
ASSESSMENT &
EVALUATION
Increased student
attendance
Increased student
attendance
Attendance Matters
Poster Display w/info sheet @Open House
8/22/13
Naccarato
Attendance Matters
Attendance Matters factoids/Daily
announcements starting
Increased student
attendance
Increased student
attendance
September
Office Staff
Attendance Matters
Mailers sent home
9/13/13
Office Staff
Attendance Matters
Traveling Poster show in cafeteria
9/6/13-9/13/13
Steve Naccarato
Attendance Matters
Order form for Dairy Queen coupons to United
Way
Increased student
attendance
Increased student
attendance
Increased student
attendance
9/11/13
Steve Naccarato
Attendance Matters
Leadership students will be going into RTI &
Health classes to have students sign Pledge
forms &
Wristlets handed out
Increased student
attendance
1st Quarter
Stacy Rhoades, Julie
Maciboba and the
Leadership Class
Attendance Matters
Bi-weekly “checks” for students wearing
Wristlets & handing out DQ coupons
Increased student
attendance
Weekly
Administration
Attendance Matters
On-going monitoring of students’ attendance
w/the assistance of the Truancy/Home visitor(s)
fro13m BFJJC
Increased student
attendance
Attendance Matters
3-Rivers Health Forum
Increased student
attendance
Attendance Matters
TIMELINE
8-7-13
PERSON
RESPONSIBLE
Steve Naccarato/HMS
Admin
Steve Naccarato
Lori Sams
November
Steve Naccarato
10/25/2013 18
School: Highlands Middle School School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
Students will receive LAP services based on the following criteria:
 Measure Student Progress (MSP)
 NWEA Measure of Academic Progress (MAP) for reading and math:
 Washington Language Proficiency Test (WLPTII)
 Teacher Recommendation
 Placement screeners from Corrective Math, Corrective Reading, Reading Mastery and Read to Achieve
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any
locally developed and selected assessments.
 NWEA MAP Reading and Math Assessment
 Common Assessments
 MSP 6th, 7th, and 8th
 Placement screeners from Corrective Math, Corrective Reading, Reading Mastery and Read to Achieve
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
 Teacher collaboration
 Time and Focus reports
 NWEA MAP Reading and Math Assessment
 MSP
 Common Assessments
 Placement screeners from Corrective Math, Corrective Reading, Reading Mastery and Read to Achieve
Describe how student assessment and progress results will be shared with parents.
 NWEA MAP Tests will be sent home to parents annually.
 MSP for all grade levels will be sent home to parents annually.
 Parents will have access to Parent Portal on the district's web-site.
 Student Learning Plans will be used and communicated to parents.
10/25/2013 19
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3.
Parent/Teacher conferences will be scheduled to communicate student progress.
Communication will be provided in the parent(s) native language as needed.
Weekly TIPS Homework Assignments.
Parents can access information on our school’s website.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
 GLAD Training
 Collaboration through Learning Walks.
 TI MathFoward Training for math teachers.
 SpringBoard training for Honors Language Arts Teachers.
 ELL Strategies with Alma Chacón for Core Content Teachers.
 Training with Cyndi Caniglia in direct instruction for Tier 3 reading teachers.
 Through professional learning communities, teachers will strengthen their understanding of state standards; Standards Referenced Grading and
placing students in appropriate interventions.
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
 Parent Advisory Committee (PAC) meetings.
 Action Team for Partnerships (ATP)
 Parent Teacher Organization (PTO) meetings.
 The Federal Programs office provides a migrant home visitor.
 The Federal Programs office provides an immigrant support services.
 The Federal Programs office provides a written translator and oral interpreter for school use.
 We provide interpreters as needed.
 We provide communication in Spanish as needed for issues surrounding discipline and attendance.
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
 We’ve consolidated our programs (Sped, ELL, LAP) into teams who share a common focus. We believe this maximizes the impact of all our
10/25/2013 20






programs.
LAP is meeting weekly to discuss student progress and curricular needs.
We utilize the GLAD Model Classroom
We work with the migrant bilingual coordinator
The Federal Programs supports various conferences for our staff.
The Special Education office supports staff to attend the special education conference and various curricular workshops.
Both Special Education and Federal Programs hold monthly meeting for our staff.
Describe how your program will coordinate transitions for preschool children into the elementary program. N/A
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
 Visitations are made to 5th grade students by our administrative team and counselors.
 We plan to work with our feeder elementary schools and high schools to coordinate curriculum and subject area expectations.
 We hold 6th grade orientation in the fall using the WEB curriculum.
 We hold special education transition meetings with feeder elementary and high schools to help smooth the transition for our special education
students.
Describe coordination with other community programs or agencies.
 We coordinate with Lourdes Counseling center when students emotional needs require outside interventions.
 Administration Match funds generated by Medicaid referrals have added supplemental funds to our staff for a wide variety of needs.
 When the need arises, we use Child Protective Services and local law enforcement as well.
 Department of Child and Family Services are used to establish transportation needs for homeless children.
 Community Action Committee provides services and collaboration with agencies for family and students at-risk.
 Local Churches provide school supplies, clothing, financial, and meals for students and families.
 Educational Services District (ESD 123) collaborates with the school districts to address homeless students.
 Enterprise for Progress in the Community (EPIC) provides a shelter for students in situations of abuse, runaways and at-risk students.
10/25/2013 21
Date last updated: September ‘13
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Highlands Middle School
School Year: 2013 - 2014
Goal 1 – Mathematics: 20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment
during the 2013-2014 school year
Desired result(s) for THIS goal: Students will increase their math proficiency levels from the
current rate to a rate of 75% on NWEA standardized test.
How will you measure the result(s)?
Scores from NWEA MAP testing for grades
6,7, & 8.
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
PERSONS IN
CHARGE AND
HELPING
TIPS
2&4
2013 – 2014
School Year
6th, 7th, & 8th
6th, 7th, and some 8th grade teachers are sending home
TIPS homework once a week.
HMS Teachers
Creating Instructions and Encouraging
Parents to sign up on Parent Portal to get
weekly grade updates for their students
1, 2
September –
June
6th, 7th, & 8th
ATP Members
Family “Getting ready for Testing” Night
at Dairy Queen
1,2,3,4 &
6
Second week in
April
6th, 7th, & 8th
Create instructions on how to access the Parent Portal
Encourage Teachers to talk with parents to access the
Parent Portal
Pass out instructions at different school events.
Put a laptop computer in the office for the parents to
register with Parent Portal
Have resources and helpful hints on who parents can
help their students get ready to do their best on the
MSP and MAP tests
Middle School and Beyond
1,2,3,4 &
6
September 2013
6th, 7th, & 8th
Each of the topics needs to be planned and developed
for this event:
Workshop for parents with four main topics:
Attendance (setting routines, getting up in the morning,
eating, getting to school, getting rid of TVs/Electronics
out of bedrooms, etc.)
Transitions (making transitions from elementary to
middle, between grades, middle to high)
Prepared with Supplies (what students need every day
to be prepared for school)
Organization
Power School and accessing grades
ATP, HMS Staff
HMS staff
10/25/2013 22
Notes: There should only be three sessions, and rotate
groups of parents through, it is confusing for parents to
have to choose.
-Have an ice cream “social” to accompany the night.
-Raffle prizes as incentives
-Send flyers home a week before and a day before.
-Greet parents dropping off their students and give
them information on the event and a treat.
10/25/2013 23
Date last updated: September ‘13
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Highlands Middle School
School Year: 2013 - 2014
Goal 2 – Reading: 20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment
during the 2013-2014 school year..
Desired result(s) for THIS goal: The students will increase their reading proficiency levels from
the current rate to a rate of 75% on NWEA standardized test.
How will you measure the result(s)?
Scores from NWEA MAP testing for grades
6,7, & 8.
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
PERSONS IN
CHARGE AND
HELPING
TIPS
2&4
2013 – 2014
School Year
6th, 7th, & 8th
6th, 7th, and some 8th grade teachers are sending home
TIPS homework once a week.
HMS Teachers
Family “Getting ready for Testing” Night
1,2,3,4 &
6
April
6th, 7th, & 8th
Have resources and helpful hints on who parents can
help their students get ready to do their best on the
MSP and MAP tests
GEAR UP, HMS staff
Middle School and Beyond
1,2,3,4 &
6
September 2013
6th, 7th, & 8th
Each of the topics needs to be planned and developed
for this event:
Workshop for parents with four main topics:
Attendance (setting routines, getting up in the morning,
eating, getting to school, getting rid of TVs/Electronics
out of bedrooms, etc.)
Transitions (making transitions from elementary to
middle, between grades, middle to high)
Prepared with Supplies (what students need every day
to be prepared for school)
Organization
Power School and accessing grades
Notes: There should only be three sessions, and rotate
groups of parents through, it is confusing for parents to
have to choose.
-Have an ice cream “social” to accompany the night.
-Raffle prizes as incentives
-Send flyers home a week before and a day before.
-Greet parents dropping off their students and give
them information on the event and a treat.
ATP, HMS Staff
10/25/2013 24
Date last updated: September ‘13
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Highlands Middle School
Goal 3 – Non-Academic: Middle School and High School Readiness
School Year: 2013 - 2014
Desired result(s) for THIS goal: Students and Parents work together to achieve academic
success. Students and Parent are better prepared for the routines, rigor, and challenges of
Middle and High School.
How will you measure the result(s)?
Annual student survey results
Parent survey results
Number of parents using the Parent Portal
Attendance at Events
Teacher Survey Results
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
Creating Instructions and Encouraging
Parents to sign up on Parent Portal to get
weekly grade updates for their students
1, 2
February – June
6th, 7th, & 8th
Middle School and Beyond
1,2,3,4 &
6
September 2013
6th, 7th, & 8th
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
Create instructions on how to access the Parent Portal
Encourage Teachers to talk with parents to access the
Parent Portal
Pass out instructions at different school events.
Put a laptop computer in the office for the parents to
register with Parent Portal
Each of the topics needs to be planned and developed
for this event:
Workshop for parents with four main topics:
Attendance (setting routines, getting up in the morning,
eating, getting to school, getting rid of TVs/Electronics
out of bedrooms, etc.)
Transitions (making transitions from elementary to
middle, between grades, middle to high)
Prepared with Supplies (what students need every day
to be prepared for school)
Organization
Power School and accessing grades
Notes: There should only be three sessions, and rotate
groups of parents through, it is confusing for parents to
have to choose.
-Have an ice cream “social” to accompany the night.
-Raffle prizes as incentives
-Send flyers home a week before and a day before.
-Greet parents dropping off their students and give
them information on the event and a treat.
PERSONS IN
CHARGE AND
HELPING
ATP Members
ATP, HMS Staff
10/25/2013 25
Open House
1, 2, 3 &
6
August 2014
6th, 7th, & 8th
-Meet with Administration prior to the beginning of
school to plan Open House.
-Need to have more stations for people to pick up
schedules.
-Collaborate with HMS Staff
Organize student schedules and where students can
pick them up
-Create a schedule for where parents and students need
to go to meet their teachers and how long each session
will go (idea: Grade Level content in different rooms,
i.e. all 8th grade LA teachers in one room)
-Teachers create a supply list to hand out to the parents
HMS Staff
ATP
PTO
10/25/2013 26
Date last updated: September ‘13
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Highlands Middle School
School Year: 2013-2014
Goal 4 – Partnerships: To create an environment that welcomes families, community, students and faculty.
Desired result(s) for THIS goal: A school where parents and community members feel welcome
and valued as they positively contribute to the learning environment alongside students and
educators.
How will you measure the result(s)?
Periodic parent/student/educator surveys
Attendance at events
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
Family “Getting ready for Testing” Night
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
PERSONS IN
CHARGE AND
HELPING
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
1,2,3,4 &
6
April
6th, 7th, & 8th
Have resources and helpful hints on who parents can
help their students get ready to do their best on the
MSP and MAP tests
GEAR UP, HMS staff
Creating Instructions and Encouraging
Parents to sign up on Parent Portal to get
weekly grade updates for their students
1, 2
February – June
6th, 7th, & 8th
ATP Members
PTO sponsored Fair Parade Float
2,5,& 6
August
6th , 7th, & 8th
Middle School and Beyond
1,2,3,4 &
6
September 2013
6th, 7th, & 8th
Create instructions on how to access the Parent Portal
Encourage Teachers to talk with parents to access the
Parent Portal
Pass out instructions at different school events.
Put a laptop computer in the office for the parents to
register with Parent Portal
Complete registration. Using Larry’s Truck for the
float. Gather volunteers. Find someone to wear Mascot
uniform. Buy candy, we got 80lbs last year, need to
get more. Get water and ice to drink. Create posters for
the sides of the truck.
Each of the topics needs to be planned and developed
for this event:
Workshop for parents with four main topics:
Attendance (setting routines, getting up in the morning,
eating, getting to school, getting rid of TVs/Electronics
out of bedrooms, etc.)
Transitions (making transitions from elementary to
middle, between grades, middle to high)
Prepared with Supplies (what students need every day
to be prepared for school)
Organization
Power School and accessing grades
Notes: There should only be three sessions, and rotate
Larry Roberts
Alyssa St. Hilaire
HMS Staff
ATP, HMS Staff
HMS Band
Leadership Students:
Translators and
Childcare
10/25/2013 27
groups of parents through, it is confusing for parents to
have to choose.
-Have an ice cream “social” to accompany the night.
-Raffle prizes as incentives
-Send flyers home a week before and a day before.
-Greet parents dropping off their students and give
them information on the event and a treat.
10/25/2013 28
Horse Heaven Hills Middle School
School Improvement Plan
2013-2014
School: Horse Heaven Middle School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Horse Heaven Hills Middle School serves approximately 969 students in grades 6, 7, and 8. The 90 staff members share a common mission:to
empower each other with knowledge and skills to achieve success today and tomorrow. As of October 2012, our student body included 30%
minority students with 44.1% of the student body eligible for free or reduced meals. 40 of our students qualify for bi-lingual support.
Approximately 10% of our students qualify for special education, including a fully staffed and equipped life skills program. Special education
services are delivered in a variety of ways, but, as a school, we are committed to using an inclusion model. Higher functioning special education
students are placed in general education classrooms and supported by a special education teacher. The Sped teacher modifies the curriculum
when and if necessary. The Inclusion model places special education students in the least restrictive environment benefitting all parties.
At Horse Heaven Hills our major programatic emphasis is to ensure that all students achieve grade level status in reading and math. The
Response to Intervention (RTI) model is used to determine appropriate interventions for students. Multiple data points and teacher observations
are used to determine which students need these interventions. Tier II students receive their primary instruction in the core curriculum with
additional support provided in Content Reading History and/or Math Lab classes. Students who historically score between the 20 to the 50
percentiles on the reading MAP are scheduled into Content Reading History classes. Teachers use the social studies content to teach and practice
the specific reading skills of fluency, comprehension, summarization and vocabulary. Students historically scoring between the 20 to the 50
percentiles in math are scheduled into a Math Lab in place of an elective. In addition to Tier II students (Content Reading and Math Lab) we
have Tier III students who receive instruction in the replacement curriculums of Corrective Math and Corrective Reading.These students
historically score below the 20th percentile on the reading and/or math MAP. These classes are limited to 24 students with a teacher and a
paraeducator.
To the extent possible, our master schedule provides common planning time for subject-area PLC's to meet daily. Meeting during Wednesday
teaming time allows teachers to develop common learning experiences for students, create common assessments, and analyze performance data.
The teams also design other interventions for those students who are not achieving academically. Sixth grade offers a Directed Study class as
part of the exploratory rotation. This class is designed to support those students who are having major difficulties transitioning to middle school
and/or are intentional non-learners.
Lunch time intervention is provided at each grade level to assist students in completing assignments and mastering standards. 6th grade also
offers after school interventions. Science teachers in grades 6-8 have adopted a common notebook system to support students with organization
and study habits.
Updated 10/25/2013
2
2.
Summarize the results of the following:
a. Staff Surveys: We will continue to collect data on our Tier II and Tier III programs to monitor the effect they are having on student growth.
We will use fall-to-spring MAP scores to monitor progress towards goal number 7 for the District: The Kennewick School District is in
the seventy-fifth percentile of all districts in achieving annual growth for its students. Student achievement data for our tiered classes
during the 2012-2013 school year as measured by the MAP from fall to spring was:
 6th grade Corrective Reading 70.6% made Expected Growth(95% nationally)
 6th grade Content Reading 60.9% made Expected Growth(77% nationally)
 7th grade Corrective Reading 88.2 made Expected Growth(99% nationally)
 7th grade Content Reading 62.66% made Expected Growth(89% nationally)
 8th grade Content Reading 46.5% made Expected Growth(34% nationally)
 6th grade Corrective Math 52% made Expected Growth(45% nationally)
 6th grade Math Labs 57.67% made Expected Growth(60% nationally)
 7th grade Corrective Math 73.7% made Expected Growth(95% nationally)
 7th grade Math Labs 40.73% made Expected Growth(18% nationally)
 8th grade Math Labs 69.95% made Expected Growth(94% nationally)
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Parent representatives on our Site Council, as well as members of our PTO, continue to give us feedback on the following topics:
 Attendance Matters-both groups felt two absences per quarter was an acceptable maximum. However most parents of the PTO felt
pre-arranged absences should not count against a student. Parents and staff on Site Council felt pre-arranged absences should be
included. The decision was made by the building principal to have the maximum absences per quarter be two regardless if the
absence was pre-arranged or not. Those students who do not exceed more than 2 absences per quarter will receive an Attendance
Matters lanyard at the end of the semester.
 School Wide Behavior Plan-during the spring of 2013 the parents on Site Council were asked their opinion of adopting the Make
Your Day discipline program. All parents on Site Council were against the adoption of this program. Parents on the PTO were
satisfied with the recommendations made by the School Wide Behavior Committee (see #6 Clarify Needs…) and did not see a need
to adopt the Make Your Day program.
To increase family involvement at HHH a Family Math Night was held on November 29, 2012 and had approximately 100 students and
family members in attendance. A Family Science Night was held February 26, 2013. The PTO worked with Southgate Elementary to
encourage the partnership with one of our feeder elementary schools. The night was very successful with over 200 students and families in
attendance. Both Family Nights are on the calendar for this year with the goal of exceeding attendance numbers. .
Our Leadership Class will continue their work to help us increase our involvement with the community by:
 Organizing a Veteran’s Day Assembly honoring veterans from the community
 Educating students and parents about the Attendance Matters Campaign
 Helping students understand the importance of perseverance by co-sponsoring with the ASB Eddie Williams, a motivational speaker
Updated 10/25/2013 3

Organizing a presentation during the month of January stressing the importance of inclusion and the negative effects of bullying.
Community members will be asked to speak at the presentation
Participating in Read Across America with our feeder elementary schools
Supporting the ASB in their community service project (Second Harvest)
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

Junior Achievement is an additional way the community is involved at HHH. Flexible scheduling will continue to be used for parents to
conference with teachers. Good News postcards are available for all staff to send home and a quarterly newsletter informing and
encouraging parent participation will be used. The PTO has developed a volunteer data-base of HHH parents for staff to use.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
70% of 6th graders met the standard in reading. Math scores of those meeting standard dropped several points down to the 40th percentile. 67%
of 7th graders were proficient in reading. Math scores for those meeting standard increased two points to the 62nd percentile. 7th grade saw a
drop in writing with 76% of students meeting standard. This is a drop of 10 percentage points but does mirror the downward trend seen across
the district and state. 67% of 8th grade students achieved proficiency in reading, while math scores went down 2 points with 48 percent of
students achieving standard. Science scores at 8th followed the district trend with a slight drop in scores having 67% of students achieving
standard.
Math continues to be our challenge. At sixth grade the compression model did not show the improvement in student scores we thought it would
help produce. This year we will focus on the students who have not made expected growth in math since third grade (District goal #7). These 25
students have been placed in Holt Course1for their general math class. Their second math class is either a traditional Math Lab which helps build
concepts and skills from the Holt curriculum or a Corrective Math class which works primarily on skill development (multiplication, division,
fractions…). A para-ed is assigned to support students in both classes. In addition, an eighth grade math teacher will provide addition support on
Wednesdays as part of the twenty-nine year mentor program.
Our implementation of Response to Intervention (RTI) for students, who have difficulty demonstrating mastery of the core curriculum will
continue this year. All tiered classes are capped at twenty-four students. When possible a pare-ed is assigned for extra support. Corrective
Reading students are also placed in Tier II Content Reading History. Students in eighth grade needing Tier III interventions in reading have been
placed in a reading block for targeted assistance from both the teacher and a pare ed. Those eighth grade students needing Tier III interventions
in math are in an intensive math class working from Holt Course 3 and receive an additional period of Math Lab.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Content areas at each grade level are working towards instituting the district grading policy. Weekly PLC meetings as well as monthly
content meetings are used to decide what practice work and assessments will be recorded. All content areas will have their grading practices
aligned to the district policy by 2014-2015.
Updated 10/25/2013
4
In the spring of 2013 the book The Skillful Teacher Building Your Teaching Skills was purchased for all faculty members as a source for
continued professional development. Chapter 12, Expectations, will be the focus for this school year. During the District Professional Days
training has been and will continue to be centered on questioning techniques, use of wait time and responding to students. These areas were
chosen for several reasons. One being that questioning and discourse are the only instructional strategies in the Danielson Framework used in
our TPEP model. Second, research has shown that up to 80% of what happens in the classroom is the questioning and discourse between
students and the teacher (Marzano). Teachers have been placed in Action Research Teams and will visit each other to collect data in those
three areas. Student improvement in attendance, grades, and/or anecdotal notes on behavior and motivation will used as soft data for teachers
to self-reflect on the effect their practice in the 3 focus areas has on students. Site Council voted to use their funds to pay teachers for making
classroom visits during their prep period.
5.
6.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Teachers will focus on using effective questioning techniques, wait time and responding to students as described in section 4. Staff has
developed a set of responses which have been made into a poster for each class. The poster will serve as a tool to help students respond in an
appropriate manner to questions asked in class (i.e. a student may not respond “I don’t know”. They may respond “I don’t know yet, please
come back to me”). PLC's will meet three times a month to develop and analyze the results of common assessments. They will provide
corrective teaching and opportunities for students to retest. Monthly content meetings for 6-8 teachers of Language Arts, Math and Science
will focus on aligning grading practices and discussing and implementing interventions for those students targeted to make expected growth.
The expectation is that once a semester each grade level PLC will work together to offer strategic interventions and extensions for all
students. This approach should provide for more intentional differentiation of instruction and assessment for all students and should ensure
the appropriate level of rigor for everyone. Release time will be provided for Reading and Language Arts teachers to continue their work in
backwards planning of units in the new curriculum. During monthly content meetings math teachers will investigate different delivery models
for math labs with the implementation to begin in 2013-2014.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
After staff discussion of a need to review the discipline program used at HHH-based on Love & Logic- a School Wide Discipline Committee
was formed. The committee was comprised of certificated & classified staff. The committee gathered information from grade levels,
classified staff and parents on what was desired for consistent student expectations, discipline and encouragement. Members of the committee
researched established discipline programs such as CHAMPS, Make Your Day as well as middle school plans found on the internet.
Members also visited Desert Hills Middle School to see Make Your Day in action. Ultimately the committee crafted the following
expectations, discipline system and reward system:
Rewards: Staff members will give Golden Horseshoe slips to students who exhibit qualities of a citizen of good character. Golden Horseshoe
slips will be turned in at lunch time. Slips will be drawn at least once a month for rewards such as front of the lunch line passes, free
attendance to socials, gift cards to local businesses. The PTO has provided some funding to purchase $5 gift certificates through the first
semester. The will work on getting donations from local businesses for rewards second semester.
Updated 10/25/2013
5
Classroom
-Enter room quietly.
-Keep hands, feet, and
objects to yourself
-Move to destination
with purpose
-Get materials for class
during passing time
-Use only your locker
--Keep your
combination to yourself
-If you drop something
pick it up
-Come prepared with the
materials required by each
teacher
-Find out what you missed
the day you return
-Participate in class by
raising your hand and
waiting to be called on
-Be on time
Be Respectful
-Use your inside voice
-Comply with personal
displays of affection
(PDA) guidelines
-Be in the hallways
before school only if
you have a note from a
staff member
-Speak politely and
quietly to each other
-Hold the door for other
students and staff
-Be helpful to others
Be Responsible
Be Safe
Hallways
-Enter and exit through
assigned door
-Walk in all areas
-Be aware of others
around you as you use
your locker
-Walk on the right side
of the hallway
Be
Positive
Expectations-written in our student planner and reviewed periodically throughout the school year.
Commons
-Touch only your
own food.
-Request permission
to leave
-Wait for cue to be
dismissed
-At breakfast keep
backpacks on the
stage
-Enter for breakfast at
7:30
-Be aware of your
account balance
-Clean up after
yourself
-Dispose of trash in
the provided
receptacle
Bathrooms
-Use the facilities in
an appropriate
manner
-Only enter the
bathroom with a pass
from a staff member
-Speak at appropriate times
-Take care of school
property assigned to you;
textbooks, lockers, etc.
-Follow directions first time
given
-Reply with kindness &
respect
-Use your inside
voice
-Exit as directed by
staff
-Honor the privacy of
others
-Use your inside
voice
-Report anything out
of order to a staff
member
-Do your best at all times
-Support the
accomplishments of your
classmates
-Treat the cafeteria
workers kindly
-Move through the
lines quickly
-Dispose of trash in
the provided
receptacles
-Do what you need to
do and return to class
as quickly as possible
-Maintain personal
hygiene
School-wide
-Enter and exit all areas quietly
-Sit in the gym and commons where
directed
-Remain quiet when expected during
assembly performances
-Sign out and in when leaving a classroom
with name and correct time
-Participate in all drills following
instructions
-Come to school every day on time
-When absent, bring your note the next day
-Pay debts or fines on time
-Keep valuables and money secure
-Have a pass to be out of class
-Cell phones and MP3 players turned off
and kept in your locker
-Dress in a manner that shows self-respect
-Treat others how you should be treated.
-Use polite language with ALL staff and
students including substitutes and other
guests
-Wait in assigned areas for 6th, 7th 8th prior
to start of school
-Leave campus within 10 minutes of
dismissal of school
-Represent H3MS with pride on field trips,
athletics, and other events
-Applaud politely when appropriate
-Stand during the pledge to the flag and
moment of silence
Updated 10/25/2013
6
STUDENT ACHIEVEMENT DATA
Horse Heaven Hills Middle School
MEASURES OF ACADEMIC PROGRESS READING
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
2008
2009
66
73
63
76
70
70
2008
2009
65
64
67
63
67
73
Spring Percent Meeting Standard
2010
2011
72
72
70
68
76
71
2012
2013
61
73
74
67
64
75
2012
2013
55
57
68
56
53
67
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
64
65
68
65
70
72
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
6
6
7
7
7
8
8
8
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
78
46
73
76
57
62
61
63
73
55
67
69
56
71
59
66
66
38
67
75
55
79
48
59
66
51
60
85
62
77
44
63
68
48
79
86
60
73
50
71
70
40
67
76
62
67
48
67
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Reading
& Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 10/25/2013
7
2012-13 MSP/HSPE Results
Grade Level
Reading
Horse Heaven Hills
Math
6th Grade
70.4%
39.7%
7th Grade
67.3%
62.3%
8th Grade
66.7%
47.6%
Grade Level *
All Grades
EOC Math Year 1
96.3%
Writing
Student Demographics
Science
76.3%
67.0%
EOC Math Year 2
100.0%
Enrollment
October 2012 Student Count
944
May 2013 Student Count
947
Gender (October 2012)
Male
499
52.9%
Female
445
47.1%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
9
1.0%
Asian
14
1.5%
Asian/Pacific Islander
14
1.5%
Black / African American
12
1.3%
Hispanic / Latino of any race(s)
225
23.8%
White
670
71.0%
14
1.5%
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2013)
418
44.1%
Special Education (May 2013)
95
10.0%
Transitional Bilingual (May 2013)
40
4.2%
Migrant (May 2013)
55
5.8%
Section 504 (May 2013)
16
1.7%
Foster Care (May 2013)
0
0.0%
2,546
1.5%
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
46
12.4
73.9%
42
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Updated 10/25/2013
8
Total number of core academic classes
386
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
definition
99.0%
1.0%
% of classes in high poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not
meet ESEA HQ definition
N/A
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
Updated 10/25/2013
9
School Improvement Plan 2013-2014
School: Horse Heaven Middle School
District Strategic Plan Goal:
The Kennewick School District is in the 75th percentile of all districts achieving annual MAP growth in reading.
Related Building Goal:
61% of sixth graders, 58% of 7th graders, and 57% of 8th graders will meet their individual MAP growth target as measured from
fall 2013 to spring 2014.
Rationale for Goal:
We need to sustain growth in reading from 6th to 7th to 8th grades and help those below standard to make catch-up growth.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Provide Content Reading
History classes as a support
class for students
historically scoring between
20th to50th percentiles on
MAP.
Content Reading History classes will serve as a Tier II
intervention to help students master the learning
objectives of the core curriculum. The focus will be
providing extra practice with fluency, comprehension
and summarization to help close performance gaps.
Teachers will be given release time for curriculum
planning and to analyze MAP data.
Provide Corrective Reading
for those students
historically scoring below
the 20th percentile on the
MAP.
Corrective Reading will be the Tier 3 intervention for
students scoring in the first quartile. The primary focus
will be on decoding and comprehension skills. Literacy
Coach will assist with implementation..
Reading PLC's at each
grade level will teach and
measure progress on
identified power standards.
Reading PLC's will meet at least three times a month to
ensure that expectations and curriculum are uniform at
each grade level. They will develop common formative
and summative assessments and analyze student
performance data and publish their results.
Provide on-going training and support for teachers to use
the NWEA reports from the new testing system.
Administrators will meet with PLC's twice quarterly to
observe teams analyze common formative and
summative assessments. Results of common assessments
will be shared at monthly content meetings.
Administrators will help
teachers analyze student
performance data.
ASSESSMENT &
EVALUATION
Classroom based assessments
to monitor progress.
Continued improvement in
percentage of students
achieving expected growth
based on MAP scores from
fall to spring will measure our
overall success.
Corrective Reading
assessments to monitor
progress
Continued improvement in
percentage of students
achieving expected growth
based on MAP scores from
fall to spring will measure our
overall success.
Teachers at each grade level
will use common formative
and summative classroombased assessments to measure
progress with reading skills.
Reading instruction in core
classes will be differentiated
to address individual student
skill deficits. Grades will
reflect mastery of power
standards.
TIMELINE
PERSON
RESPONSIBLE
13-14 school year
Reading teachers,
administrators, Lori Russo
will serve as literacy coach,
para-educators will assist
in each class.
13-14 school year
Reading teachers,
administrators, Lori Russo
will serve as literacy coach,
para-educators will assist
in each class.
13-14 school year
Reading teachers,
administrators at each
grade level will monitor
progress of PLC work
13-14 school year
Reading teachers,
administrators
Updated 10/25/2013
10
STRATEGY/ACTION
(Maintenance)
Provide common planning
time for reading teachers
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Teachers will have daily time to collaborate in order to
standardize the learning targets, develop common
assessments and evaluate the results of their instruction.
ASSESSMENT &
EVALUATION
Principal observation and
teacher anecdotal reporting of
how the collaboration time is
used. Common assessments
will evaluate mastery of
essential learning targets.
Spring assessment will
demonstrate an increase in the
percentage of students
performing at grade level.
TIMELINE
13-14 school year
PERSON
RESPONSIBLE
Administrators, reading
teachers
Updated 10/25/2013
11
School: Horse Heaven Middle School School Year: 2013-2014
District Strategic Plan Goal:
The Kennewick School District is in the 75th percentile of all districts achieving annual MAP growth in math. Algebra 1-2 will
become the standard 8th grade math course. 90% of students will meet grade level standards in math.
Related Building Goal:
65% of 6th graders, 61% of 7th graders, and 60% of 8th graders will make their individual annual MAP growth target in math as
measured from fall 2021 to spring 2013.
Rationale for Goal:
This goal will keep us focused on continuous improvement and work to close learning gaps.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Provide Math Lab classes
for those students who
historically score between
the 20th to 50th percentiles
on the MAP
Math Lab classes will serve as a Tier II intervention to
help support students master standards in the core Holt
curriculum. In addition these classes will focus on
mastery of 2-3 skill areas identified by multiple data
points (MAP, MSP, Classroom Based Assessments).
Provided Corrective Math
classes for those students
who historically score
below the 20th percentile on
the MAP.
Corrective Math teachers will be given time to discuss
the curriculum and placement of students.
Continue to support and
monitor the work of math
PLC's at each grade level
Whenever possible provide
common planning time for
math teachers
Provide time for PLC's to meet and employ best
practices. Grade level administrators will guide PLC's in
data analysis and decisions about interventions for lowperforming students. Support for PLC work will also be
provided from the district math curriculum director at
Cadre meetings and other trainings.
Teachers will have daily time to collaborate in order to
standardize the learning targets, develop common
assessments and evaluate the results of their instruction.
Investigate different
delivery models for math
labs
During monthly math meetings study models found on
the internet which will support the CCSS and SBAC and
help students make expected growth
ASSESSMENT &
EVALUATION
Classroom based assessments
to monitor progress.
Continued improvement in
percentage of students
achieving catch-up growth
based on MAP scores from
fall to spring will measure our
overall success.
Corrective Math assessments
to monitor progress.
Continued improvement in
percentage of students
achieving catch-up growth
based on MAP scores from
fall to spring will measure our
overall success.
PLC's will create, administer,
and analyze common
assessments. They will
provide interventions to assure
that all students master the
identified power standards..
Common assessments will
evaluate mastery of essential
learning targets. Spring
assessment will demonstrate
an increase in the percentage
of students performing at
grade level.
An increase in percent of
students making expected
growth on the MAP
TIMELINE
PERSON
RESPONSIBLE
13-14 school year
Math teachers,
administrators, Math
Coach and para-educators
will assist in each class.
13-14 school year
Math teachers,
administrators, Math
Coach and para-educators
will assist in each class.
13-14 school year
math teachers,
administrators and district
math coordinator
13-14 school year
Administrators, math
teachers
13-14 school year
Administrators and math
teachers
Updated 10/25/2013
12
School: Horse Heaven Middle School School Year: 2013-2014
District Strategic Plan Goal:
Professional development, training, and growth opportunities for staff are offered on a continual basis.
Related Building Goal:
Provide training and implementation support for the Teacher Principal Evaluation Project (TPEP).
Rationale for Goal:
The TPEP is mandated to be in full implementation by the 2014-2015 school year.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Certificated staff will form
Action Research Teams
centered on the effects of
questioning techniques, wait
time and responding to
students and understand
how they support Domains
2 & 3 of Danielson’s
Framework
The book The Skillful Teacher was purchased for each
teacher in the spring of 2013. Chapter 12 on expectations
will be the focus of a faculty book study. District
Professional Development days will be used to study and
discuss the chapter and form Action Research
Teams. Teams will make classroom visits to record data on
questioning, wait time and how teachers respond to students
HHH will house a GLAD
Model classroom and host
building refreshers
Staff can observe in the model classroom to help hone their
GLAD strategies and/or attend building refreshers. Staff
workroom will have an area designated for GLAD updates
District Training Modules
will be presented
certificated staff to develop
their knowledge and
understanding of TPEP
Our district representative will present all 11 modules as
outlined in our plan developed in June of 2013
Data collected during
classroom visits will be used
to see if teachers improve
their use of questioning
techniques, wait time and
responding to students.
Attendance and grades will
be examined to see what
effect the above has on
students. Teacher anecdotal
records will be used as well.
Anecdotal evidence by
teachers, administration and
district trainers on use and
increase of GLAD strategies
used in classrooms
Assessments provided in the
modules (card sort,
Jeopardy..) will be used to
gauge level of understanding
STRATEGY/ACTION
(Maintenance)
TIMELINE
PERSON
RESPONSIBLE
13-14 school
year
Administration and
faculty
13-14 school
year
Natalie Maiuri and district
GLAD trainers
13-14 school
year
Vicki Eccelston and
building administrators
Updated 10/25/2013
13
School: Horse Heaven Middle School School Year: 2013-2014
District Strategic Plan Goal:
safety
Related Building Goal:
Students will report they have a trusted adult they can talk to when they have a concern will increase to 90% or higher on the
district Safety Survey
Rationale for Goal:
Students must feel safe at school in order to learn
STRATEGY/ACTION
(Maintenance)
Intentionally introduce more
staff members to students
Bullying Presentations made
to 6th graders
PROFESSIONAL DEVELOPMENT
(Communication Plan)
All teachers participated in the August 6th grade
orientation (a 7th & 8th science teacher helped in the 6th
grade science classes…)
Staff members will be introduced and “spotlighted”
during morning video announcements
Leadership class will make a “Staff Tree” to be displayed
in the commons
What is bullying and how to properly respond
7th grade Sexual Harassment
Presentations
What is sexual harassment and how to properly respond
8th grade Bullying
presentations
Motivational Speaker
What is bullying and how to properly respond
Trusted Adult Training for
HHH staff
ASB and Leadership class will host Eddie Williams to
speak to the student body on making good choices,
perseverance and the importance of having a trusted adult
How adults can respond to students who report bullying,
harassment and other concerns
Tolerance Assembly
stressing trusted adult
A school wide tolerance assembly will be held to
encourage students to help each other in times of bullying
or harassment and to tell a trusted adult
Health classes will discuss
the importance of talking to
a trusted adult
In 6th grade when we talk about Building skills and Decision
Making.
In 7th grade, when we talk about Mental/Emotional Health, Self
Esteem, and Managing stress.
In 8th grade, when we talk about Conflict Resolution, Bullies,
and Violence.
ASSESSMENT &
EVALUATION
TIMELINE
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
2013-2014
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
September 2013
October 2013
September 2013
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
KSD Middle School Safety
Survey will show this goal to
be at or above 90%
October 2013
2013-2014
January 2014
1st and 3rd quarters
PERSON
RESPONSIBLE
Administration, staff and
Leadership class
Kelley Hawkins
SARC
Patti Ostby
Tammy Hutchinson, Tim
Litzenberger and
Leadership students
Kelley Hawkins and Patti
Ostby
Tammy Hutchison, Tim
Litzenberger and
Leadership/ASB students
Health teachers
Updated 10/25/2013
14
School: Horse Heaven Middle School School Year: 2013-2014
During the 2012-1-13 school year the H3MS staff developed a new mission statement: “Empowering each other with knowledge and skills to
achieve success today and tomorrow.”
One focus this year will be to apply the mission statement through our Action Research Teams working to help each other improve
our instructional skills in the areas of questioning, wait time and responding to students. The other focus will be to help each other
develop a deeper understanding of the TPEP process and the value it has as a tool to increase individual teaching skills and impact
student learning. These goals support elements of the nine characteristics of high performing schools; high levels of collaboration
and communication; a clear and shared focus; high standards and expectations for all students; focused professional development.
Updated 10/25/2013
15
School: Horse Heaven Middle School School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs. At the beginning of the school year students take the Measure Of Academic Progress. Students are rank ordered by scores.
Students are also rank-ordered by their scores on the previous year's MSP test. These scores are weighted to identify the students with the greatest
deficiencies. Students who are already receiving special education are eliminated from this list. Teacher recommendations and student grades are also given
consideration to determine eligibility. The district has also supplied the names of students who are targeted to make expected growth (Goal #7). These
students have been strategically placed in small reading and/or math classes so teachers can provide necessary support.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any
locally developed and selected assessments. Teachers in core academic subjects develop common formative and summative assessments to determine
individual student progress. Students who have not demonstrated mastery have an opportunity for extra help and re-assessment. The MAP is given mid-year
to evaluate progress also.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
Students who are below the 50% on the MAP test are screened for placement in Tier 2 or Tier 3 intervention classes. Students who continue to
struggle will also be invited or required to attend tutorial sessions at lunch or after school.
Describe how student assessment and progress results will be shared with parents. Assessment results are mailed home and also discussed during
November conferences. Individual student learning plans are also developed and shared with parents for those students who have not achieved standard on the
state assessments. Progress reports and/or report cards are sent every 4 1/2 weeks. Parents are provided access to student grade and attendance records
through Parent Portal. School computers are made available if parents do not have a computer at home. Teachers use email and phone messages to regularly
communicate with parents as well. Parent conferences will be scheduled as needed.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. HHH is engaged in continuous
professional development with Professional Learning Communities. Teacher teams (PLC's) are organized by grade level subjects and most have common
planning time each day. Teachers receive ongoing training and support for developing lessons aligned to state standards, creating common assessments, and
analyzing student performance data.
HHH teachers receive regular support from certified GLAD trainers, and several teachers at each grade level have been trained in GLAD instructional
Updated 10/25/2013
16
strategies. This year we have a GLAD Model Classroom which will allow teachers to observe GLAD strategies in practice. We will be hosting two GLAD
refresher classes in our building. This training promotes research-based strategies targeted for second language learners. The GLAD trainers spent two half
day sessions with staff (August and October) reviewing the different levels of language acquisition and instructing teachers on how to write questions at the
various levels of Bloom’s Taxonomy for each of the language acquisition levels. This work will be part of our District Professional Days for the remainder of
the year.
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Each May we hold an orientation program for parents and incoming 6th graders for the following year. Then, again in August, we have another
orientation program to welcome students to Horse Heaven Hills. We provide Spanish translation at these meetings. We explain how parents can
best communicate with the school, and we demonstrate Parent Portal that allows parents to access student grades. Parents who do not have
computers at home can access this information at the public library, in our school library, or request that the school send a progress report home
on a regular basis with the student or via the mail. Conference calls to parents with a translator are frequently used. Early in September we hold
an evening Open House where parents meet all the teachers. A Spanish interpreter is available during the day to make phone calls home to
parents. She also interprets during formal parent conferences in November or whenever teachers need to meet with parents. The school creates
Student Learning Plans for all who have not met standards and these are mailed home. Teachers follow up with phone calls to discuss specific
academic interventions that are recommended. Our PTO works to promote parent involvement by supporting Family Science and Family Math
nights.
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families. We regularly coordinate our interventions as needed with Child Protective Services, Juvenile
Justice Center, Kennewick police department, Benton County Sherriff’s office, Benton County Health Department, Sexual Assault Response Center,
Lutheran Social Services, and Lourdes Counseling Center.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
We have an administrator designated as an ESL coordinator who works with teachers to meet the programmatic needs of migrant and bilingual
students. Special education teachers work closely with general ed teachers to address student needs. Our building Site Council monitors the
coordination of all programs along with the administration. We have a building Student Assistance Team that meets each Friday to discuss ways
to help at- risk students who have been referred.
Describe how your program will coordinate transitions for preschool children into the elementary program.
Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Counselors work with
7th and 8th grade students to discuss preparation for high school. High school counselors give pre-registration talks to help students make informed decisions
about their high school programs. College Bound scholarship information is given to eligible students and their families. The counselor meets with all 7th and
Updated 10/25/2013
17
8th grade students eligible for the College Bound scholarship and explains the program. She assists parents to enroll their students in this program. Each high
school sponsors a Discovery Day where students and their parents can go to learn more about high school offerings. In addition, they hold parent information
nights. Delta and Phoenix High Schools present to 8th grade students. Teachers and counselors make specific program recommendations for placement in high
school courses.
Describe coordination with other community programs or agencies. In addition to the community agencies mentioned above, we have access to Invest
Ed funds to help pay for sports physicals or fees and supplies for low-income students. We access the services of the district Students In Transition
Coordinator if needed. Our health/fitness department is working with local merchants to provide athletic shoes/supplies to enable better participation in fitness
class and extra-curricular sports. PTO provides assistance for students to attend field trips or participate in school programs. Community charities provide
school supplies each year.
Updated 10/25/2013
18
Kamiakin High School
School Improvement Plan
2013-2014
School: Kamiakin High School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Kamiakin High School is a comprehensive high school, located on a 30-acre campus in Kennewick, Washington. Kamiakin serves just under
1700 students in grades 9-12. The campus style facility houses over 60 academic classrooms along with the library, gymnasiums, cafeteria,
administrative and counseling offices, vocational areas, and computer labs.
Seventy-seven teachers, four counselors, and four administrators plus a number of secretaries and paraeducators work with the students each
year.
Kamiakin High School traditionally has served a predominantly White population, but over the last six years, the percentage of Hispanic
students in Kamiakin High School has over tripled from 5.8 % to 17.3%, while the White population has declined from 87.6 % to 74.5%. Asian,
Black, and Native Americans comprise the rest of the student population. Another change in the demographics at Kamiakin involves the
percentage of students who qualify for free and reduced lunch. In the last six years, the percentage of students receiving services has grown from
18.4% to over 28%.
The school offers a wide variety of courses and specialty fields of study. A.P. classes, advanced math and science courses, a complete special
services program, and fourth and fifth year world languages are offered. Kamiakin works closely with the Tri Tech Skills Center and
community businesses to provide students an array of training opportunities.
The “Home of the Braves” also offers a variety of co-curricular programs, including nineteen varsity athletic sports, vocal and instrumental
music, theater, and an assortment of special interest activities. The motto, “Be the Best You Can Be,” describes the school’s focus of continual
striving toward excellence for all.
2.
Summarize the results of the following:
a.
•
•
Student Survey
The students of Kamiakin feel that they are encouraged and perform to the best of their ability. Students take
particular pride in having a reputation as an excellent academic school and an outstanding athletic school. Students
say that their class experiences usually revolve around worksheets, reading and whole group lecture.
Staff Survey
The staff of Kamiakin feels that they belong. They are looking to form partnerships with the community to improve
student learning. Kamiakin staff feels that they challenge students academically. They acknowledge that the student
population is changing and want professional development to work with students from diverse backgrounds.
10/25/2013
2
b. Family and Community Involvement: Using Parent Surveys and other parental input, what needs have been identified?

Staff have reviewed Survey Data as part of annual goal setting. (See Below)
3.
Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, HSPE Trend, and ITBS Trend
and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and
weaknesses of your current program based on building data).
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
See attached Accreditation Report
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
See attached Accreditation Report
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to primary needs.
See attached Accreditation Report
10/25/2013
3
STUDENT ACHIEVEMENT DATA
Kamiakin High School
MEASURES OF ACADEMIC PROGRESS READING
Grade
9
10
Assessment
MAP Testing
MAP Testing
2008
2009
65
70
70
66
2008
2009
56
63
67
68
Spring Percent Meeting Standard
2010
2011
68
66
71
66
2012
2013
74
72
75
80
2012
2013
76
70
74
75
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
74
63
74
74
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*HIGH SCHOOL PROFIENCY EXAMS
Grade
Assessment
2008
2009
Spring Percent Meeting Standard
*2010
*2011
*2012
*2013
90
90
87
87
90
82
EOC Yr 1 33
EOC Yr 2 67
EOC Yr 1 94
EOC Yr 2 71
EOC Yr 1 83
EOC Yr 2 92
45
57
EOC 63
EOC 84
2009
2010
2011
2012
2013
x
x
x
No
Reading
No
Reading/
Math
10
10
10
Reading
Writing
Mathematics
90
96
65
89
87
54
87
88
51
10
Science
42
41
2008
X
Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
10/25/2013
4
2012-13 MSP/HSPE Results
Grade Level
10th Grade
Grade Level *
All Grades
Grade Level *
All Grades
Reading
89.5%
Kamiakin
Math
Student Demographics
Writing
See EOC
below
EOC Math Year 1
82.4%
Science
See EOC
below
EOC Math Year 2
83.6%
94.9%
EOC Biology
83.8%
Enrollment
October 2012 Student Count
1,654
May 2013 Student Count
1,588
Gender (October 2012)
Male
811 49.0%
Female
843 51.0%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
10
0.6%
Asian
39
2.4%
7
0.4%
Asian/Pacific Islander
46
2.8%
Black
56
3.4%
Pacific Islander
Hispanic
White
Two or More Races
233 14.1%
1,287 77.8%
22
1.3%
Special Programs
Free or Reduced-Price Meals (May 2013)
475 29.9%
Special Education (May 2013)
166 10.5%
Transitional Bilingual (May 2013)
56
3.5%
Migrant (May 2013)
69
4.3%
Section 504 (May 2013)
24
1.5%
Foster Care (May 2013)
1
0.1%
Other Information (more info)
Adjusted 4-Year Cohort Graduation Rate (Class of 2012)
87.0%
Adjusted 5-year Cohort Graduation Rate (Class of 2011)
87.8%
College/University enrollment rates of graduates
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
77
14.2
79.2%
59
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
10/25/2013
5
Total number of core academic classes
526
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
definition
97.9%
2.1%
% of classes in high poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
% of classes in low poverty schools taught by teachers who do not
meet ESEA HQ definition
97.9%
2.1%
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
10/25/2013
6
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
90% of students report that they feel safe at school on our annual student safety survey.
Related Building Goal:
90% of students report that they feel safe at school
Rationale for Goal:
Safety is a cornerstone need for students to achieve at high academic levels.
STRATEGY/ACTION
90% of Kamiakin High
School students will report
that they feel safe at school
on the annual district safety
survey.
80% of Kamiakin High
School students will report
that they have a trusted
adult with whom they could
confide in.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE

Emphasize student safety issues being
handled in a timely manner

Survey results
2013-2014
Osborn
Isley
Security

Emphasize relationships with students with all
staff at every opportunity
Promote Open House for staff and student
attendance to build bridges with community
Create a sub-committee/PLC to focus on the
trusted adult issue
o Examining what we can do as a school as
a PLC
 Have group create a mini-lesson
to incorporate via TRIBE time
 Investigate having SARC come
and present to each grade level
for anti-bullying lesson or other
activity
 Have students identify 1 trusted
adult that they can turn to (online survey?)
 Conduct multiple focus groups
with students
o Investigate ASB making an “emphasis
week” to avoid bullying behaviors and
encouraging students to find a trusted
adult.
o Provide professional development
around student issues and what school

Survey results
2013-2014
Chelin
Osborn
Isley
Gant
All Staff


10/25/2013
7
o
o
Kamiakin High School staff
will prepare for emergency
situations in order to ensure
staff and student safety.
Kamiakin High School staff
will have fewer than 3
reportable injuries.
personnel can do to assist students
 Gang Awareness training
 Drug Awareness training
 PLC or book study on bullying
 Other PD
Build bridges with parents via positive
communications (Positive Posts or stroke
letters)
Encourage coaches and co-curricular
advisors to emphasize that the
relationships that they have with
students lend themselves to being a
“trusted adult”
 Emphasis point at coaches preseason meetings
 Emphasis point with coaches
/advisors to participants

Plan and drill a variety of safety situations to
test our emergency response plans.

Reflection after drills
and incidents
2013-2014

Emphasize safety issues at Site Council
Meetings and ensure that they are addressed
in a timely manner.
Emphasize need to take Safe Schools seriously
and ensure that all staff pass the test.

Fewer than 3
reportable injuries
occur during the
2013-2014 school
year
2013-2014

Chelin
Osborn
Isley
Gant
Chelin
Osborn
Isley
Gant
10/25/2013
8
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
Seventy five percent of students who are below grade level in reading and math are caught up within three years.
The Kennewick School District is in the seventy fifth percentile of all districts in achieving annual growth for its students.
Related Building Goal:
Increase academic achievement in all students
Rationale for Goal:
Students need a strong foundation in reading, writing, math and science in order to be successful in their post-secondary plans
STRATEGY/ACTION
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
55.5% of Kamiakin
freshmen and 56.4%
sophomores will meet or
exceed RIT point growth
target in reading during the
2013-2014 school year. This
would represent being
above the 75% nationally.

91% of Kamiakin
sophomores will
demonstrate proficiency on
the state assessment (HSPE)
in Reading during the 20132014 school year.




Reading intervention classes are in place
targeting students who struggle in reading. The
classes are based upon four pillars of
instruction- cognitive ability, affective skills,
high interest juvenile literacy, and completion
of work from other teamed classes. 75% of
students in reading intervention classes will
make more than annual growth.

Curriculum, Instruction and Assessments is
aligned in English classes so that students build
their academic skills in order to demonstrate
proficiency on the HSPE.
Teachers will work collaboratively Professional
Learning Communities in aligning curriculum,
instruction and assessment at both the
freshmen and sophomore levels.
Kamiakin will increase the number of teachers
who have participated in GLAD training.
Kamiakin will increase awareness of the
achievement gap and the impact of nondominant cultures on students’ academic
performance.






Students will
demonstrate growth
based upon their
MAP scores during
the 13-14 school
year.
MAP Testing for
targeted population
will occur in Fall,
Winter, Spring
Students will take the
HSPE in Spring 2014
Staff will be in PLC’s
for English 1 & 2 and
English 3 & 4
Staff will participate
in learning walks with
GLAD coaches
provide feedback to
teacher
incorporating GLAD
terminology
Staff will participate
in learning walks and
reflect on examples
of best practices
Professional
TIMELINE
PERSON
RESPONSIBLE
2013-2014
English Teachers
English Lab Teachers
Chelin
Clem
2013-2014
English Teachers
Chelin
Clem
10/25/2013
9
Development will be
provided to all staff
during pre-service
days around best
pedagogy for all
90% of Kamiakin
sophomores will
demonstrate proficiency on
the state assessment (HSPE)
in Writing during the 20132014 school year.





Curriculum, Instruction and Assessments is
aligned in English classes so that students build
their academic skills in order to demonstrate
proficiency on the HSPE.
Teachers will work collaboratively Professional
Learning Communities in aligning curriculum,
instruction and assessment at both the
freshmen and sophomore levels.
Kamiakin will increase the number of teachers
who have participated in GLAD training.
Kamiakin will increase awareness of the
achievement gap and the impact of nondominant cultures on students’ academic
performance.
Kamiakin staff will participate in a PLC around
best practices in writing

Math intervention classes are in place targeting
students who struggle in math.
o Staff will develop boiler plate
interventions based upon student
need as identified by strand analysis
(MAP) or by common assessment
(formative)
o 75% of students in intervention classes
will make more than annual growth.
Teachers will have their awareness of the
achievement gap and the impact of nondominant cultures on students’ academic
performance increased.


64.8% of Kamiakin
freshmen and 65.2%
sophomores will meet or
exceed RIT point growth
target in math during the
2013-2014 school year. This
would represent being
above the 75% nationally.









Students will take the
HSPE in Spring 2012
Staff will be in PLC’s
for English 1 & 2 and
English 3 & 4
Staff will participate
in learning walks with
GLAD coaches,
provide feedback to
teacher
incorporating GLAD
terminology
Staff will participate
in learning walks and
reflect on examples
of best practices
Professional
Development will be
provided to all staff
during pre-service
days around best
pedagogy for all
Students will
demonstrate growth
based upon their
MAP scores during
the 13-14 school
year.
Testing for targeted
population will occur
in Fall, Winter, Spring
Staff will be in PLC’s
for Algebra &
Geometry
Staff will participate
2013-2014
English Teachers
Chelin
Clem
2013-2014
Math Teacher
Isley
10/25/2013
10



Staff will actively participate in PLC’s for algebra
classes, aligning curriculum, instruction and
assessment.
Staff will actively participate in PLC’s for
geometry classes, aligning curriculum,
instruction and assessment.
Kamiakin will increase the number of teachers
who are GLAD trained


80% of Kamiakin students
will demonstrate proficiency
on the state assessments
(EOC 1 & 2) in
Mathematics during the
2013-2014 school year.
80% of Kamiakin students
will demonstrate proficiency
on the state assessments in
Biology during the 20132014 school year.

Curriculum, Instruction and Assessments is
aligned in Math classes so that students build
their academic skills in order to demonstrate
proficiency on the EOC.


Curriculum, Instruction and Assessments is
aligned in Science classes so that students build
their academic skills in order to demonstrate
proficiency on the EOC.

in learning walks with
GLAD coaches,
provide feedback to
teacher
incorporating GLAD
terminology
Staff will participate
in learning walks and
reflect on examples
of best practices
Professional
Development
provided to all staff
during pre-service
days around best
pedagogy for all
Students will take the
EOC in Spring 2014
Students will take the
EOC in Spring 2014
2013-2014
Math Teachers
Isley
2013-2014
Science Teachers
Chelin
10/25/2013
11
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
The extended graduation rate for the district is at least ninety percent.
Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared
post-secondary education, training, and work objectives.
Related Building Goal:
Kamiakin High School will prepare students for post-secondary opportunities.
Rationale for Goal:
Provide strong academic foundation for all students
STRATEGY/ACTION
Kamiakin High School
will have an on-time
graduation rate of 90%
for the 2013-2014 school
year.




Kamiakin High School
freshmen will have a
success rate of 93% as
demonstrated by passing
classes during the 20132014 school year.
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)




Individual student and family conversations
with success coordinator will be held.
Tutoring opportunities for students at lunch and
after school will be provided.
Success coordinator, Migrant Student Specialist
and counselors will target all students who have
a F grade to attend tutoring.
Grade checks on all students will be
disseminated to key stakeholders once every
two weeks (DPUTT).

Individual student and family conversations
with success coordinator will be held.
Tutoring opportunities for students at lunch and
after school will be provided.
o In Math classes freshmen will pass at
95%
Teachers with the highest empathy for
freshmen will be strategically placed.
Administration in conjunction with Department
Heads will target freshmen class sizes to keep
smaller (proportionately) then other alike
classes.




TIMELINE
PERSON
RESPONSIBLE
On time graduation
rate will be 90% for
the 2013-2014 school
year.
Tutors will keep logs
of students who take
advantage of the
opportunity
Administration will
monitor and track
grades of all students
2013-2014
Miller
Clem
Chelin
T. McCallum
Counselors
Tutors will keep logs
of students who take
advantage of the
opportunity
Administration will
monitor and track
grades of freshmen
2013-2014
Miller
Clem
Chelin
T. McCallum
Counselors
10/25/2013
12
Kamiakin High School
freshmen will have a
success rate of over 85%
as demonstrated by the
number of students who
do not have a F grade.




Individual student and family conversations
with success coordinator will be held.
Tutoring opportunities for students at lunch and
after school will be provided.
Teachers with the highest empathy for
freshmen will be strategically placed.
Administration in conjunction with Department
Heads will target freshmen class sizes to keep
smaller (proportionately) then other alike
classes.


Tutors will keep logs
of students who take
advantage of the
opportunity
Administration will
monitor and track
grades of freshmen
Miller
Clem
Chelin
T. McCallum
Counselors
10/25/2013
13
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared
post-secondary education, training, and work objectives.
Students continue to have opportunities to participate in co-curricular programs and both competitive and non-competitive extracurricular
programs.
Related Building Goal:
Kamiakin High School will increase students being prepared for college, work and citizenship
Rationale for Goal:
Provide strong academic foundation for all students
STRATEGY/ACTION
90% of Kamiakin High
School students enrolled in
an Advanced Placement
class will elect to take the
AP exam.

Students will take more than
500 AP Courses at
Kamiakin High School
during the 2013-2014
school year.


Examine potential to
increase AP Offerings at
Kamiakin
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)


TIMELINE
PERSON
RESPONSIBLE
Examine overall effectiveness of AP program on
student achievement
o Examine 5 year trend data and strand data
o Participate in AP PLC’s to reflect upon best
practice
Reinforce process of AP waivers once a student has
made commitment to AP classes
o Investigate AP Summer School in lieu of
Summer Assignments
o Discuss purposes of AP Summer
Assignment with AP Instructors
Intentionally recruit students using AP indicator
provided by College Board.

Track trend
enrollment of AP
class taking patterns
and staff accordingly
2013-2014
Chelin
Osborn
Isley

Track data on AP
attrition
Increase enrollment
in AP classes
2013-2014
Chelin
Osborn
Isley
Increase awareness of demographics of AP classes
Reflect upon and recruit students for AP classes as
part of the registration process
o Reflect upon AP offerings and recruit
targeted students
 Recruit healthy numbers for
existing AP classes such as APES &
Chem
o Develop potential new AP classes
 World History
 European History
 Spanish
 Computer Science

Increase number of
students in AP
classes
2013-2014
Chelin
Osborn
Gant
Isley
Dept. Chairs

10/25/2013
14
o
Reduce by 10% the number
of students who need
remediation at the college
level

Increase PSAT participation
by 10% from 2005 levels

More than 165 Kamiakin
students will register for
articulated credit from CBC
through CTE programs.
This represents a growth of
10% from 10-11 numbers.


Explore partnerships with CTE in creating
“Super Classes”
Reduce the number of students who need
remediation at the college level
o Analyze curriculum alignment for scoring
into a 100 level or higher math class
o Integrate in COMPAS/ASSET data into
Student Led Conference
Administer the PSAT on a school day making it
accessible to all students
o Remove barrier for Junior students of
having to pay for the PSAT
o Promote PSAT to sophomores and recruit
selected student populations
Integrate PSAT data into TRIBE curriculum
Increase awareness of tech prep articulated credit in
CTE classes

Analyze Data from
Spring
ASSET/COMPASS test
2013-2014
Math Dept.
Isley

PSAT will be
administered on
th
October 17
2013-2014
Osborn
Falkner
Chelin
Isley

Increase number of
students who earn
credit at CBC
2013-2014
CTE Teachers
Osborn
10/25/2013
15
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
The extended graduation rate for the district is at least ninety percent.
Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared
post-secondary education, training, and work objectives.
Related Building Goal:
Kamiakin High School will help students develop affective skills in order to be prepared for college, work and citizenship
Rationale for Goal:
Provide strong academic foundation for all students
STRATEGY/ACTION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
During the 2013-2014
school year attendance
patterns will be analyzed
and unexcused absences
will be reduced by 5% from
2011-2012 levels.
During the 2013-2014
school year students will be
provided with the
opportunity to attend
tutoring.






Freshmen will have an
opportunity to learn about
the culture and norms of
Kamiakin during the 20132014 school year through
our LINK Crew program

During the 2013-2014
school year academic
intervention classes will
intentionally integrate in


ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Unexcused absence data will be analyzed
weekly.
Frequent communication will be conducted
with students and parents about
attendance expectations .
Student unexcused absences
will decrease by 5% of total
during S1 & S2 from 2011-12
levels.
2013-2014
Osborn
Isley
Kamiakin will make available tutoring for
students who are failing classes.
Kamiakin will recruit students who have
between 1-3 F grades for tutoring.
Kamiakin will communicate to community
about opportunities for students to receive
academic support.
Tutoring will begin to permeate Kamiakin
staff culture and more opportunities will be
available for students.
LINK Crew will plan a freshmen only day for
students in August during the pre-service
days.
Link Crew leaders will meet with students
throughout the school year.
o Provide social and/or academic
activities one per quarter.
Students will pass classes at
90% rate in Semester 1 and
87% rate in semester 2.
2013-2014
Chelin
Kutschkau
Ramirez
Osborn
Isley
Number of students
participating in LINK Crew
Activities will increase.
2013-2014
Gant
Harmon
Atterberry
McCallkum
Intervention teachers will integrate
successful study skills into intervention
classes.
o Use Why Try? Or PSR type
Students in lab classes will
pass general education classes
at a 10% higher rate than
during the 2012-13 school
2013-2014
Chelin
Isley
T. McCallum
10/25/2013
16
affective skills that students
need in order to be
successful.
During the 2013-2014
Kamiakin High will work to
continue improving the
academic literacy and
college survival skills for
students through the TRIBE
curriculum.
curriculum within intervention
classes



Kamiakin will continue the successful
implementation of TRIBE.
Tribal Leaders will provide staff with inservice before each TRIBE session.
Tribal leaders will provide staff with inservice before student led conferences.
year.
Number of parents choosing to
participate in parent teacher
conferences will be greater
than 85%.
Spring 2013
Chelin
Schumacher
Grade Level
Facilitators
50% of Kamiakin senior
parents will elect to participate
in the survey following the
Student Led Conference.
10/25/2013
17
School: Kamiakin High School School Year: 2013-2014
District Strategic Plan Goal:
Professional development, training, and growth opportunities for staff are offered on a continual basis.
Related Building Goal:
Kamiakin High School will provide quality professional development opportunities for staff
Rationale for Goal:
Provide strong academic foundation for all students
STRATEGY/ACTION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
During the 2013-2014
school year Kamiakin staff
will increase awareness of
opportunity gap and develop
skills to address it



During the 2013-2014
school year Kamiakin staff
will work collaboratively in
Professional Learning
Communities

During the 2013-2014
school year Kamiakin staff
will increase knowledge of
Danielson instructional
language and the TPEP
process

During the 2013-2014
school year Kamiakin staff
will be active participants in
numerous district level




Kamiakin staff will examine student
achievement data (HSPE/EOC, Grades,
course taking patterns) for trends
Kamiakin staff will increase awareness of
opportunity gap by bringing in outside
speakers and including as a speaking point
in instructional conversations with staff
Principal will use Staff Bulletin as a
communication tool for increasing staff
pedagogy to be culturally responsive
Professional Learning Communities will
form around staff self-selected topics with
the goal of improving student academic
achievement.
 During the 2013-2014 school year
staff will increase the use of
technology to improve student
learning
 Instructional Strategies
 Curriculum Alignment
 New Teacher PLC
Provide professional development around
Danielson instructional language
Provide support for teachers in the TPEP
process
Actively engage teachers in evaluation
process
Kamiakin staff will be active participants in
Instructional Academy
Kamiakin staff will be active on district
adoption and curriculum advisory
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Student Achievement data
will show a decrease in
the opportunity gap
2013-2014
Chelin
The number of staff
members that are
members of a PLC will
increase.
2013-2014
Chelin
Isley
Osborn
Gant
All evaluations completed
according to KEA
contract
2013-2014
Chelin
Isley
Gant
Osborn
Veitenheimer
Clem
The number of Kamiakin
staff participating at
district level professional
development will
2013-2014
Chelin
Osborn
Isley
Gant
10/25/2013
18
professional development
opportunities.

committees
Kamiakin staff will be members of TPEP
pilot evaluation program
increase.
10/25/2013
19
School: Kamiakin High School School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Tri-Tech, Work Based Learning Experiences, Student Led Conferences, Service Learning Opportunities, Reading Lab Partnerships, Gear Up
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and result
10/25/2013
20
Kennewick High School
School Improvement Plan
2013-2014
10/25/2013
1
School: Kennewick High School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Kennewick High School is the oldest of the three district high schools, celebrating its 106th graduation last year. The student population is
approximately 1,504 (SEPTEMBER 2013) with between 60 and 68 percent on free/reduced lunch throughout the year. The ethnic/racial rates are
43 percent white, 47 percent Hispanic, and 10 percent other minorities. KHS has one of only two International Baccalaureate programs in
Eastern Washington.
2.
Summarize the results of the following:
a. Staff Surveys
A past Harris survey (more than 4 years ago) indicated concern with communication in the building. In May 2013, a staff survey was
undertaken. Ninety percent of the respondents selected somewhat agree or agree (the two highest choices) that communication with
administrators is appropriate and positive. Other areas of outstanding results were “My supervisor treats me with dignity and respect”
(98.6%); “I have trust and confidence in my supervisor” (94.4%); “My supervisor has clearly communicated my responsibilities” (94.4%);
“My supervisor encourages collaboration and teamwork” (93.1%); and “I am proud to work at this school” (94.4%). It appears that with an
entirely new administrative team, that communication is not the staff issue it once was.
b. Family and Community Involvement: Using Parent Surveys and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Needs identified by parents are the following: include parents in building decision-making process; have resources available within the
building; be informed about the math requirement for passing the End of Course Exam; be informed about math courses required for college
admission. Parent meetings (often with the bilingual advocate), the 9th Grade Get Connected, Gear-Up serving freshmen, and the LionsLink
bulletin (on-line) are a means of information to parents. Two parents serve on the building site council.
3.
Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, WASL Trend, and ITBS Trend
and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and
weaknesses of your current program based on building data).
In 2012-13, the Reading HSPE was up (81% vs.70%), while writing increased (81% vs.76%). The End of Course exams in math were taken
with Algebra scoring 64% (60% last year) and Geometry 83% (56% last year), a significant increase. EOC Biology was 53%, compared to 43%
last year.
10/25/2013
2
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff
that will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title
I/LAP)
Learning new/improved teaching techniques is always a desire and looking at grading practices will again be a focal point.
The professional development committee meets regularly to assess requests for PD funds.
Last year, including the summer of 2013, the following workshops were attended by KHS staff:




























Common Core State Standards workshop in Pasco
KSD Focus on Instruction
ALEK training
Common Core workshop
Fall Math workshop
Science Teachers’ Conference
CTE workshops
TPEP workshops for new evaluation system
GLAD training/GLAD refresher (whole staff 2 sessions in August 2013)
Motivating the disruptive student
Several teachers participated in Learning Walks
Three teachers to ELL training
NCTE workshop in Las Vegas
District Corrective Reading workshop
Primary Sources Seminar
Socratic Seminar
STEM, guitar building
PBIS training
Washington Photography conferences
Computers in Library conference
District iPad training
Collection of Evidence workshops
Two received Math Essentials training from department chair and Math Coach
IB workshops in English, World Languages, and administration/coordinator IB Regional Conference
District Cultural in service on Somali students
Text book adoption committee meetings and trainings
WMEA Music Conference
WASSP conference for principal and assistant principal
10/25/2013
3


Three staff attended Read 180 training
Currently, many teachers are in curriculum-related PLC’s
Staff have had opportunities to share what they have learned to their departments and all staff when appropriate.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
1.
2.
3.
4.
5.
Expanded learning time opportunities to include department interventions within the school day
Add Read 180 sections for 2013-14
APEX (computer driven) instruction for students who need credit retrieval and remediation
Additional Para pro assistance in LAP classes
Family involvement: on-going family nights targeting Spanish-speaking parents (organized by the bilingual advocate); HSPE
information nights; Title One parent conference participation
6. Open house to meet and greet parents
7. Collections of Evidence classes are required for seniors who did not pass the HSPE in reading and/or writing, and students who are
behind have doubles classes. Juniors and seniors who did not pass the HSPE are assigned English 5/6 and 7/8 to prepare to re-take.
Students who did not pass the End of Course in math are enrolled in algebra or geometry Collection of Evidence classes. The
English/Language Arts text adoption was completed and new texts have arrived. There is a curriculum adoption for the Arts this year,
as well as implementation of World Languages curriculum adoption.
8. PLASCO attendance and tardy system pilot; student attendance and being on time is a focus for success.
9. In-school Suspension in lieu of out of school suspension; students get assistance with assignments while out of class.
10. Added a grade level Academic specialist to track students who are having academic difficulty.
11. Add a LAP Academic Specialist to track LAP students who are having academic difficulty.
12. Gear-Up program for 2013-14 freshmen to include tutoring and providing planners and the text Seven Habits of Highly Effective
Teens to be taught in English classes.
13. Study skills taught in physical science (with use of a planner) and reinforced in other freshman classes.
14. How to Get Good Grades booklet studied in freshman Quest classes
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
In the summer the math department met to analyze the placement of each student based on state assessments and MAP scores, teacher
recommendation, grades and attendance, and to train two teachers in new methods. The department met to design lessons for the new
curriculum. In Language Arts, ninth and tenth grade writing prompt was assigned at the end of the school year. Teachers then collectively
graded the assignments. The purpose, besides seeing growth in students, is to better coordinate teacher grading and rubric development.
Two sections were added to the Read 180 program, one specifically for English Language Learners.
10/25/2013
4
STUDENT ACHIEVEMENT DATA
Kennewick High School
MEASURES OF ACADEMIC PROGRESS READING
Grade
9
10
Assessment
MAP Testing
MAP Testing
2008
2009
51
53
53
49
2008
2009
49
52
50
57
Spring Percent Meeting Standard
2010
2011
56
44
49
52
2012
2013
52
56
51
57
2012
2013
58
59
58
58
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
61
56
61
64
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *HIGH SCHOOL PROFIENCY EXAMS/EOC Math
Grade
Assessment
2008
2009
Spring Percent Meeting Standard
*2010
*2011
*2012
*2013
71
81
EOC YR 1-25
YR 2-66
76
EOC YR 1-63
YR 2-56
81
EOC YR 1-62
YR 2-72
28
38
EOC 43
EOC 56
2009
2010
2011
2012
x
x
x
No
No
Reading/Math
Reading/Math
10
10
10
Reading
Writing
Mathematics
70
83
47
77
81
42
72
84
33
10
Science
17
22
2008
x
79
82
Standard for the WASL & EOC is 400 points for Reading, Math, & Science 17 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
2013
10/25/2013
5
2012-13 MSP/HSPE Results Kennewick High
Grade Level
10th Grade
Grade Level *
All Grades
Grade Level *
All Grades
Reading
80.8%
Math
Writing
See EOC
below
EOC Math Year 1
81.1%
Student Demographics
Science
See EOC
below
EOC Math Year 2
64.0%
83.2%
EOC Biology
68.2%
Enrollment
October 2012 Student Count
1,539
May 2013 Student Count
1,417
Gender (October 2012)
Male
801 52.0%
Female
738 48.0%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
8
0.5%
27
1.8%
3
0.2%
Asian/Pacific Islander
30
1.9%
Black
49
3.2%
Asian
Pacific Islander
Hispanic
645 41.9%
White
787 51.1%
Two or More Races
20
1.3%
Special Programs
Free or Reduced-Price Meals (May 2013)
918 64.8%
Special Education (May 2013)
155 10.9%
Transitional Bilingual (May 2013)
162 11.4%
Migrant (May 2013)
236 16.7%
Section 504 (May 2013)
9
0.6%
Foster Care (May 2013)
0
0.0%
Other Information (more info)
Adjusted 4-Year Cohort Graduation Rate (Class of 2012)
73.3%
Adjusted 5-year Cohort Graduation Rate (Class of 2011)
83.3%
College/University enrollment rates of graduates
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
83
12.2
69.9%
56
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
523
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
99.6%
10/25/2013
6
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
definition
0.4%
% of classes in high poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not
meet ESEA HQ definition
N/A
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
10/25/2013
7
School Improvement Plan 2013-2014
School: Kennewick High School
Goal:
85% of sophomores will meet standard on the High School Proficiency Exam in Math.
Related Building Goal:
Increase student math scores by 10% in End of Course Exams
Rationale for Goal:
Math End of Course scores are low and the number of students needing math support and remediation at KHS is high.
Typically a majority of students enter 9th grade below grade level in course selection.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
Students will be identified by middle school teachers using a
variety of criteria, including 7th grade state assessment scores,
MAP data, attendance, grades and teacher recommendations.
The MAP will be given to 9th and 10th grade students who are
enrolled in at level or below level math courses. MAP data will
be charted and used to show students their level and where
grade level is. If a student’s MAP test indicates he/she is in the
wrong course, consideration will be made to move him/her.
Teachers will use the data to drive lesson plans and individual
student learning plans.
MAP, 7th grade MSP,
EOC, attendance,
math performance,
teacher
recommendation
Fall 2013
Winter 2014 for
students in basics
classes
Spring 2014
STRATEGY/ACTION
(Maintenance)
Identify 9th grade students
for placement in below
grade level math class
(Math Enrichment/Algebra
Block): first consider
students who are below the
51 percentile in MAP; next
review grades and courses
from middle school; finally
consult with middle school
math coach and counselors
(who have received
feedback from math
teachers) Higher ability
students are placed at their
level (Algebra, Honors,
Geometry). Where
appropriate design
individual improvement
plans using data to
effectively to drive
instruction.
Close the achievement gap
especially between white
students and students of
color.
Use math software
programs associated with
Holt curriculum when
available and ALEK to
serve students that are
behind in math and to close
the achievement gap;
PERSON
RESPONSIBLE
Middle school math
teachers, LAP math
coach Pam Kangas,
Patti Flora, and KHS
math department
At the beginning of
each semester

Special emphasis will be placed on students in ELL
and SET math classes. These students will have an
additional math support class and tutoring.
 Provide an additional Read 180 course for ELL
students
Staff has been trained in the newly adopted math curriculum;
software application and updated training is an on-going effort.
Collect data and track student progress on MAP tests.
Staff have had ALEKs training
MAP, 7th grade MSP,
attendance, math
performance, teacher
recommendation
Use assessment
models provided by
each math program
2013-2014
2013-2014
Evaluations will be
conducted using MAP
scores to students in
basics classes and to 9th
and 10th grade students
twice a year
Pam Kangas, Ron King,
Oscar Garnica
Twila Wood, Literacy
coach
LAP math coach (Pam
Kangas), Patti Flora
and KHS math
department
10/25/2013
8
Staff have been trained and are using this program in basic
classes
STRATEGY/ACTION
(New)
Communicate to parents
math state assessment
requirements and postsecondary prerequisites
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation & practice/feedback
& reflection)
Provide parent math information concerning HSPE/ EOC and
college entrance requirements;
Give letter to parents of students who are taking math classes
not in the college bound track.
Provide support to ELL
math students
Add support classes to Algebra Fundamental classes (block)
Math coach to assist with
instruction; provide Para pro
support, develop directed
tutorial within the school
day, and offer summer
school to address math
deficiencies
The LAP math coach will assess data, help with student
placement, assist with MAP testing, provide instructional
information, and assist with professional development;
opportunities for staff to go on learning walks
Program testing and
MAP
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Determine attendance at
parent meetings;
evaluate enrollment
data to determine if
advanced math
enrollments are
increased and if
remedial classes are
decreased; conduct a
parent survey
On-going
Middle school math
teachers, counselors,
administrators,
Patti Flora, Pam Kangas
math department teachers
Academy of Math, new
math curriculum-Holt’s
differentiated
instruction, and MAP;
ALEKs
Maintain LAP math
coach; determine what
directed tutorial best
fits KHS and its needs;
hire Para pros to work
with low achieving
students in classrooms;
math teachers meet to
discuss student
achievement
On-going
Ron King, Maria
Hendrickson, Pam
Kangas, Estella Aguilar
On-going
Patti Flora, Pam Kangas,
Ron King
Para pros: TBD
10/25/2013
9
School: Kennewick High School
Goal:
90% of students surveyed will report having a trusted adult at school to go to when they need help.
Related Building Goal:
The number one priority of the KSD is student and staff safety.
Rationale for Goal:
Last year when students were surveyed, 76% reported having a trusted adult at school to go to when they need help; students who have an adult
advocate at school will be safer and more successful.
STRATEGY/ACTION
(Maintenance)
Ninety percent of students
surveyed will respond
positively that they have a
trusted adult at school
PROFESSIONAL DEVELOPMENT
(Communication Plan)






Directed discussion in Quest on what/why a
student would go to a teacher (or other trusted
adult) for help, provide examples of trusted
adults, and/or other ideas as revealed in
discussions
List adult names and pictures in Student
Handbook
ASB Leadership advertising campaign to
include posters
Security and administrative presence between
classes, lunch, etc.
Advertise bully/harassment process
An administrator visit each English classroom
and talk about “trusted adult”
ASSESSMENT &
EVALUATION
Review annual
School Safety Survey
TIMELINE
2013-14
PERSON
RESPONSIBLE
Administrators;
Twila Wood
Des Martinez
10/25/2013
10
School: Kennewick High School School Year: 2013-2014
Goal:
Students will graduate prepared for college, work, and citizenship
Related Building Goal:
Increase student literacy by increasing HSPE reading to 85% and writing to 85%
Rationale for Goal:
70% of our 2012 sophomores passed the Reading HSPE and 76% passed the Writing
STRATEGY/ACTION
(Maintenance)
Provide reading
opportunities to close the
achievement gap
PROFESSIONAL DEVELOPMENT
(Communication Plan)

ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Instructional coach and
math coach utilize
assessment data to
determine program
effectiveness; review
state assessments and
MAP scores
On-going
Twila Wood
Madge Peterson
Ron King
Van Cummings


Schedule additional Read 180 classes to regular
education as a supplement to Read 180 that is a Special
Education class.
Add Read 180 for ELL students
Writing workshop in the days prior to HSPE
Offer summer HSPE tutorials
Provide writing
opportunities to close the
achievement gap



Assign students COE writing classes
Writing workshop in the days prior to HSPE
Offer summer HSPE tutorials
Review MSP/HSPE
writing scores
On-going
Twila Wood
Madge Peterson
Van Cummings
Provide opportunities for
students that will encourage
them to stay in school;
Find additional ways to
mitigate students failing
classes


Verify withdrawal codes on student who leave KeHS
Contact homes of students who have registered but did
not attend
Continue Freshman Only day of school
Quest includes student-led conferences
Continue using the truancy office
Continue using BECCA liaison
Success Coordinators to assist with students who are at
risk of failing classes and/or not graduating
Provide feedback at 6 Weeks, 12 Weeks and 15 Weeks
(F’s) to parents concerning academic progress via mail
Better track attendance to identify students at risk
(PLASCO)
Use Gear-UP staff and funds to assist freshman in
transition to high school and help them be successful
with tutoring, monitoring attendance, etc.
Continue Quest
advisory (Navigation
101); review student
drop-out data and
survey results;
Review student grade
data with staff
On-going
Ryan Rettig
Counselors
Twila Wood
Janell Johnson
Ron King
Laura Jepsen
Pam Kangas
Erin Bush, Gear-Up WSU
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10/25/2013
11
STRATEGY/ACTION
(New)
Literacy/COE classes for
students who did not pass
the HSPE
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation & practice/feedback
& reflection)
Identify students that did not pass the reading and/or writing
HSPE and place them in classes (English 5/6; English 7/8)
designed to prepare them for the HSPE and complete a
Collection of Evidence junior/senior year. Classes are required
for juniors and seniors who did not pass the HSPE.
Monitor grading practices;
analyze impact of poverty
on grades/student learning

Increase rigor and relevance
in ELL classes
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Follow decision to use a standard grading scale and
pilot various systems of accepting late work
Zero Elimination Days
Extended Semester
Academic Specialists and Success coordinator monitor
students at risk of failing
Add Read 180 as Set 3/4 class (ELL)
Estrella Aguilar to assist students and parents who are
classified as migrant
Add a migrant counselor
ASSESSMENT &
EVALUATION
TIMELINE
Review assessment data
On-going
Van Cummings, Twila
Wood, Madge Peterson,
Monitor teachers
grading and feedback
from Zero Elimination
and Extended Semester
On-going
Van Cummings
Pam Kangas
Twila Wood
Ron King
Classroom assessment,
Washington English
Language Proficiency
Assessment (WELPA);
MAP
On-going
Twila Wood
Elizabeth McFadden
Ron King
Maria Henrickson
Estrella Aguilar
Cody Booth
PERSON
RESPONSIBLE
10/25/2013
12
School: Kennewick High School School Year: 2013-2014
Goal:
Greater than annual NWEA growth is achieved by students who are below the 40% percentile
Related Building Goal:
Individualize teaching and learning so students will graduate better prepared for college, work, and citizenship.
Rationale for Goal:
Approximately 41% of all 9th grade students entering KHS are performing below grade level in math according to the fall of 2010 MAP
Test. The “gap” between Anglo and Hispanic students passing assessment is significant.
STRATEGY/ACTION
(Maintenance)
Create an alignment
between high school
curriculum and postsecondary entrance
requirements
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Parent participation in
meetings; track the
number of students who
take the PSAT, SAT,
ACT, ASVAB, ASSET
On-going
Provide awareness opportunities for teachers, parents, and
students through parent conferences, parent nights, newsletters,
and open house of the classes that are required for postsecondary enrollment
Ron King
Twila Wood
Van Cummings
Patti Flora
Pam Kangas
Madge Peterson
Ron Williamson
Attendance records;
advisory
On-going
Administrative Team
Counselors
Security
SRO
Estrella Aguilar
Laura Jepsen
Robyn Davis
Gear-Up staff
Staff evaluations
On-going
Administrative Team
District Office
KEA
TIMELINE
ASSET Test (CBC)
Improve attendance;
encourage students to attend
school on a regular basis
Utilize instructional
conference strategies to
focus on student
engagement and
productivity
Students will be better connected to adults through Quest
Advisory. The truancy officer from JJC will continue to meet
with students at KeHS. The Success Coordinator (Laura Jepson)
the Academic Specialist (Robyn Davis), the Gear-Up staff and
the Bilingual advocate (Estrella Aguilar) will track students,
including phone calls and home visits. Attendance office
personnel will continue to contact parents in search of students
who are not attending.
PLASCO attendance monitoring
 Learning walks
 Transition to new TPEP evaluation system
PERSON
RESPONSIBLE
10/25/2013
13
FAMILY AND COMMUNITY INVOLVEMENT
Programs are monitored by required district practices. In addition, programs are monitored and adjusted from input from the following teams: Faculty
Council (site council, 13 meetings a year) and the Instructional Leadership team (principal, math and literacy coaches, assistant principal, success
coordinators meet about 30 times a year). In conclusion, our school operates on the following characteristics of high performing schools:
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Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
10/25/2013
14
School: Kennewick High School School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
LAP Qualifying Criteria 2011-12 - English
Criteria for Rank and Order-Freshmen
1.
7th Grade state assessment score
a.
10 points for 374 or below
– level 1
b.
5 points for 375-389
– level 2
c.
3 points for 390-399
– level 2
2.
Placement MAP Score Spring 2012
a.
10 points
b.
5 points
MAP Score 217-219
(1+ grade level below)
c.
3 points
MAP Score 220-222
(just below grade level)
MAP Score 216 or below (2+ grade levels below)
3.
Fall MAP Score of current year
a.
10 points
b.
5 points
MAP Score 218-220 (1+ grade level below)
c.
3 points
MAP Score 221-222 (just below grade level)
MAP Score 217 or below (2+ grade levels below)
10/25/2013
15
Criteria for Rank and Order-Sophomores
1.
7th Grade state assessment score reading score
a.
10 points for 374 or below
– level 1
b.
5 points for 375-389
– level 2
c.
3 points for 390-399
– level 2
2.
Spring 2012 MAP Score
a. 10 points MAP Score 219 or below (2+ grade levels below)
b. 5 points MAP Score 220-222
(1+ grade level below)
c. 3 points MAP Score 223-225
(just below grade level)
3. Fall MAP Score of current year
a.
10 points
MAP Score 220 or below (2+ grade levels below)
b.
5 points
MAP Score 221-223
c.
3 points
MAP Score 224-225
(1+ grade level below)
(just below grade level)
10/25/2013
16
LAP Qualifying Criteria 2011-12 - Math
Criteria for Rank and Order-Freshmen
1.
7th Grade state assessment score
a.
10 points Below 375-level 1
b.
5 points 375-389-level 1
c.
3 points 390-399-level 2
2.
Placement MAP Score Spring 2012
a.
10 points
b.
5 points
MAP Score 225-230 (1+ grade level below)
c.
3 points
MAP Score 231-233 (just below grade level)
MAP Score below 225 (2+ grade levels below)
3.
Fall MAP Score of current year
a.
10 points
b.
5 points
MAP Score 225-230 (1+ grade level below)
c.
3 points
MAP Score 231-232 (just below grade level)
MAP Score below 225 (2+ grade levels below)
10/25/2013
17
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to state assessments, include
any locally developed and selected assessments.
KHS uses a variety of assessments to monitor student progress and help focus instruction. Formal assessments include the state assessments, MAP, WELPA
(language proficiency assessments), the End of Course assessments, and computer assessments (ALEK, Holt Differentiated Instruction), classroom Writing
Assessment for Freshmen and Sophomores, and teacher observation.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
Students will be identified by grades and MAP scores, specifically those scoring below the 50th percentile. HSPE and EOC assessment data is used. Summer
school is an option for those in need and the staff is considering how departments can provide tutorial for students who need extra help. Extended Semester is
offered so students have a chance to earn a passing grade the days near the end of each semester. Zero Elimination days are promoted on 10:30 early release
days as a way for students to catch up on missing assignments. Our academic specialists (success coordinator) monitor students at risk of failing. We
propose to add a LAP focused person to do the same. The Gear Up staff will monitor freshmen. Students are assigned to after school and lunch time tutoring.
Describe how student assessment and progress results will be shared with parents.
Parent Portal
Conference with interpreter if needed
Progress reports
Teacher phone calls home
PowerSchool generated attendance letters
LionsLink Bulletin (on-line)
Bilingual Advocate contacts
Truancy Officer contacts
BECCA advocate contacts
Counselor contacts
Success Coordinator/Academic Specialists/Gear Up contacts with parents
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged students. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
Guided Language Acquisition Design (GLAD)
10/25/2013
18
Sheltered English Techniques (SET)
Bilingual Advocate assistance
QTEL training
Focus on Instruction workshops
TPEP training for evaluation pilot
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Open House
Student –lead conferences
HSPE parent night
Truancy officer, BECCA coordinator, Success Coordinator, Gear Up, Academic Specialist, Bilingual Advocate, and SRO home contacts
Booster Club meetings (athletic, academic, music)
Federal Programs Office home visitor, interpretation, etc.
KeHS and KSD websites
LionsLink Bulletin
Bilingual Parent Nights including Giant Thursday, Freshman Orientation, and Senior College Night
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
KHS coordination with Homeless Liaison
District Bilingual Literacy coach cooperative improvement
Federal Program and Special Education Director involved in KeHS issues
Migrant Home Visitor interpretation services
Migrant/Bilingual Director assists in identifying KeHS students who qualify for programs
GLAD coach
Bilingual Advocate, Success Coordinator, BECCA coordinator
Gear-Up staff located at KEHS
Describe how your program will coordinate transitions for preschool children into the elementary program.
N/A
10/25/2013
19
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Administrators from KHS and primary feeder school, Park MS, meet quarterly
Counselors from KHS and PMS meet to plan and discuss student transition and registration
Lion Adventure Day- a Saturday presentation in the spring to promote programs and activities to middle school parents and students
8th Grade Parent night prior to high school registration
Middle school and high school math coaches meet to discuss student placement in high school math.
Bilingual transition meetings with middle school ELL students to help with the transition to high school
Freshmen Only Day first day of school
Quest freshmen classes have lessons in study skills, trusted adults, etc.
SPED staff meet with IEP students/parents to assist in the transition to high school and to aid in class placement.
Administrators discuss middle school accountability, placement, and at risk students
Gear-Up monitors and provides tutoring and field trips for freshmen
Describe coordination with other community programs or agencies.
Counselors work closely with a variety of community agencies that provide resources for students and families
ESD 123 provides a drug and alcohol prevention/intervention specialist
Consumer education classes provide career shadow experiences for students
KSD/KeHS and KPD partner to insure a safe campus
KPD SRO provides workshops on gang awareness
Key Club is sponsored by Kiwanis
Buddy Club is sponsored/supported by the Association of Retarded Citizens
Rotary (exchange students among other support)
Students in the Team Read class assist with reading in elementary schools
WSU Gear-Up program
10/25/2013
20
Southridge High School
School Improvement Plan
2013 - 2014
Updated 10/25/2013
School: Southridge High School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Southridge High School is located on a 50-acre campus and serves 1650 students in grades 9-12. The 254,000 square foot building is designed to
meet the educational needs of students in various programs. The two-story academic wings house 60 academic classrooms along with several
special function rooms, the media center, special project labs, plus six computer labs for whole class instruction or individual use.
The Southridge student population is 63.6% white. Our largest minority population is Hispanic at 27.9%, followed by Asians at 2.7%, AfricanAmericans at 2.1% and American Indian at 0.7%. Students who qualify for Special Education services make up 9.2% of our population, and
5.8% of our students are transitional bilingual. We serve free or reduced lunches to 46.7% of our students.
The building design and equipment available at SHS facilitate innovation in the delivery of instruction. Technology plays an important role in
the education of the students at Southridge. The school has a full local area network wired to accommodate voice, video and data sources from
each instructional space. Additionally, an instructional media studio is available. The library media center offers the latest in technology for
research utilizing the Internet.
Southridge is currently a comprehensive high school which offers traditional courses as well career pathway courses. Students choose from a
wide variety of classes, including world languages, music, the arts, vocational education, physical education, and honors and Advanced
Placement courses.
Updated 10/25/2013
2.
Summarize the results of the following:
a. Staff Surveys
Staff surveys on past school improvement goals have shown support for our school improvement goals at a 90% average rate.
b. Family and Community Involvement: Using Parent Surveys, and other parental input, what needs have been identified?
(Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Parents show a high satisfaction rate with Southridge based upon KSD Zoomerang Parent and School Safety survey results. Parents are and
students are represented on decision-making bodies with the authority to make decisions impacting student learning. There is a need to be
more intentional to involve more parents, especially parents of minority and low income parents, in the areas of graduation requirements,
college eligibility, and opportunities for involvement in student activities.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
In the 2012- 13 school year, Southridge High School only failed to meet AYP for Hispanic and low income students in reading. Our low income
population has gone from 13% in 2003 to 46% in 2012. Despite these struggles in AYP, Southridge continues to be a school of choice, as
reflected by the large number of transfer students attending Southridge.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Staff development needs are focused on the new TPEP evaluation system and the continued development and strengthening of our
Professional Learning Communities. Staff development dollars are currently focused on three concepts. First and foremost is the intentional
effort to teach the nuances of the new evaluation system to our staff, especially to those on the Comprehensive Evaluation model. All staff
will be on the Comprehensive model with within four years, so all staff are being trained. Our second focus is on providing ample time for
teachers to work together collaboratively. A new 10:30 Early Release provides much needed time for our PLC’s to meet and to work
together. Our third and final focus is the continuing effort to provide on credit retrieval, both in curriculum and in state testing alternatives. A
new Biology COE program has been developed, and our Math Coe Program has been extended to the junior class. After school tutoring
program continues, primarily through our Success Coordinator, and a GEAR-UP program has been added to our support services. GEAR-UP
is focused on our 9th graders, and that cohort will increase by one grade level each year for the next three years.
Updated 10/25/2013
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Our focus is back on reading, writing, math and science. Our Reading scores dipped below 85% goal for the first time since the advent of
state testing, and an intentional effort by our Language Arts department through their PLC’s is intends to correct that. Writing dipped to
87%, and while that score may be admirable at other schools, it is not acceptable at Southridge. Our English Department is committed to
raising those scores back into the 90%. In 2012-13 we had 80% of our students pass the Algebra EOC on their first try, with 88.5% passing
the Geometry on their first attempt. Algebra is up 10.2% from the previous year, Geometry up 12.3%. The EOC Biology test was
administered for the second time in the spring of 2013, and Southridge students passed at a rate of 80.4%, up 14.5% from the 65.9% who
passed the Biology EOC in its first year of administration.
We have implemented new strategies for math achievement with the creation of Algebra and Geometry BLOCK classes in addition to our
Enrichment Algebra classes. These BLOCK classes are Power Standard classes, classes in which the curriculum has been streamlined down
to the essential academic learning outcomes. Algebra remains a standards based curriculum with a replacement not averaging assessment
model in order to reduce the failure rate in Algebra. This standards based approach has proven very effective at Southridge. In 2013 -14, the
math department will be more intentional in its teaching of calculators, especially with low end math students, in an attempt to increase pass
rates on the state tests. We have also expanded the use of the ALEKS computer instruction class.
The Science Department has added a COE class to its curriculum, and is in the process of revising its basic Biology curriculum to prepare
students for the EOC required for graduation.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
In the summer of 2009, Southridge High School sent a team of teachers and administrators to a Professional Learning Community training to
provide direction to our PLC professional development. Additional teams were sent to trainings throughout the 2009 - 2012 school years. We
are committed the development and strengthening of our PLC’s over time, beginning with developing common curriculum and assessments
and common grading scales in common curriculum. We believe this will engage our teachers in meaningful conversations about best
practices used in the classroom. Eventually we hope to enhance our system of interventions to be used to quickly assist students when they
fail to meet the standards we set for them.
We are also committed to improving our Honors and AP curriculum at Southridge. Our initial stage of development offered Honors and preAP classes to our freshman for the first time at Southridge. Teachers are developing curriculum for these classes, and are beginning to look at
additional offerings for upper level Honors and AP classes. It is our belief that offering Honors and pre-AP classes at the freshman level will
better prepare our students for the rigors of junior and senior level Honors and AP curriculum and will provide them with a significantly
increased opportunity to receive a 3+ score on their AP tests. We are now in the process of identifying areas to expand our AP curriculum,
looking at AP Art History, AP Music Theory, AP World History, and AP Spanish Language
Updated 10/25/2013
STUDENT ACHIEVEMENT DATA
Southridge High School
MEASURES OF ACADEMIC PROGRESS READING
Grade
9
10
Assessment
2008
2009
70
62
69
56
2008
2009
64
73
64
73
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
64
67
67
65
2012
2013
66
70
71
67
2012
2013
70
62
73
64
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
67
60
76
67
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *HIGH SCHOOL PROFIENCY EXAMS/EOC Math
Grade
Assessment
2008
2009
Spring Percent Meeting Standard
*2010
*2011
*2012
*2013
86
86
83
90
EOC YR 1-64
YR 2-71
91
EOC YR 1-88
YR 2-64
46
EOC 53
10
10
10
Reading
Writing
Mathematics
89
96
58
87
94
47
87
94
47
10
Science
31
32
40
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Reading
& Math
87
EOC YR 1-83
YR 2-83
EOC 77
Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 10/25/2013
2012-13 MSP/HSPE Results Southridge High School
Grade Level
10th Grade
Grade Level *
All Grades
Grade Level *
All Grades
Reading
83.2%
Math
Writing
See EOC
below
EOC Math Year 1
86.7%
Student Demographics
Science
See EOC
below
EOC Math Year 2
80.0%
88.5%
EOC Biology
80.4%
Enrollment
October 2012 Student Count
1,534
May 2013 Student Count
1,495
Gender (October 2012)
Male
768 50.1%
Female
766 49.9%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
12
0.8%
Asian
41
2.7%
Native Hawaiian / Other Pacific Islander
8
0.5%
Asian/Pacific Islander
49
3.2%
Black / African American
26
1.7%
Hispanic / Latino of any race(s)
White
Two or More Races
365 23.8%
1,061 69.2%
21
1.4%
Special Programs
Free or Reduced-Price Meals (May 2013)
636 42.5%
Special Education (May 2013)
126
8.4%
59
3.9%
121
8.1%
Section 504 (May 2013)
19
1.3%
Foster Care (May 2013)
0
0.0%
Transitional Bilingual (May 2013)
Migrant (May 2013)
Other Information (more info)
Adjusted 4-Year Cohort Graduation Rate (Class of 2012)
82.7%
Adjusted 5-year Cohort Graduation Rate (Class of 2011)
86.4%
College/University enrollment rates of graduates
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
71
12.3
81.7%
54
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
501
ESEA Highly Qualified Teacher Information
Updated 10/25/2013
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
definition
100.0%
0.0%
% of classes in high poverty schools taught by teachers who
meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
Updated 10/25/2013
School Improvement Plan: 2013 - 2014
School: Southridge High School
District Strategic Plan Goal:
90% of students report being safe at school.
Related Building Goal:
Increase the percentage of students responding to the Student Safety Survey question “Do you have a trusted
adult at your school to go to for help” to 90%
Rationale for
Goal:
Safety is the first priory of any school, only in a safe school environment can students achieve at their highest
potential.
STRATEGY/ACTION PROFESSIONAL
(Maintenance)
DEVELOPMENT
(Communication Plan)
Southridge High School
Counselors will meet with all SHS
students will respond
students in English classes on
positively at a 90% or
Fridays at the start of SSR,
better rate to the question encouraging them to come to them
“Do you have a trusted
or another trusted adult if they are in
adult at your school you
need.
can go to for help?”
Navigation Advisors will engage
students in the conversation, “If you
need help at school, who do you go
to?”
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Internal SHS Survey December
of 2012
December of 2013
KSD School Safety Survey
Spring 2014
Spring 2014
Steve Biehn & Molly
Hamaker-Teals and
Counselors will create a
schedule to get the
counselors into every
English class prior to
November 30, 2013
Internal Navigation SHS Survey
December of 2012
Steve Biehn and Ted
Weber will devise an
addition to the
Navigation curriculum to
emphasize the
identification of a trusted
adult to go to.
Updated 10/25/2013
IGNITE Mentors will talk to their
freshmen mentees about the
identification of a trusted adult they
can go to if they need help
Internal SHS Survey December
of 2013
Site Council will consider the goal
and brainstorm ways in which Each
of their departments can address the
issue in class
Site Council Minutes
ASB Leadership Class will take this
on as an emphasis 2nd semester
Class Discussion
March of 2014
Steve Biehn and Geoff
Simm will devise an
addition to the IGNITE
curriculum to emphasize
the identification of a
trusted adult to go to.
Steve Biehn will bring
the issue to Site Council
and begin a discussion
about safe schools.
Liz Stiles and Steve
Biehn will devise a
campaign with ASB &
Leadership student to
ensure that all students
have a trusted adult to
turn to in a time of need.
Newsletter articles encouraging
Newsletters
students to establish a “trusted adult”
to go to in a time of need
Steve Biehn
E-mail campaign using student emails encouraging students to
establish a “trusted adult” to go to in
a time of need.
E-mails
Steve Biehn
Continued administrative visibility
on campus to model open
communication with the student
body
Observations
Steve Biehn, Mike
Christman, Molly
Hamaker-Teals, Tim
Wood
Updated 10/25/2013
District Strategic Plan Goal:
Professional development training and growth opportunities for staff are offered on a continual basis
Related Building Goal:
Staff will be trained on the new Teacher Principal Evaluation Pilot system.
Rationale for
Goal:
In the 2015-16 school year, the TPEP evaluation model will no longer be a pilot, it will be the system under which
all teachers and principals in the state of Washington are evaluated. Knowing that, we want to take advantage of the
two pilot years to introduce the system to our staff in the hopes that they become familiar with it and it is less
overwhelming on them when it does become the law.
STRATEGY/ACTION PROFESSIONAL
(Maintenance)
DEVELOPMENT
(Communication Plan)
Provide on-going
Areas of focus are:
professional
Comprehensive Evaluation
development on the
vs. Focused Evaluation
new TPEP evaluation
Comprehensive & Focused
system.
specific training provided
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Increased understating of TPEP
August of 2013
Steve Biehn (Focused)
and Molly HamakerTeals (Comprehensive)
will provide the initial
training.
Review of impact of
negotiated KEA
contract language and
negotiated forms on
TPEP
Danielson Domains 1 through 4,
component by component with
explanations and examples of all
components, with teachers filling in
examples from their disciplines in
negotiated forms and a review of
established goals
Group sessions divided by
evaluators (M&M / T&D)
Packets (Examples and goals)
photocopied and returned
September 27,
2103
M & M cover Domains 2
& 3, T & S cover
Domains 1 & 4
Comprehensive
Evaluation Meetings
Individual conferences will be held
with all of the teachers on the
Comprehensive Evaluation model
Establish observations dates,
collect Self Assessments, review
and collect Student Growth
Goals, review and collect
Domain 1 & 4 evidence sheets
September /
October
Administration
Updated 10/25/2013
On-going assessment of
progress and
understanding or the
TPEP process
Review in individual conferences of
individual progress, especially on
growth goals and the collection of
Domain 2 & 4 evidence
Individual conferencing
Ongoing
Administration
Review of TPEP
process
We will meet as a staff and review
the TPEP process, set the stage for
the 2013 2104 school year
Goal writing, self-assessment
discussions
June 15, 2013
Administration
Updated 10/25/2013
District Strategic Plan Goal:
Meet or exceed district expectations on state assessments
Related Building Goal:
Improve literacy skills in math, reading, writing, and science for all students.
Rationale for
Goal:
Proficiency in reading , writing, math and science is essential for our students to successful in their post-secondary
plans
English / Math / Science Department Goal: To maintain a high percentage of students passing the HSPE
STRATEGY/ACTION PROFESSIONAL
(Maintenance)
DEVELOPMENT
(Communication Plan)
ENGLISH
ENGLISH
1. Return to 90% or
1. Provide more focused instruction
better in HSPE writing
in reading and writing in freshman
and reading
and sophomore classes.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
ENGLISH
1. Create assessments for
reading and writing.
ENGLISH
1. Distribute
template for
graphic organizer.
(8/2013)
ENGLISH
1. Create assessmentsPLC groups.
2. Develop diagnostic assessments
for 9th and 10th grade courses.
2. Implement assessments to
identify students who need more
focused instruction/practice in
reading and writing.
2. Examine CCSS
as PLC’s (8/2013 –
5/2014)
3. Assess students in reading and
writing at the beginning, middle, and
end of the school year.
3. Meet as PLC’s to create minilessons and share strategies to
meet gaps in student writing and
reading abilities.
3. Meet monthly in
grade-level PLC’s
to fine-tune courses
and complete
graphic organizers.
(8/2013 – 5/2014)
2. Implement
assessments and identify
struggling students- PLC
groups and individual
teachers.
3. Create lessons to meet
gaps in student writing
and reading abilities. –
PLC groups
Updated 10/25/2013
MATH
Increase the number of
9th grade students (not
including the banked
scores of previously
passed students)
passing the EOC 1 test
from 57% to 70%.
MATH
Incorporate Algebra released item
into the Algebra instruction prior to
the EOC test
MATH
Pre and Post test results from an
internal test
Incorporate calculator instruction
into the Algebra curriculum,
especially at the BLOCK level.
MU & EOC results
Research classroom testing of EOC
MATH
MATH
Jill Pfeiffer / Steve Biehn
Work with Site Council,
specifically with the
Discretionary Funds account to
gain funding
Increase the number and availability
of calculators to be checked for use
on the test.
Participate in ASAP after school
tutoring program.
Promote ALEKS as a support
curriculum for all math students,
struggling and advanced
Use GEAR-UP resources to work
with struggling 9th grade math,
including the development and use
of a study hall and the ALEKS
curriculum.
STRATEGY/ACTION PROFESSIONAL
(Maintenance)
DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
SCIENCE
To develop and
implement a COE BIO
course and to revise the
SCIENCE
Create a BIO PLC that will work
together to create, review and
rewrite this BIO COE / EOC
SCIENCE
June 2014
SCIENCE
Mark Julson, Melissa
Busalpa, Mary Biehn,
Kristin Privette, Steve
SCIENCE
Attend state COE task writing
conference and write a curriculum
that accomplishes two goals. 1)
Updated 10/25/2013
existing Basic Biology
curriculum to reflect a
tighter approach to state
test item specifications
Prepare students who have yet to
pass the BIO EOC for the BIO
EOC’s in January and June. 2) To
successfully complete a BIO COE.
curriculum and then rewrite it as
a 18 week curriculum
Biehn, Rama Devagupta
Updated 10/25/2013
District Strategic Plan Goal:
The extended graduation rate for the district is at least ninety percent.
Related Building Goal:
The extended graduation rate for Southridge High School will be 90% or better.
Rationale for
Goal:
Align with district goals, the goal drives instruction and remediation for all students.
STRATEGY/ACTION PROFESSIONAL
(Maintenance)
DEVELOPMENT
(Communication Plan)
COUNSELORS:
COUNSELORS:
Actively monitor and
Review graduation status with
support all students’
students yearly.
progress to help
maintain the graduation Place students in support classes and
rate of 90%.
credit retrieval courses as needed.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
COUNSELORS:
Update Graduation Progress
Planning Document quarterly
COUNSELORS:
Ongoing during
school year
COUNSELORS:
All counselors
Administration
Meet as a department to identify
Use Map/WASL/HSPE/ EOC
appropriate placement for students & test scores
meet with Success Team participants
to identify at risk students
Ongoing during
school year
All counselors
Administration
Use current grades, Map / WASL /
Review transcripts, “F” Lists
HSPE / EOC test scores, behavior,
attendance, teacher recommendation,
parent contact, interactions with
student , & Success Team
recommendations
Review data
quarterly to
determine student
placement
Implement interventions as shown
on attached diagram
Use current grades, Map/WASL/
HSPE/ & EOC test scores
Review student behavior,
attendance records, teacher
recommendation & interactions
with students
Facilitate parent/teacher/student
conferences as necessary
Use data to ensure that
students are
appropriately placed in
classes and to identify
at-risk students
Updated 10/25/2013
Keep parents informed
of student’s progress
throughout the year
Send quarterly alert letters
Facilitate parent/teacher meetings to
discuss student progress
Process teacher & parent
referrals
Ongoing during
school year.
Document parent contact
through log entries
February parent
night presentations
All counselors
Administration
Contact parents by phone as needed
Present at Parent Grade Level
Registration Nights – providing
graduation requirement information
Maintaining copies of letters sent
home
Facilitate parent/teacher/student
conference
SUCCESS
CORRDINATOR
Use Success
Coordinator to assist in
the tracking of failing
students, especially in
grades 10 & 11.
SUCCESS CORRDINATOR
SUCCESS CORRDINATOR
SUCCESS
CORRDINATOR
Records on F-lists, contacts and End of the each
attendance at ASAP will be kept. semester
Principal will generate an F list
every other week to identify failing
students. Success coordinator will
contact those students and their
parents and encourage them to
attend study sessions.
Grades at contact and at the end
of the semester will be
compared.
F-lists, sorted by
department, by course
and by teacher sent to
the teachers every other
week
Principal will generate and send out
the list to raise an awareness of how
students are doing at any given point
in time.
F-rates compared to past F rates
9 weeks into S1
18 weeks into S1
9 weeks into S2
18 weeks into S2
SUCCESS
CORRDINATOR
Success Coordinator
Steve Biehn
Steve Biehn
Updated 10/25/2013
LOC
Learning Opportunity
Center will provide
credit retrieval
opportunities for
students both on
campus and off campus.
LOC
LOC
LOC coordinators will work with the Student records will be kept,
counselors to track students in their
including credits accumulated
progress towards needed credits.
Procrastinators will be exited and
brought back in as room allows
LOC
End of S1
End of S2
LOC
LOC teachers
GEAR-UP
Gear-Up will focus on
our 9th graders, and will
track academic
progress, encouraging
excellence and
providing support for
struggling students
GEAR-UP
Study hall for multiple F students,
bi-lingual tutors in lower level math
classes, absenteeism interventionist
provided to meet families in their
homes
GEAR-UP
Ongoing
GEAR-UP
Mike Christman
GEAR-UP
Ongoing evaluation
Updated 10/25/2013
District Strategic Plan Goal:
Common Assessments are used in all core areas. Develop common assessments in core curriculum. Teachers will collaborate within
departments to identify essential learning outcomes and commons assessments to determine if those outcomes are being learned,
and teachers will collaborate to establish common grading scales and practices as well.
Related Building Goal:
Ongoing Professional Development both for Teachers and Administrators.
Rationale for Goal:
Currently, individual teachers determine what essential learning outcomes are appropriate for their students, fostering a culture of isolation. We are striving
to create a culture of collaboration in which teachers will work together in departments to determine essential learning outcomes for classes being taught in
the department. Once essential learning outcomes are estabished, common assessments will be established to determine if outcomes are being met. This
will allow us to align curriculum horizontilally and vertically.
Staff development activities will align with this vision of Southridge as a collaborative, professional learning community. Our staff development training
will be ongoing, with on-the-job learning, and include methods for sharing with each other, reflecting on experiences, and discovering best practices.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
SOCIAL STUDIES:
Revision of the End of
Course Final Exam
SOCIAL STUDIES:
Teachers will continue to track data of student
performance on each final exam question.
SOCIAL STUDIES:
Teachers will compile
individual data and PLC
will discuss and
evaluate, continuing to
revise / update questions
as necessary.
Prepare Mid-semester
common assessment
Teachers will work to design and implement a
mid-semester common assessment.
Essay
Writing/Research
Paper
.
Teachers will develop a common process and
rubric for use in the World Geography course.
We will use the OSPI CBA format as a
starting point.
.
The finished product will 2014-15
be piloted and improved
by the same process as
the End of Course final
exam.
2013-14
STRATEGY/ACTION
(Maintenance)
TIMELINE
SOCIAL
STUDIES:
Use 2nd semester
to work on 1st
semester data
PERSON
RESPONSIBLE
SOCIAL STUDIES:
PLC
PLC
PLC
When the design is
complete, it will be
piloted and then revised
as necessary.
Updated 10/25/2013
Teachers will compare
strategies they use to
help students in
Reading, Note Taking
& Study Skills
Develop quarter exam
and compare and
discuss scores
Modify semester exam
as needed
Find primary sources
for students to analyze
for each unit CCSS
Reading #2
Develop short research
projects for students to
work on CCSS Writing
#7
Create essential
questions for each unit
in order to better create
common unit
assessments
Continue to adjust
government common
assessment (semester
exam) and compare
scores
Demonstration of video notes technique and
screen shots of a video clip
Use of the technique by
all teachers in the PLC
2013-14
PLC
End of 1st Quarter
Teachers will teach common chapters and
PLC will have a quarter
subject matter and have common questions for exam to use with
the quarter exam
students
PLC
Teachers will make suggestions on changes
that need to be made
PLC
Teachers will find 4-5 sources for each unit
using textbook resources and internet.
Teachers will create a list of short research
projects for teachers to choose from in
government.
Teachers will discuss different units and what
the focus should be in each one. Teachers will
create a pre-test, a formative assessment, and
a post-test for the legislative branch unit.
Teachers will bring tests and questions
students struggled with.
End of semester
(and end of year,
since the class is a
Assess what each teacher semester class)
is teaching and make
Spring 2014
changes to semester
exam as needed.
PLC
Put list and links, where
available on shared
drive.
Spring 2014
PLC
List will be on shared
drive
Spring 2014
PLC
Essential questions and
common assessments
will be on shared drive.
February 201
4
PLC
Any changes to be made
will be made to the exam
on the
shared drive
Updated 10/25/2013
ENGLISH:
1. Align new and
existing courses
to the Common
Core State
Standards
ENGLISH:
ENGLISH:
ENGLISH:
1. Meet in grade-level PLC’s to examine
CCSS.
1. Share individual
progress with
department.
1. Distribute
template for
graphic organizer.
(8/2013)
2. Examine and compare skills taught in
existing courses to CCSS.
3. Fine tune courses to align with CCSS.
4. Create and complete a graphic organizer to
cross-reference units and ensure that all CCSS
skills are taught.
5. Identify gaps in skills taught and create a
plan to address those gaps.
2. Report findings to
department members and
building principal.
3. As a department,
collect all graphic
organizers to create a
scope and sequence for
grades 9-12.
2. Examine CCSS
as PLC’s (8/2013
– 5/2014)
3. Meet monthly
in grade-level
PLC’s to fine-tune
courses and
complete graphic
organizers.
(8/2013 – 5/2014)
ENGLISH:
1. Distribute CCSS
skills list- department
chairs
2. Examine/compare
skills taughtindividual teachers
3. Align courses to
CCSS- individual
teachers.
4. Create/complete
graphic organizer
with CCSS for each
class- individual
teachers
5. Identify gaps in
skills and create plan
to address gaps- PLC
groups
6. Use Data from
common assessments
to drive instructionPLC groups
Updated 10/25/2013
PE
70% of students
enrolled in any PE
class will pass the KSD
Cumulative
Assessment for
Physical Education.
Continue to develop
the common
curriculum for Sport
and Personal Fitness,
Weights and Personal
Fitness, Aerobics and
PF, and Power
Walking complete with
common assessments.
Continue to develop
the common
curriculum for Health
with common
assssments.
PE
Reports that illustrate the test scores/data
will be generated through Well-Pro and
analyzed by individual teachers and discussed
at PLC time.
Materials will be shared during PLC time
PE
The official KSD
Physical Education
Cumulative Assessment
PE
Year
Student performance on
the common assessments
will be our evaluation
tool.
Year
PE
All
*This is a common
KSD PE goal.
Tim, Dave & Andy
Materials will be shared during PLC time
Student performance on
the common assessments
will be our evaluation
tool
Year
Andy, Shala, Dave
Updated 10/25/2013
BUSINESS:
Follow the course
outline to teach units
accordingly,
implementing daily
assignments and
evaluations in SAM.
At the end of each
software unit,
implement the MOS
test.
Family and
Consumer Science
Department:
1. To create/ update
assessments.
BUSINESS:
Each early release PLC day we will touch base to
see which unit each course is on
Family and Consumer Science Department:
1. Meet and review assessments.
a. Evaluate and review assessments.
b. Create and edit assessments ,
c. Implement changes
d. Make improvements
BUSINESS:
BUINESS:
Pre-tests will be given in See course outline
each unit (MOS test) and
the number of students
passing will be compared
to the number at the end
of the unit to assess
learning
Family and Consumer
Science Department:
1. Reflect on
implementation and
changes made.
2. Peer review
3. Make changes
Family and
Consumer
Science
Department:
1. Meet and
review current
frameworks for
Foods &
Nutrition, Foods
and Fitness,
Independent
Living & Team
Read
2. Review
Student
achievement and
growth based on
assessments.
BUSINESS:
ALL COMPUTER
APPS TEACHERS
Family and
Consumer Science
Department:
1. Review
activities/lessons and
alignment to
curriculum.
2. Develop new
lessons and activities.
Updated 10/25/2013
MUSIC:
MUSIC:
Creating a cohesive
Meet during prep hour or after school AT
show which features all LEAST once a week to discuss/plan.
ensembles. Our goal is
to have 50% of the
show rehearsed by
Thanksgiving
MUSIC:
We will know it is met if
we are able to musically
(not staging/
choreography) perform
at least 30 min. of music
before thanksgiving
break.
MUSIC:
MUSIC:
Kaelee Darling
Show numbers
shall be rehearsed
Phillip Simpson
by thanksgiving
and performance
ready for the week
of Holiday
concert/assemblies
TECHNOLOGY:
Consistently and
actively collaborate on
our students growth in
math skills.
TECHNOLOGY:
Administer a pretest
Projects and assignments
Final summative
assessment
TECHNOLOGY: TECHNOLOGY:
The department as a
Continuous
whole
Robert Edrington
Ryan Helms
TECHNOLOGY:
Come up with common math growth goals
Meet during PLC time
Establish common assessments
Updated 10/25/2013
WORLD
LANGUAGES:
On each early release
Wednesday, Monday and
Tuesday we will:
meet to develop a
common scope and
sequence ( along with
other WL teachers in the
district),
share classroom activities
for implementation of the
curriculum and explore
and develop the online
resources and websites
available in the new
curriculum develop
common assessments and
rubrics for each unit, the
semester and the end of
the year.
compare student
achievement on
assessments in order to
make any necessary
adjustments in instruction
and/ or assessment to
improve student
performance
revise the scope and
sequence of curriculum,
implementation of
classroom activities and
/ or the assessments
based on the results of
our discussions
WORLD LANGUAGES:
Meet as a department each month (Monday
morn meetings, Tuesday lunch meeting and
early release Wednesdays)
Meet as a district each early release
Wednesday.
Take advantage of all trainings offered by the
publisher
Use drop box and email to share ideas and
activities.
WORLD
LANGUAGES:
By the end of the year
the department will have
for all teachers:
 A written scope
and sequence
(district-wide)
 Written
assessments for
each unit, the
semester and the
end of the year
used by all
teachers
 Written rubrics
for each
assessment used
by all teachers
 A shared
collection of
classroom
activities
developed and
used by
department
members
WORLD
LANGUAGES:
2013-2014 school
year
WORLD
LANGUAGES:
Each member will:
 attend the
meetings with
the district
and
department on
each early
release
Wednesday
 bring ideas
and/or
classroom
activities to
share or
develop
 bring graded
assessments
Updated 10/25/2013
School: Southridge High School School Year: 2013 - 2014
USE OF TECHNOLOGY TO FACILITATE INSTRUCTION
On file with the district.
FAMILY AND COMMUNITY INVOLVEMENT
Open House, Wednesday, September 12, 2012
Academic Awards Night, September 19, 2012
Freshmen/Sophomore Parent Night, Monday, January 29, 2013
Junior Parent Night, Tuesday, February 12, 2013
Discovery Day, Saturday, February 23, 2013
8th Grade Parent Night, Tuesday, March 5, 2013
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 10/25/2013
School: Southridge High School School Year: 2013 - 2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP
services. Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process
using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and
serve those students with the greatest academic needs.
SHS uses 8th grade Math MSP results, Math MAP scores and current math grades to identify and rank eligible LAP students for services. New
students to the state and SHS will be ranked by current Math MAP scores, transfer grades and teacher recommendation.
Placed in support class (doubles)
10 points - placed in block
5 points - placed in a class considered at least two grade levels below; other than a block class (Math Essentials, Algebra BLOCK)
3 points - placed in a class considered at least one grade level below ( a 10th grader in Algebra, 11th grader in Geometry)
Fall Math RIT Score (MAP):
218-224 = 10 points
224-230 = 5 points
231-235 = 3 points
HSPE Level - 7th grade
Below 375 = 10 points
375-389 = 5 points
390-399 = 3 points
Alternate first quarter math grades
F = 10 points
D = 5 points
C - = 3 point
Updated 10/25/2013
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL,
include any locally developed and selected assessments. SHS uses a variety of assessments to monitor student progress and help focus
instruction. Formal assessments include the HSPE, Algebra and Geometry EOC’s, the Biology EOC’s, Functional Level Tests (MAP), teacher
created classroom assessment and teacher observation.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support
provided.
Student class grades, HSPE scores, Algebra and Geometry EOC scores, the Biology EOC’s scores, MAP scores, specifically those scoring
below the 51% on MAP testing.
Those students needing additional help will be given the following opportunities:
Summer school focusing on math and literacy
Extended day tutoring and class time.
Describe how student assessment and progress results will be shared with parents.
Parent Portal
Formal conferences with an interpreter if needed.
Mid-quarter progress reports in the parents’ home language as needed.
Phone calls home.
Power School generated attendance letters.
Newsletters.
Migrant Home Visitor
Immigrant Support Coordinator
Truancy Officer
Migrant Bilingual Student Advocate
Updated 10/25/2013
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help
increase academic learning of all students including limited English proficient students, Migrant students, and economically
disadvantaged student. Additionally, the staff development plan must identify specific training for teachers in parental involvement
strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to
support successful implementation.
Staff Development
TPEP Training
90/90/90 Conference
In House Professional Development days
Professional Learning Communities Workshop
Common Curriculum / Common Assessment Workshops
Response to Intervention Workshops
Assessment Conference
Glad Trainings
Robert Marzano “The Art and Science of Teaching” workshop
“The Art and Science of Teaching” book studies at Southridge
Dr. Donna Beagle – Addressing Students in Poverty
Conference led to awareness by counselors as they address the need of homeless students
SET Trainings
Curriculum designed specifically for Sophomores who have failed English and Social Studies as Freshman
Parent Involvement Nights
Math Night
Spanish Speaking Parent Inclusion Night
Updated 10/25/2013
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the
process to communicate with parents of students who have not met the standards. Briefly describe the process used to develop and
implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in
other languages.
Open house
Conference Day
8th grade parent orientation
Federal Programs Office - Home visitor, Immigrant Support Coordinator, translator and interpreter
Booster club meetings - music, academic boosters and athletic boosters.
SHS Web page and teacher e-mail addresses.
Parent newsletters
Parent Focus Groups
AP / Honors Parent nights
Math Nights for Parents
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district
and community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP,
IDEA, etc.)
SHS utilizes 4-12 Bilingual Literacy Coach to improve classroom instruction
We utilize the Federal Program's Migrant Home Visitor and interpreter/translators.
We work with the Migrant/Bilingual coordinator to help identify students who qualify for programs.
We access staff development opportunities provided by the Federal Programs Office.
KSD SPED (Special Education) office supports staff in professional development opportunities as well as monthly meetings and support.
Work with Homeless Liaison to address the needs of homeless students
Describe how your program will coordinate transitions for preschool children into the elementary program.
N/A
Updated 10/25/2013
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Counselors from both the middle and high schools meet regularly to discuss and plan student transition and registration.
Discovery Day - A Saturday presentation in the spring to promote programs and activities to MS parents and students.
8th grade parent night prior to HS registration to discuss graduation requirements and HSBP (High School and Beyond Plan).
SPED staffs meet with each student and their parents to make sure IEP (Individual Education Plan) is implemented and for proper placement.
HS and MS principals meet regularly to discuss and plan MS Accountability issues and next year placement.
Describe coordination with other community programs or agencies.
Counselors work closely with a variety of community agencies that provide resources for our students and families
Our staff participates in the DSHS Administrative Match program.
ESD 123 provides a Drug and Alcohol Interventionist to work with students.
Consumer education classes provide career shadow experiences throughout the community.
English and Math coaches meet regularly with CBC teachers to ensure that our students will be prepared for post-secondary opportunities, career
and citizenship.
KSD and KPD are in partnership to insure that our campus is safe and secure through the SRO (School Resource Officer)
SRO provides community and parent workshops on gang awareness
Buddy Club - ARC (Association of Retarded Citizens)
Rotary
Tri-City Juvenile Justice Truancy Officer
Updated 10/25/2013
Legacy High School
School Improvement Plan
2013-2014
School: Legacy High School
School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and percentage
of low income, bilingual, and migrant students.
Demographic statistics as of October 1, 2013
Legacy HS Classroom
Legacy OnLine Advantage
REACH
JJC Detention Center
Day Reporting/CATS
Benton County Jail
TOTAL
Enrollment
93
43
16
37
17
2
208
% Low Income
73%
78%
75%
100%
65%
100%
78%
% Minority
39%
28%
75%
62%
41%
100%
44%
Bilingual
7
0
1
1
0
0
9
Special Ed
12
1
0
1
2
0
16
NA
= Data not available
Unique Programs at Legacy High School
Legacy High School is an “umbrella” term for a variety of affiliated programs. The direct instruction program is comprised of both a middle school
level and a high school level. The middle school level program is identified as REACH (Reaching Education Achievement through Choices and
Habits). It is designed for primarily 7th and 8th grade students. The high school level program is referred to as Legacy Classroom. The independent
learning program is identified as Legacy OnLine Advantage. The institutional education program is comprised of Day Reporting (a GED+ program),
CATS (Community Alternative Transition School), the Benton Franklin Juvenile Justice Center (JJC Detention Center School), and the Benton
County Jail School.
Legacy High School provides opportunities for students to become educationally successful in settings different than those found in their previous
schools. It sometimes is described as an alternative or non-traditional school. It creates a safe, supportive, productive, and flexible environment that
is designed to meet the individual needs of each student. Personalized and differentiated instruction engages and challenges each student.
In contrast to the traditional, comprehensive high schools in the Kennewick School District, Legacy High School has no residential-based attendance
areas; enrollment is not determined by the neighborhood in which a student resides. Legacy High School serves the students of the entire Kennewick
School District. Enrollment in both the direct instruction program and in the independent learning program is by choice, based upon either student/parent application, or by administrative referral. All applicants, however, are evaluated for appropriateness in an alternative educational setting.
The total student capacity for Legacy High School is roughly 300 students. REACH has a capacity of 18 students. The current Legacy Classroom
staffing accommodates 120 students. Legacy OnLine Advantage has no limit on the number of enrolled students, but Alternative Learning Experi-
Updated 10/13/2013
2
School: Legacy High School
School Year: 2013-2014
ence accountability requirements limit the number of full-time equivalent students to 120 within the current staffing arrangements – very few students
in Legacy OnLine Advantage are full-time students. Day Report has a capacity of 30 (15 in each of two sessions), CATS can accommodate 12 students, and the JJC Detention Center has a bed-limit of 48 detainees. The Benton County Jail School is presently set to handle 5 detainees under 18
years of age.
All of Legacy High School’s institutional education programs, except for Day Reporting and a proportion of the CATS program, are to be wholly
funded with state-allocated institutional education funding. Day Reporting, a basic skills development and GED preparatory educational program, is
supported by basic education funding. CATS is a transitional program for 14 to 16 year old students recently released from detention, are currently
on probation, and are having difficulty getting re-enrolled in their former schools. It is designed to help those students gain skills to help them positively reconnect with their public schools. Legacy High School’s institutional education programs serve youth from both Benton and Franklin Counties.
Legacy OnLine Advantage is a virtual high school that utilized computer-assisted instruction. It is in its 7th year of existence. Its current staffing arrangement allows it to serve 120 students. Twenty-seven students graduated from Legacy High School in 2013 with the assistance of this program;
150 students in five years. Apex Learning® and Apex Literacy Advantage® courses constitute the core of the Legacy OnLine Advantage curriculum.
The Benton-Franklin Juvenile Justice Center Detention Center School and the Benton County Jail School provide educational services for students
younger than 18 years of age who are incarcerated for their participation in criminal activities. Educational services within the JJC School occur in
classroom settings. Benton County and Franklin County governments jointly establish the detainee capacity for the facility. It is presently set at 48
detainees, but may be raised back to its former capacity of 60 in the near future. Any changes to JJC capacity directly affect the staffing needs for the
educational services provided. Educational services for minors housed in the Benton County Jail receive instruction in one-to-one tutoring settings,
following the Alternative Learning Experience (ALE) requirements of the Office of the Superintendent of Public Instruction. This service began in
2010. The staffing needs for this program is directly connected to the number of minor detainees housed in the Benton County Jail.
Current staffing for the 2013-14 school year consists of:
 General/Support Staff: Principal (1.0 FTE), Counselor (0.8 FTE), Special Service Case Manager (1.0 FTE), Prevention/Intervention Specialist (1-1/2 days per week), School Nurse (1/2 day per week), School Psychologist (1/2 day per week), Secretary (8 hours/day), Paraeducator (6 hours/day), 2 Tutors (3 hours each/day)
 Legacy Classroom: 6 Teachers (4.5 FTE), 4 Pare-educators (19 hours/day)
 Legacy OnLine Advantage: 4 Teachers (2.8 FTE), 1 Secretary (8 hours/day)
 REACH (Reaching Education Achievement through Choices and Habits); 3 Teachers (1.2 FTE), 1 Para-educator (6 hours/day)
 Benton-Franklin Juvenile Justice Center: 3 Teachers (1.8 FTE Detention Center School and 1.2 FTE GED Prep), 3 Para-educators (15
hours/day)
 CATS (Community Alternative Transition School): 1 Teacher (1.0 FTE), 1 Para-educator (6 hours/day)
Updated 10/13/2013
3
School: Legacy High School
2.
School Year: 2013-2014
Summarize the results of the following:
a.
Staff Surveys:
Staff has concluded that students need to have increased opportunities to earn credit toward graduation. Most of the students who enroll in Legacy High
are credit deficient, not on track to graduate from high school on time. Apex Learning® and Apex Literacy Advantage® courses have been used as adjuncts to earning credit via classroom opportunities. However, this strategy has not been as successful as anticipated. To be successful in online coursework, students must possess the same characteristics needed to be successful in a regular classroom. It has been the lack of these characteristics that has
resulted in credit deficiencies. The Legacy HS Classroom staff is investigating the impact of possible changes to the school schedule on credit-earning
opportunities; specifically trimester or block scheduling to replace the traditional 6-period model.
A process of self-study was begun during the 2010-11 school year to seek accreditation from the Northwest Accreditation Commission. Legacy High
School is currently recognized as accredited as a Special Purpose School serving grades 7-12. Its current accreditation status expires on June 30, 2014.
Staff and the school community is participating in the accreditation renewal process.
During the 2012-13 school year, the Legacy OnLine Advantage program received approval from the Washington Office of the Superintendent of Public
Instruction as a Single Provider Program under the current program approval requirements. As statutory and regulatory requirements for Alternative
Learning Experience programs such as Legacy OnLine Advantage are continually changing, staff is committed to remaining current on their understanding and implementation of those changing requirements.
JJC and CATS staff identified the need to continue to utilize the Jordan Chaney’s Billowing Words program as a regular part of their academic programs
for the 2013-14 school year. This is especially important as reductions in funding resulted in the loss of the ESD Prevention/Intervention Specialist services for the 2013-14 school year. The Billowing Words program incorporates Personal Social Responsibility concepts and activities in its program,
which will replace similar work provided by the P/I Specialist. The CATS program felt it was necessary to provide recreational activities for its students
and to also increase positive student-adult relationships through in those recreational activities. CATS students will regularly participate in bowling, participating alongside their probation officers and CATS staff.
b.
Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Parents want opportunities for their children to succeed, to be treated fairly, to be notified in a timely manner when there are problems, and to be sufficiently supported in their quest to graduate from high school. This includes the opportunity to continue their education in a small school setting or alternative setting. The first Legacy High School graduation ceremony occurred in June, 2011, and have continued since. The June, 2013, commencement
ceremony was moved off site to Amistad Elementary. This location will continue to be utilized in the future.
Updated 10/13/2013
4
School: Legacy High School
3.
School Year: 2013-2014
Insert the summaries for your school’s State AMO (Annual Measureable Objectives), Functional Level, DRA, Reading Assessments, WASL Trend,
and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths
and weaknesses of your current program based on building data).
Of the 152 students enrolled in Legacy HS Classroom, Legacy HS OnLine, and REACH on October 1, 2013, 52% were not enrolled in any of the Legacy
High School programs in the previous school year. This is an on-going pattern. With one-half of the student body being new to Legacy High School’s programs, determining the academic and social needs of the incoming students is extremely important. Establishing constructive, positive relationships between
students and staff is a major priority. Students are given opportunities and time to acclimate to the alternative school experience. Because a significant portion of our student body does not have a long-term history as students in the Legacy High School programs, our initial task is to triage the academic and behavioral strengths and needs of the students. Our staff incorporates immediate strategies while planning for long-term changes.
DEVELOPMENTAL READING ASSESSMENT AND FUNCTIONAL LEVEL READING
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2008
2009
2010
2011
2012
2013
25
32
37
36
36
78
14
40
24
33
0
21
Standard for MAP Testing is the 50th percentile and above
FUNCTIONAL LEVEL MATHEMATICS
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2008
2009
2010
2011
2012
2013
13
28
31
14
52
40
0
10
15
15
0
29
Standard for MAP Testing is the 50th percentile and above
Updated 10/13/2013
5
School: Legacy High School
School Year: 2013-2014
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ **HIGH SCHOOL PROFIENCY EXAM
Grade
Assessment
2009
*2010
*2011
52
EOC- Yr 1 12
EOC- Yr 2 33
54
20
10
10
Reading
Mathematics
50
12
67
6
10
10
Writing
Science
43
0
72
9
Spring Percent Meeting Standard
*2012
*2013
67
EOC- Yr 1 18
EOC- Yr 2 36
77
EOC- 19
56
EOC- Yr 1 17
EOC- Yr 2 X
55
EOC- 18
Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for writing
DID YOU MEET YOUR AMO’s
YES/NO
If NO, what categories
2009
x
2010
x
Updated 10/13/2013
2011
x
2012
No
Math
2013
No
Reading & Math
6
School: Legacy High School
2012-13 MSP/HSPE Results Legacy High School
Grade Level
10th Grade
Grade Level *
All Grades
Grade Level *
All Grades
Reading
55.9%
Math
Writing
See EOC below
EOC Math Year 1
55.2%
School Year: 2013-2014
Student Demographics
Science
See EOC below
EOC Math Year 2
41.9%
EOC Biology
36.7%
Enrollment
October 2012 Student Count
216
May 2013 Student Count
200
Gender (October 2012)
Male
102 47.2%
Female
114 52.8%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
1
0.5%
Asian
3
1.4%
Asian/Pacific Islander
3
1.4%
6
2.8%
Black / African American
Hispanic / Latino of any race(s)
White
Two or More Races
50 23.1%
154 71.3%
2
0.9%
Special Programs
Free or Reduced-Price Meals (May 2013)
Special Education (May 2013)
124 62.0%
14
7.0%
Transitional Bilingual (May 2013)
4
2.0%
Migrant (May 2013)
9
4.5%
Section 504 (May 2013)
3
1.5%
Foster Care (May 2013)
0
0.0%
Other Information (more info)
Unexcused Absence Rate (2012-13)
395 12.4%
Adjusted 4-Year Cohort Graduation Rate (Class of 2012)
8.3%
Adjusted 5-year Cohort Graduation Rate (Class of 2011)
21.3%
College/University enrollment rates of graduates
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
% of teachers teaching with an emergency certificate
Updated 10/13/2013
12
11.2
50.0%
9
0.0%
7
School: Legacy High School
School Year: 2013-2014
% of teachers teaching with a conditional certificate
Total number of core academic classes
0.0%
189
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ definition
100.0%
0.0%
% of classes in high poverty schools taught by teachers who
meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
* End of Course (EOC) exams are given in any grade in which the course is offered.
** The "Makeup" exam was given to students who had already completed the Year 1 or
Year 2 coursework. It was not a "retake".
Updated 10/13/2013
8
School: Legacy High School
4.
School Year: 2013-2014
Professional Development: What needs have been identified for professional development for certificated and classified staff that will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
The need for staff to add new instructional practices; to participate in learning walks to see new practices; to participate in the Juvenile Action Team in
partnership with the Kennewick Police Department and other community agencies; to attend Institutional Education Quarterly Meetings and annual conference for JJC staff; to participate in Models for Change work; and to continue to engage in the work of converting alternative programs into a small effective high school for high-risk students. A book study focusing on “Understanding Common Core State Standards” by John Kendall, “The Core Six
Essential Strategies for Achieving Excellence with the Common Core” by Harvey F. Silver, and the English Language Arts and Mathematics Common
Core State Standards and their associated Appendices, that began last year, continues during PLC and in-service time. This study is designed to supplement the Common Core implementation strategies of the Kennewick School District.
In preparation for the full implementation of the Teacher Principal Evaluation Project (TPEP), staff has been participating in related, regular in-service
activities. To create more in-service opportunities, staff decided to change the manner in which students and staff will participate in Navigation 101 activities. Previously, Legacy HS rarely reduced it school day to create time for in-service professional development. Those activities occurred outside of the
school day, presenting challenges to full, consistent participation by staff. Beginning this school year, Legacy HS is incorporating 8 early-release days
into its schedule. School is dismissed at 11:15 a.m. Professional development activities take place at Legacy HS from 12:00 p.m. to 3:30 pm on those
days. Staff from Legacy HS Classroom, Legacy OnLine, and JJC/CATS all attend and participate. The bulk of the time is spent on TPEP training, with
the remainder utilized for accreditation, SIP goals, book studies, and other professional development activities.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
New instructional practices have been identified and are being utilized: daily advisories; thematic, inquiry-based learning; exhibition of student work; silent sustained reading; Glad strategies to improve engagement; Reading Lab for targeted LAP students; constructivist mathematics; and Computer Applications for REACH students. ALEKS® (Assessment and Learning in Knowledge Spaces) software is occasionally utilized to provide math instruction
support. Leadership opportunities for student are available through CTE (Career and Technical Education) courses and a Legacy High School Student
Leadership/ASB course that has been created this school year.
With the hiring of a continuing-contract Science teacher, the Biology and Physical Science curriculums are being more closely aligned to and responsive
to the Washington State K-12 Science Standards and the Essential Learning Academic Requirements (EALRs) 1, 2, 3, and 4. Professional development
activities include a focus on STEM education, the Next Generation Science Standards, and Science in the Common Core Language Arts Standards; aligning instruction to enhance preparation for the Biology End-of-Course exam; and creating partnerships with various science-related organizations within
the community. LHS staff is actively participating in the STEM Leadership Network through the ESD 123, and the AWSP’s STEM Principal Leadership
Training.
Because of our small size, individualizing instruction is a major focus. However, we have a limited ability to more closely match our curricular offerings
to the needs of all of our students. For example, the traditional math courses of Algebra 1-2, Geometry 1-2, and Algebra 3-4 are offered. APEX coursework is utilized to help get students Algebra-ready. Student success in second-year Algebra (Algebra 3-4) has been disappointing. As an alternative to
Updated 10/13/2013
9
School: Legacy High School
School Year: 2013-2014
second-year Algebra, we are now enrolling students in Financial Algebra (a CTE-equivalent course). To increase opportunities for qualified students to
satisfy the Washington Math Standard, a Math Collection of Evidence (COE) course has now been added to our course offerings.
To provide qualified students opportunities to satisfy the Washington Reading and Writing Standards, a combination Reading and Writing Collection of
Evidence (COE) course has been added to the course offerings. This course is offered during the Fall semester only, and only once section is available.
Instruction is highly individualized.
A large portion of our students come to us with a significant earned-credit deficiency, negatively affecting their ability to graduate from high school in a
timely manner. Occasionally, the structures of the school day and/or school year create obstacles to students earning sufficient credits quickly. We recognize that we must be willing to examine the adoption of strategies and structural changes that might aid in earning of credits in an expedient manner. To
that end, we are intensively exploring changes to our school structure, such as block scheduling and/or dividing the school year into trimesters instead of
the traditional 6-period, 2-semester structure. Increasing the opportunities for students to earn credits during the regular school year, as well as providing
significantly extended learning time will substantially enhance the ability of our students to graduate on time.
Expanding our curriculum to provide for a wider variety of course offerings for our current and potential new students is also receiving consideration.
There are very few opportunities for students at Legacy High School to earn elective credits while broadening their educational experiences. Adding elective courses, such as World Language courses, to our curriculum continues to be a high priority.
The amount of time that the ESD Prevention/Intervention Specialist is available to work with Legacy HS students has increased by approximately 50%.
The P/I Specialist was previously only available one day per week to work with students. It was decided that Friday would be the best day for that work
to help students develop the skills/strategies needed to avoid dangerous/risky behaviors during the weekend. The additional time has allowed the P/I Specialist to work with students also on Monday, providing needed follow-up supportive and triage services.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions. Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received input from the staff and
parents as the plan was developed, and matched the solutions to priority needs.
Most of the Legacy HS staff has been assigned to Legacy HS for some time. The staff is very familiar with the characteristics and challenges of students
enrolled in Legacy HS program. The focus centers round the selection of appropriate classes, academic planning and assistance, counseling intervention,
and institutional support to assist students as they make growth toward graduation. Activities toward these ends occur during the school day and in the
evenings, giving students and parents opportunities to gain needed knowledge. Staff meets daily before school in PLC’s, sharing information and gaining
from each other’s experiences and insights. A strong, continuing emphasis is placed on analyzing what seems to work well and why, what seems to not be
working well and why, and what can be learned to improve the effectiveness of the academic program.
Updated 10/13/2013
10
School: Legacy High School
School Year: 2013-2014
LEGACY HIGH SCHOOL’S GOALS IN RELATION TO THE KENNEWICK SCHOOL DISTRICT STRATEGIC PLAN
District Strategic Plan Goal:
Ninety percent of students report they feel safe at school
Related Building Goals:
1. Increase the percentage of positive responses on the annual KSD Student Safety Survey,
2. Clarify and focus student understandings of and attitudes about safety at school, as well as safe behaviors outside of school;
address areas of student concern.
3. Build mutual trust between students and staff through the implementation of out-of classroom activities that foster positive
student-adult interaction.
Rationale for
Goals:
Positive student attitudes about safety at school can be developed through increased awareness and continuing discussions of
safety, including what constitutes safety and student roles/responsibilities in creating safe conditions, unsafe conditions and behaviors and how to safely respond to them, and when and to whom to contact regarding safety concerns.
STRATEGY/ACTION
(Maintenance)
Incorporate discussions
about safety at school
along with the communication of safety concerns
into Navigation 101 lessons and activities.




Provide to every enrolled 
student their own unique,
school-assigned username 
and password needed to
access district computers
and the internet
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Incorporate safety-based discussions into Navigation curriculum to include:
o Defining safety and what constitutes it
o Student roles/responsibilities in creating
safe conditions
o Unsafe conditions/behaviors identified and
safe responses/strategies to them examined.
o When and to whom to contact regarding
safety concerns.
Share safety survey results with students.
Cyberbullying and unsafe internet activities.
Increased communication among staff regarding
safety issues/concerns.
Assign to each student and unique, school assigned username and password.
Inactivate generic, open-ended access to the
district computer system and the internet.
ASSESSMENT &
EVALUATION





Updated 10/13/2013
TIMELINE
Annual KSD Student
Safety Survey.
In-building student
safety surveys given
quarterly.
Teachers summarize
discussions, analyze for
pertinent concerns,
themes raised by students.
2013-14 school
year
Sharing newly assigned
usernames and passwords to students.
Turning off generic,
open-ended access
November 1,
2013, for all currently enrolled
students. Ongoing thereafter.
PERSON RESPONSIBLE
Dennis Boatman and
LHS staff
Dennis Boatman, Brian
Gochoel, Kim DeJong
11
School: Legacy High School
Work with students in the
Student Leadership/ASB
course to identify and
implement activities that
require positive studentadult interactions that
allow for the building of
mutual trust and respect.









Suicide prevention week activities.
Anti-bullying and harassment activities including student identification of problematic words
and actions and implementation of studentcentered activities
9/11 activities including field trip.
Participation in Habitat for Humanity activities
Continuing interactions with Senior Citizens
Center
Self-Harm Awareness Week activities
Canned Food Drive
Adopt-A-Family-For-Christmas activities
Additional activities incorporating staff-student
interactions
School Year: 2013-2014
Student and adult participation in these activities.
Feedback from debriefing
participation in activities.
Updated 10/13/2013
2013-14 school
year
Dennis Boatman and
LHS staff
12
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goal:
Annually, reportable injuries by staff are held to fewer than forty, and accepted claims are held to fewer than forty-five.
Related Building Goal:
1. All staff completes SafeSchools® training online by November 1
2. Safety issues and concerns are a continuing agenda item for staff meetings and in-services activities.
Rationale for Goal:
Reduce injuries by increasing staff awareness and emphasis on acting in a continuingly safe manner and to bring to appropriate attention areas of unsafe conditions.
STRATEGY/ACTION
(Maintenance)
Certified and classified
staff completes the
SafeSchools® training
online program by October 15.
Include on all staff meeting agendas a line item
pertaining to safety, focusing on both predetermined items and
items of concern brought
up during the meeting
discussions.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Continuing reminders to staff to complete training
online. Individualize attention as needed.
Meeting agendas and distribution of meeting
minutes.
ASSESSMENT &
EVALUATION
TIMELINE
Percentage of staff completing required training
within the timelines.
August 15, 2013
– November 1,
2013.
Continuing identification of
safety items discussed
listed in minutes of staff
meetings. Indication of
items addressed and/or
work orders completed.
2013-14 school
year
Updated 10/13/2013
PERSON RESPONSIBLE
Dennis Boatman
Dennis Boatman and
LHS staff
13
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goals:
Seventy-five percent of students who are below grade level in reading and math are caught up within three years. The
Kennewick School District is in the seventy-fifth percentile of all districts in achieving annual growth for its students.
Related Building Goal:
1. Teachers will become aware of individual students’ reading and mathematics skills as reflected by RIT scores and strand
analysis, and utilized the assessment data to guide lesson planning and to individualize instruction.
Rationale for
Goal:
MAP assessments provide data that reflect students’ reading and mathematics skills respective to grade level. Analyzing strand
data provides useful, specific information for lesson planning and individualized instruction.
STRATEGY/ACTION
(Maintenance)
Frequent and ongoing
monitoring of student
progress.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Focus PLCs on student learning goals and progress.
53.9% of 9th grade students and 54.0% of 10th
grade students will meet
or exceed annual growth
reflected by changes in
RIT scores.

62.2% of 9th grade students and 61.4% of 10th
grade students will meet
or exceed annual growth
reflected by changes in
RIT scores.



Targeted students are enrolled in Reading intervention course. Para-educator support is utilized in this course.
Reading skill development strategies are incorporated into the curriculum of all other courses.
Targeted students will access ALEKS software
in their math courses to assist is skill development.
Math skill development strategies are incorporated into the curriculum of all other courses.
ASSESSMENT &
EVALUATION
Student RIT scores from
Fall, Winter, & Spring assessments examined, strand
data analyzed, incorporated
into lesson planning. Ongoing and embedded classroom assessment strategies
utilized.
Student RIT scores from
Fall, Winter, & Spring assessments examined, strand
data analyzed, incorporated
into lesson planning. Ongoing and embedded classroom assessment strategies
utilized.
Student RIT scores from
Fall, Winter, & Spring assessments examined, strand
data analyzed, incorporated
into lesson planning. Ongoing and embedded classroom assessment strategies
utilized.
Updated 10/13/2013
TIMELINE
2013-14 school
year
PERSON RESPONSIBLE
LHS staff with guidance from Dennis
Boatman
2013-14 school
year
LHS staff with guidance from Dennis
Boatman
2013-14 school
year
LHS staff with guidance from Dennis
Boatman
14
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goal:
Algebra 1-2 will become the standard eighth grade math class and ninety percent of students in grades three through ten meet
grade-level standards in math.
Related Building Goal:
1. Enroll students into Algebra 1-2 or higher based on their RIT scores
2. Provide instructional support for students whose RIT scores are below grade level using ALEKS and/or APEX software
and ensure sufficient instructional support for LAP-qualified students
Rationale for Goal:
Intentionally focus instructional practices to get students to their appropriate grade levels in math in a timely manner.
STRATEGY/ACTION
(Maintenance)
Analyze students’ historical grades and test data in
PowerSchool to determine previous math exposure; combine information with MAP assessment to determine
course placement.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Teachers instructed in the use of PowerSchool and
the analyzing of initial MAP assessments to make
placement decisions.
Frequent and ongoing
monitoring of student
progress.
Focus PLCs on student learning goals and progress.
62.2% of 9th grade students and 61.4% of 10th
grade students will meet
or exceed annual growth
reflected by changes in
RIT scores.


Targeted students will access ALEKS software
in their math courses to assist is skill development.
Math skill development strategies are incorporated into the curriculum of all other courses.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON RESPONSIBLE
Dennis Boatman and
LHS staff
Discussion and review of
the data with teachers.
2013-14 school
year
Student RIT scores from
Fall, Winter, & Spring assessments examined, strand
data analyzed, incorporated
into lesson planning. Ongoing and embedded classroom assessment strategies
utilized.
Student RIT scores from
Fall, Winter, & Spring assessments examined, strand
data analyzed, incorporated
into lesson planning. Ongoing and embedded classroom assessment strategies
utilized.
2013-14 school
year
LHS staff with guidance from Dennis
Boatman
2013-14 school
year
LHS staff with guidance from Dennis
Boatman
Updated 10/13/2013
15
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goal:
The extended graduation rate for the KSD is at least ninety percent.
Related Building Goal:
1. Facilitate students to take advantage of opportunities for credit retrieval.
2. Utilize ongoing monitoring with the students about their status toward meeting current graduation requirements.
3. Implement changes to the school schedule that will result in increased opportunities for students to earn credit and will
provide them with extended learning during the school day.
Rationale for Goal:
Students strengthening their abilities to successfully understand and monitor their graduation status, along with enhancing opportunities for students to earn credit at a rate faster than their peers in schools with traditional schedules, will lead to improved
on-time graduation rates.
STRATEGY/ACTION
(Maintenance)
Students demonstrate
their responsibility for
knowing their continuing
graduation status.


Students develop their
strategies for narrowing
the achievement gap between graduation status
and graduation.

Students identify their
post-secondary goals as
they pertain to college,
career, and citizenship
readiness.



PROFESSIONAL DEVELOPMENT
(Communication Plan)
Students participate in reviews and discussions
of graduation status a minimum of three times
each school year (at the beginning of the school
year, at semester time, and at the end of the
school year) in their Navigation 101 courses.
Parents are invited to at least two evening meetings during the school year to discuss and review graduation requirements and status.
Students participate in discussions of strategies
to fulfill graduation requirements in their Navigation 101 coursework.
Parents are invited to at least two evening meetings during the school year to discuss and review graduation requirements and status.
Students participate in activities pertaining to
college, career, and citizenship readiness which
assist students in enunciating their postsecondary goals and the strategies they will pursue to realize those goals.
Parents are invited to at least two evening meetings during the school year to discuss and review information on post-secondary opportunities.
ASSESSMENT &
EVALUATION
TIMELINE
Planned implementation of
the reviews/discussions.
2013-14 school
year
PERSON RESPONSIBLE
Dennis Boatman and
LHS staff
Planned and ongoing implementation of the discussions.
2013-14 school
year
Dennis Boatman and
LHS staff
Discussions with individual
students in which they
share their post-secondary
goals and strategies for
achievement.
2013-14 school
year
Dennis Boatman and
LHS staff
Updated 10/13/2013
16
School: Legacy High School
The number of failing
semester grades earned
by students decreases.
Teachers analyze their grading patterns, attempting
to find areas in which changing strategies will improve student performance.
Increase the number of
opportunities that students can pursue to earn
credit.


Staff examine, analyze, and propose changes to
the school day (number of periods per day)
and/or the number of credit-earning terms per
school year that will result in increased creditearning opportunities for students and will provide extended learning time.
Students, parents, and other school community
members will be invited to participate in the examination, analysis, and proposal process.
School Year: 2013-2014
Number of failing grades
continually monitored, with
fewer failing grades being
issued.
Feasible changes identified
and incorporated into the
school day/year structure.
Updated 10/13/2013
2013-14 school
year
Dennis Boatman and
LHS staff
Changes in place
and operational
by the beginning
of the 2014-15
school year
Dennis Boatman and
LHS staff
17
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goal:
Eighty-five percent of parents state that the KSD provided their students with the opportunity to prepare for their declared postsecondary education, training, and work objectives.
Related Building Goal:
1. Students determine their own post-secondary goals and explore the strategies necessary for achieving those goals.
Rationale for Goal:
Students setting post-secondary goals for themselves will provide positive direction to their educational experiences making
them more ready for college, careers, and citizenship endeavors.
STRATEGY/ACTION
(Maintenance)
Students identify their
post-secondary goals as
they pertain to college,
career, and citizenship
readiness.
Students provided information about and then
increase their participation in ASVAB, Compass, PSAT, SAT, and
ACT testing.
Students share postsecondary goals and
strategies during StudentLed Conferences.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
 Students participate in activities pertaining to
college, career, and citizenship readiness which
assist students in enunciating their postsecondary goals and the strategies they will pursue to realize those goals.
 Parents are invited to at least two evening meetings during the school year to discuss and review information on post-secondary opportunities.
Continuous sharing of testing dates, testing requirements, strategies for taking the tests, and reasons for test participation.
Students use opportunities in their Navigation 101
courses to develop, clarify, and practice sharing
their post-secondary goals and strategies.
ASSESSMENT &
EVALUATION
Discussions with individual
students in which they
share their post-secondary
goals and strategies for
achievement.
2013-14 school
year
PERSON RESPONSIBLE
Dennis Boatman and
LHS staff
Compile test participation
statistics.
2013-14 school
year
Dennis Boatman and
Michelle Holmes
Compile parent reaction to
students sharing of postsecondary goals and strategies.
April, 2014
Dennis Boatman and
LHS staff
Updated 10/13/2013
TIMELINE
18
School: Legacy High School
School Year: 2013-2014
District Strategic Plan Goal:
Professional development, training, and growth opportunities for staff are offered on a continual basis.
Related Building Goal:
1. At least five of the Legacy High School direct instruction (classroom) teachers and the building Principal will participate in
the Teacher Principal Evaluation Pilot (TPEP).
2. Teachers will participate in book studies designed to increase their understanding of Common Core State Standards and to
develop strategies to implement the standards into their instruction.
3. In order to have the Science curriculum more closely align to and be responsive to the Washington Science Standards and
the EALR’s, professional development activities will incorporate STEM education concepts, Next Generation Science
Standards, Science in the Common Core Language Arts Standards, and aligning instruction to the Biology End-of-Course
examination. This includes active staff participation in the STEM Leadership Network through the ESD 123, and the
AWSP’s STEM Principal Leadership Training.
Rationale for Goal:
Participation in intentional, directed professional development opportunities by teachers increases their instructional effectiveness in the classroom.
STRATEGY/ACTION
(Maintenance)
Teachers and the Principal will jointly participate
in the TPEP.
Teachers will study and
implement the Common
Core State Standards into
their instruction.
Science teacher will more
closely align instruction
and Science curriculum to
current and pending
standards and Biology
EOC exam.
Incorporate STEM concepts in course curriculum and practices.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
TPEP materials will be distributed to participants,
studied, and implemented throughout the school
year.
CCSS materials will be distributed to teachers, and
regularly studied and discussed in PLC’s in staff
meetings.
Washington Science Standards, Next Generation
Science Standards, CCSS ELA materials, STEM
concepts, OSPI materials pertaining to Biology
EOC exams will be collected, studied, and implemented to inform and affect instruction.

Science teacher and Principal will actively participate in the STEM Leadership Network meetings through the ESD 123.
 Four staff members and the Principal will actively participate in two of the AWSP’s STEM
Principal Leadership Training sessions during
the school year.
ASSESSMENT &
EVALUATION
Impact of teacher participation on instructional effectiveness.
Speed and depth of incorporation of CCSS into instruction and lesson development.
Increase in percentage of
students who pass the Biology End-of-Course exam.
2013-14 school
year
PERSON RESPONSIBLE
Dennis Boatman and
LHS staff
2013-14 school
year
Dennis Boatman and
LHS staff
2013-14 school
year
Dennis Boatman and
Sandy Nuxoll

2013-14 school
year
Updated 10/13/2013
Develop and implement
and school’s STEM
Action Plan
 Participation in meetings/sessions.
TIMELINE
Dennis Boatman and
LHS staff
19
3
a
d
p
School: Legacy High School
School Year: 2013-2014
USE OF TECHNOLOGY TO FACILITATE INSTRUCTION
Technology is provided to teachers for teaching stations to include a laptop computer, power projector and document camera. There are currently five of
these stations with the addition for the Science teacher. Teachers of Language Arts, Social Studies, Mathematics, Science, and CTE use the stations daily for
current events, searches of information, entry tasks, and to present student work for discussion.
There are three student labs for research and production work. Additional computers were added to the CTE lab so it could be imaged for WORD updates. A
voice projection system for the CTE teacher is also needed. In addition to the availability of Apex Learning®, Aleks® software is available to assist challenged
math students. Computers are added as needed to keep labs working.
Legacy OnLine Advantage has moved into a new facility at 1315 W. 4th Avenue. The computer lab provides computerized work stations for both students
and staff. It can accommodate up to 32 students working simultaneously in the lab. An office is also available for conferencing and private conversations.
FAMILY AND COMMUNITY INVOLVEMENT
All student intake and monitoring includes significant family input to develop a personalized program for students with attendance and behavior problems.
Students are self-referred to the programs or by a home school or mentor with data, to verify appropriate placement. A Prevention/ Intervention Specialist
from ESD 123 is assigned to Legacy High School to provide group work and intervention for selected students. An Educational Advocate from ESD 123
also serves Legacy and JJC. The Fast forward Program from the Boys and Girls Club works with Legacy. Administration from Legacy actively participates
with the Kennewick Police Department Juvenile Action Team serving high risk students. The Day Report Program, CATS, and REACH receive ongoing
support from Junior Achievement. The Reading Foundation regularly supplies books for individual reading. Work Source, Job Corps, and SARC make
presentations to students periodically. Field trips are taken to community sites to participate in CTE-related and other academic activities.
Updated 10/13/2013
20
School: Legacy High School
School Year: 2013-2014
CHARACTERISTICS OF HIGH PERFORMING SCHOOL
We have evidence based on staff surveys and our own monitoring, as well as on required district practices, that Legacy High School follows and seeks to
more thoroughly implement the nine characteristics of high performing schools in its operation:









Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
All of the instructional practices utilized at Legacy High School incorporate the instructional elements of purpose, engagement, rigor and results.
Updated 10/13/2013
21
School: Legacy High School
School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
Students are ranked for math and reading achievement using MAP scores in September of each school year. Rankings are adjusted after seasonal testing is
completed. HSPE scores and course grades are also analyzed.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any locally developed and selected assessments.
MAP testing is administered during fall, winter and spring testing windows. Progress is also monitored through classroom assessments and grades.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
Students at the lowest achievement level up to grade level will be assisted with additional para-educator support. A LAP-funded Reading Lab that focuses on
reading skill development and instructional support is in place. The goal is to provide students opportunities to catch up on reading skills. Test scores are
used for placement.
Describe how student assessment and progress results will be shared with parents.
Parents receive copies of HSPE, EOC, and MAP assessment results, and progress/grade reports. These materials are also shared at parent conferences and
through mailings to the home.
Updated 10/13/2013
22
School: Legacy High School
3.
School Year: 2013-2014
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
Staff training continues to focus on using MAP assessments as a vehicle to inform instruction. New instructional practices are continually identified, shared,
and utilized. Inquiry-based and problem-based learning is encouraged. Student work is regularly exhibited. Silent sustained reading opportunities are incorporated into lesson development. Teachers are encouraged to learn and to utilize Glad strategies to improve student engagement. Reading Lab for targeted
LAP students is a part of the course offerings; para-educator support is available for this course. REACH students have Computer Applications as a part of
the course of study. ALEKS® (Assessment and Learning in Knowledge Spaces) software is utilized to provide math instructional support. Leadership opportunities for student are available through CTE (Career and Technical Education) courses and a Student Leadership/ASB course. Step Up to Writing and Second Shot to individualize instructional activities and to strengthen students’ reading and writing skills. A book study, instituted last year, continues to examine “Understanding Common Core State Standards” by John Kendall, “The Core Six Essential Strategies for Achieving Excellence with the Common Core”
by Harvey F. Silver, and the English Language Arts and Mathematics Common Core State Standards and associated Appendices. This study is designed to
supplement the Common Core implementation strategies of the Kennewick School District.
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Parents receive copies of HSPE, EOC, and MAP assessment results, and progress/grade reports. These materials are also shared at parent conferences and
through mailings to the home.
Updated 10/13/2013
23
School: Legacy High School
5.
School Year: 2013-2014
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
Alternative Education Programs meet weekly to staff on children experiencing difficulty. This may result in students being referred for IDEA, LAP or additional assistance from Migrant or Bilingual Services. Occasionally, interpreter's assistance is utilized with parent conferencing or staffing with Special Education Case Manager and the School Psychologist. The School Nurse is utilized to determine health issues. The School Counselor may also be involved in
case management and directly in the instruction of social skills.
Describe how your program will coordinate transitions for preschool children into the elementary program.
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Students enrolling in other schools are given timely information to transfer records with requisite programs clearly identified such as IEP or IAP, and attendance and discipline information.
Describe coordination with other community programs or agencies.
Prevention/Intervention Specialist from the ESD 123 provides regular group work and provides individual consultation for students. Probation Officers are
regularly informed of student progress and are able to contact students at school. An Educational Advocate at ESD 123 works on transition for students on
probation into alternative programs. Work Source shares information with in-school youth. School Counselor utilizes various agencies to assist youth, such
as SARC and CAC. Junior Achievement has a continuing relationship with JJC, Day Reporting/G.E.D. prep program, and CATS, and makes periodic presentations. The CATS Program established a relationship with the Spare Lanes bowling alley and continues a relationship with Fast Forward. Fast Forward
mentors secondary age students to aid in their transition back into secondary schools. Models for Change periodically meets to act as a Professional Learning
Community in which collaboration of all agencies having a stake in the Benton Franklin Justice Center work to service incarcerated youth to help them reconnect with school and community. The CATS program is an outreach of this project.
Updated 10/13/2013
24
Phoenix
x High Sch
hool
School Im
mprovemen
nt Plan
20
013-2014
School: Phoenix High School School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students. Phoenix is a small, project-based high school where students develop projects,
based on their interest areas and the credit that the need to earn, in order to graduate from high school. With the support of their learning team,
that includes their advisor (at Phoenix this is what we call teachers) and parents, and guided by Washington state’s Essential Academic Learning
Requirements (EALRs), students develop their own, individual curriculum made up of projects they propose and complete. This results in many
benefits, including increased engagement in and retention of the state standards. This is Phoenix's seventh year. We recently moved into a new
building with more service options available to our students. Phoenix currently serves 60 students with 32 male and 28 female students. 65% of
our students receive free or reduced price meals. 68.3% of our population is Caucasian. Latino students are our largest minority, making up
21.6% of our population. 21.6% are bilingual, and 5% still qualify for ELL services. 18.3% of our students have special needs and are on
Individualized Educational Plans. 1.7% attends Tri-Tech. Approximately 10% of our population is 9th graders, 15% is 10th graders, 23.3% is
11th graders, and 51.7% of our population is made up of 12th graders. We have a daily attendance rate of 84%.
2.
Summarize the results of the following:
a. Staff Surveys At Phoenix, the staff is involved in continual program assessment and improvement. We meet weekly to discuss student
progress, trouble shoot student concerns and make plans for accessing resources for struggling students. We review Phoenix student’s
successes and struggles on a weekly basis. The meeting includes discussions on meeting student IEP needs. Staff review our MAP, HSPE,
amount of credit students are earning, attendance data and other diagnostic data and agreed on the following areas needing attention:
* We believe that our students are much more capable than their MAP, HSPE and EOC scores demonstrate. They are limited by long-held
beliefs that math is scary, overwhelming and difficult. We must focus on numeracy and literacy across the curriculum.
* Much of the data presented below only represents a small percentage of our student population (9th and 10th grade). Our overall MAP and
HSPE scores present better than the data shows.
* We have had success in creating a culture of readers, but have not had as much success creating reflective readers who choose diverse
texts with increasing levels of rigor
*This benefits learning in many benefits, including increased engagement in and retention of the state standards, however it also results in
some unique challenges. One of those challenges is that, in additional to developing content knowledge, students must simultaneously
develop the motivation and time management to be able to successfully complete projects in which they set their own deadlines within a
reasonable amount of time. In fact, last school year only 21% of student projects were completed on or before the date the student planned
to complete them. This means that 79% of projects took longer than expected. This results in less credit being earned than staff and
students would like.
*A very large percentage (75%) of our students are juniors, seniors and super seniors. Part of Phoenix's mission and vision is that our
school population be multi-age, healthy and diverse. At this time, many of our students don’t hear about Phoenix until they have already
Updated 04/18/2006
2
failed at another high school. This results in students being credit deficient when they come to us and, often, taking longer than the
traditional 4 years to graduate. If we can capture those students who will succeed in a project based environment when they are incoming
9th graders, we can bring them in before they become credit deficient and in danger or not graduating on time. We are currently working on
our recruiting process to increase the number of incoming freshman to Phoenix High School
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP) See last Section
3.
Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, WASL Trend, and ITBS Trend
and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and
weaknesses of your current program based on building data). Our student population was too small to be counted for AYP.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP
See last section.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan? We will improve our math program
in order to support student growth as evidenced by the MAP and state assessments. We will take our reading program to the next level in
order to increase our student’s skills in the area of reading and writing. We will have our students write daily reflections for 15 minutes to
help increase student writing fluency. We will review our EALR goals for our students and ensure that they are being upgraded with the
release of the Common Core Standards. Our students will continue to read silently and independently for 30 minutes a day, but the staff will
push higher level reading texts to students. We will refine our Personal Learning Plan tool to make it even more accessible and usable to
parents and students so that they can identify educational needs and deficits as well as strengths and assets and use this data to guide their
learning throughout the year. We will encourage parents to attend family information night, student Learning Expositions, and College Night
to help parents have a better understanding of ways they can positively affect their student’s learning in school.
5.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs. Phoenix staff worked
collaboratively over the summer, which allowed us to examine best practice and refine our own thinking around our school's goals. We
reviewed our achievement data and drafted our School Improvement Plan. We shared our plans with our external learning partners, as well
as district personnel, in order to gain feedback and support. We shared our goals with parents at our Family Information Night and received
feedback from a focus group of students and parents.
Updated 04/18/2006
3
STUDENT ACHIEVEMENT DATA
U
U
Phoenix High School
MEASURES OF ACADEMIC PROGRESS READING
Grade
9
10
11
Assessment
2008
2009
55
36
0
25
45
2008
2009
38
29
29
31
42
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
43
9
50
40
50
2012
2013
100
60
40
42
2012
2013
50
100
0
46
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
9
10
11
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
43
36
27
50
33
45
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*HIGH SCHOOL PROFIENCY EXAMS
Grade
10
10
10
10
Assessment
2008
2009
46
56
5
82
92
31
Reading
Writing
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
73
73
27
*2012
*2013
75
73
86
80
69
69
EOC YR 128.1
EOC YR 255.6
EOC YR 152.4
EOC YR 233.3
EOC YR 1-51
EOC YR 2-
2
8
9
27
x
EOC- 38
2008
2009
2010
2011
2012
2013
x
x
x
x
x
x
Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 04/18/2006
4
2012-13 MSP/HSPE
E Results Pho
oenix High Sch
hool
Grade Level
10th Grrade
Grade Level *
All Grad
des
Grade Level *
All Grad
des
Reading
69.2%
Math
h
Writing
See EOC
below
b
EOC
E
Math Year 1
69.2%
Student Dem
mographics
Science
See EOC
below
EOC Math
M
Year 2
51.2%
5
EOC Biology
38.1%
Enrollment
October 2012 Student
S
Count
47
May 2013 Stude
ent Count
57
Gender (Octob
ber 2012)
Male
31 66
6.0%
Female
16 34
4.0%
Race/Ethnicity
y (October 2012))
Asian
2
4
4.3%
Asian/Pacific Isllander
2
4
4.3%
4
8
8.5%
Hispanic
White
41 87
7.2%
Special Progra
ams
Free or Reduced
d-Price Meals (May
y 2013)
33 57
7.9%
Special Educatio
on (May 2013)
12 21.1%
Transitional Bilingual (May 2013)
2
Migrant (May 20
013)
1
3
3.5%
1.8%
Section 504 (Ma
ay 2013)
3
5
5.3%
Foster Care (Ma
ay 2013)
0
0
0.0%
Other Informa
ation (more info)
Adjusted 4-Yearr Cohort Graduatio
on Rate (Class of 20
012)
23
3.8%
Adjusted 5-yearr Cohort Graduatio
on Rate (Class of 20
011)
61.1%
College/Unive
ersity enrollmentt rates of graduattes
Teacher Infformation (20
012-13) (more iinfo)
Classroom Teac
chers
Average Years of
o Teacher Experie nce
Teachers with at
a least a Master's D
Degree
Total number off teachers who tea ch core academic c
classes
3
8.3
66
6.7%
3
% of teachers teaching with an em
mergency certificatte
0
0.0%
% of teachers teaching with a con
nditional certificate
0
0.0%
Total number off core academic cla
asses
17
ESEA Highly Qu
ualified Teacher Info
formation
% of classes tau
ught by teachers m
meeting ESEA highlly qualified
(HQ) definition
% of classes tau
ught by teachers w
who do not meet ES
SEA HQ
definition
% of classes in high poverty schoo
ols taught by teach
hers who
meet ESEA HQ definition
100
0.0%
0
0.0%
N/A
Updated 04/18/2006
5
% of classes in high poverty schoo
ols taught by teach
hers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schoo
ols taught by teache
ers who meet
ESEA HQ definittion
N/A
% of classes in low poverty schoo
ols taught by teache
ers who do
not meet ESEA HQ definition
N/A
* End off Course (EOC) exams are given in an
ny grade in which the course is
offered.
** The "Makeup" exam was given to students
s who had already completed the
Year 1 or Year 2 courseworrk. It was not a "re
etake".
Updated 04/18/2006
6
School Improvement Plan 2013-2014
School: Phoenix High School
90% of students in grades three thru ten meet grade level standards in math.
75% of our students will score at or above the 51st percentile on the math MAP assessment in May. 50% of our students will meet the
standard to pass either the HSPE of EOC exams.
We believe that our students are much more capable than their MAP and EOC scores demonstrate. They are limited by long-held beliefs that math is scary,
overwhelming and difficult. We must focus on numeracy and literacy across the curriculum.
District Strategic Plan Goal:
Related Building Goal:
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
Dedicated staff: We will
add one paraprofessional
position to help our students
during Apex time so that
each advisory section will
have a paprapro and a
teacher giving one on one
math support to students.
STRATEGY/ACTION
(New)
All 2013 and beyond
graduates will pass Algebra
II A and B at an 80% or
higher level.
Visual Progress Charts: All
students will keep colorcoded progress charts so
that they can track data
about their progress rate.
Weekly Project Status
Updates: we will have
students fill out a form
weekly that will document
their progress in math, as
PROFESSIONAL DEVELOPMENT
(Communication Plan)
We will train staff to work with the Apex tools and to use
tools outside of Apex to help students progress. We will
identify students who need regular extra help and
schedule one on one sessions with them.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Staff will familiarize themselves with the Algebra II
curriculum so that we can provide effective instruction
and remediation to our students in the Algebra II
curriculum. Staff will help students set and achieve goals
to keep themselves on track for completion of Algebra II.
Staff will communicate goals and progress with parents,
and help students to communicate goals and progress
with parents.
We will work on developing goal setting, time
management, self-advocacy, and self-direction skills with
our students so that they can be more internally motivated
to progress through their math curriculum.
Staff will ensure that students know how to accurately
report their progress on their Weekly Project Status
Update forms. We will work together to glean data from
the student’s forms and we will help students ensure that
the forms are shared with parents. We will help parents
ASSESSMENT &
EVALUATION
MAP Scores
HSPE Scores
EOC Exam Scores
Student Attitude
Quizzes and end-of-unit tests
Teacher observation
ASSESSMENT &
EVALUATION
PERSON
RESPONSIBLE
TIMELINE
MAP assessments
will be given Fall,
Winter, and Spring.
Ongoing
assessment in daily
participation in
math.
All
PERSON
RESPONSIBLE
TIMELINE
Student Attitude
Quizzes and end-of-unit tests
Teacher observation
Students will
complete at least
3/4 of a year of
math during each
year of high
school.
All
MAP Scores
HSPE Scores
EOC Exam Scores
Student Attitude
Quizzes and end-of-unit tests
Teacher observation
MAP assessments
will be given Fall,
Winter, and Spring.
Ongoing
assessment in daily
participation in
math.
MAP assessments
will be given Fall,
Winter, and Spring.
Ongoing
assessment in daily
All
MAP Scores
HSPE Scores
EOC Exam Scores
Student Attitude
Quizzes and end-of-unit tests
All
Updated 04/18/2006
7
well as other credit bearing
work. We will have the
students share these project
status updates with advisors
and parents.
to get email addresses by helping them set up gmail
accounts and maintaining a Parent Kiosk with internet
access.
Teacher observation
participation in
math.
Updated 04/18/2006
8
School: Phoenix High School School Year: 2013-2014
85% of students in grades six, seven, eight, and ten meet the standard in reading and writing on the state assessment.
Develop an independent reading program that results in reflective, analytical readers who eagerly choose diverse reading material with
increasing levels of rigor. 75% of our students will score at or above the 50th percentile in reading on the MAP assessment. 85% will pass
the Reading and Writing portions of the HSPE.
We have had success in creating a culture of readers, but have not had as much success creating reflective readers who choose diverse texts with increasing
levels of rigor.
District Strategic Plan Goal:
Related Building Goal:
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Students will participate in
30 minutes of independent
reading each day.
One Wednesday per quarter will be devoted to an audit of
books being read, review of reading inquiry journals, and
trouble-shooting discussion targeting students who need
to improve.
Wiggio Reading Blog:
Teachers will maintain and
participate in a reading
weblog where students can
share their reading
reflections and learn from
one another about literature.
We will learn to use the various features of the Wiggio
Online collaboration site to make reading reflections fun,
engaging, and infused with technology.
STRATEGY/ACTION
(New)
Classic Literature Seminar:
we will offer a teacher
guided book group that
focuses on a recognized
piece of literature.
American Literature
Advisories: Teachers will
lead students through
discussions of short pieces
of American Literature
twice/month in Advisory
meeting.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Teachers will work together to develop an engaging,
interdisciplinary seminar that uses a famous text as a
foundation to promotes student learning about literature
as well as other subject areas, such as history.
Students will discuss literary elements, context, and
content of classic and emerging American Literature with
staff coaching.
ASSESSMENT &
EVALUATION
MAP Scores
WASL Scores
Student Attitudes
Inquiry Journals
Teacher Observation
MAP Scores
WASL Scores
Student Attitudes
Inquiry Journals
Teacher Observation
ASSESSMENT &
EVALUATION
PERSON
RESPONSIBLE
TIMELINE
September 2013.
September 2013.
All
Sarah
TIMELINE
PERSON
RESPONSIBLE
MAP Scores
HSPE Scores
Student Attitude/Work Sample
Teacher Observation
October 2013
Sarah and Volunteer Gail
MAP Scores
HSPE Scores
Student Attitude/Work Sample
Teacher Observation
Begin in October
2013 and continue
through June 2014
All
Updated 04/18/2006
9
School: Phoenix High School School Year: 2013-2014
The on-time graduation rate is greater than in 2009. All students stay in school until they meet their graduation requirements.
Create a culture of structure of productivity and accountability for students that increases that average amount of credit that students earned
each semester through increased accountability and parental and community involvement.
This way of learning results in many benefits, including increased engagement in and retention of the state standards, however it also results in some
unique challenges. One of those challenges is that, in additional to developing content knowledge, students must simultaneously develop the motivation
and time management to be able to successfully complete projects in which they set their own deadlines within a reasonable amount of time. In fact, last
school year only 18% of student projects were completed on or before the date the student planned to complete them. This means that 82% of projects took
longer than expected. This results in less credit being earned than staff and students would like.
District Strategic Plan Goal:
Related Building Goal:
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
Students will write weekly
Project Status Updates and
send them to their advisor
and parents 90% of the time.
Students and parents will
participate in creating and
revising Personal Learning
Plans.
We will maintain a Parent
Kiosk with internet access
and a Parent Resource
Library in the entry way to
our school.
We will add a dashboard
goal for our student desk
dividers.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
We will train parents to work with the Project Status
Update tool and will identify students who need extra
assistance using and completing the tool. We will
continue to encourage parents to set-up an at-home e-mail
address, since this is the easiest and most reliable method
of sending home Weekly Project Status Updates. We
will also collaborate about the best ways to further
increase parental communication and respond to
questions from parents.
We will refine our Personal Learning Plan tool to make it
even more accessible and usable to parents and students
so that they can identify educational needs and deficits as
well as strengths and assets and use this data to guide
their learning throughout the year.
We will set up a work station in the entry way of our
school. The work station will have a computer with
internet access so that parents can access email and check
their student's Friday Project Status Updates, or
communicate with their student or their student's advisor.
We will purchase and maintain a library of parenting
books about subjects pertinent to the challenges our
students' parents are facing. We will advertise the Parent
Kiosk at Community Involvement Nights.
Student progress is generally monitored by both the
teacher and students, but an overall progress “meter” for
our students does not exist. We will create a meter bar for
them to keep track of their math and project progress that
will be added to both the Friday Project Status Update
sheet and to the students’ dividers at their desks.
Amount of credit students earn
per year.
Beginning in Sept
2013- June 2014
Jill is the lead. Pat and
Sarah are supports.
First PLP meeting
will occur in
September 2013
All
Beginning in
October we will be
building
partnerships and
placing students in
internships. This
will continue
throughout the
year.
October 2013
All
PERSON
RESPONSIBLE
On-time and extended
graduation rates.
Amount of credit students earn
per year.
On-time and extended
graduation rates
Number of students involved
in internships.
On-time and extended
graduation rates.
Bar monitoring
All
Math quizzes completed
Project process checkups
Updated 04/18/2006
10
School: Phoenix High School School Year: 2013-2014
Kennewick School District schools and classrooms are safe and orderly. The on-time graduation rate is greater than in 2009. All students
stay in school until they meet their graduation requirements.
Phoenix will receive at least 20 applications for incoming 9th and 10th graders by May 15, 2010.
Related Building Goal:
Rationale for Goal: A very large percentage (75%) of our students are juniors, seniors and super seniors. Part of Phoenix's mission and vision is that our school population be
multi-age, healthy and diverse. At this time, many of our students don’t hear about Phoenix until they have already failed at another high school. This
results in students being credit deficient when they come to us and, often, taking longer than the traditional 4 years to graduate. If we can capture those
students who will succeed in a project based environment when they are incoming 9th graders, we can bring them in before they become credit deficient
and in danger or not graduating on time.
District Strategic Plan Goal:
STRATEGY/ACTION
(Maintenance)
A group of students will
visit each of the 3 middle
schools to present the entire
8th grade classes about the
options that Phoenix offers.
We will invite both middle
school and high school
counselors into our building
to show/explain to them the
opportunities Phoenix offers
students.
STRATEGY/ACTION
(New)
We will distribute the
Phoenix Promotional Video
We will create a Phoenix
Bilingual Flier
Students will plan and give
Student-Lead Presentations
PROFESSIONAL DEVELOPMENT
(Communication Plan)
In the spring as 8th graders are registering for high
school, a group of Phoenix Students will visit Park,
Highlands, Desert Hills, and Horse Heaven Middle
Schools to promote our program as an alternative and to
help potential students understand our mission and goals.
In the Fall of 2013, we will invite all of the middle
school/high school counselors to our school. The goal is
to have them better understand Phoenix and how we
operate. By including them in the process, they can select
students they think will do well here and “push” them to
apply to Phoenix.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Staff will make sure that guidance counselors in the
Middle Schools have a copy of a DVD of our video, and
we will work with the IT department to upload a copy to
our website.
Staff will create an updated promotional flier to share our
mission and goals with potential students and their
families. We will get it turned in to the district office for
Spanish translation in time to distribute it at our spring
recruitment sessions. We will include testimony from
our Phoenix Graduates.
Staff will direct students to update our multimedia presentation
that engages the audience and effectively communicates our
goals.
ASSESSMENT &
EVALUATION
PERSON
RESPONSIBLE
TIMELINE
Fall enrollment 2014
Spring 2014
Pat
Fall enrollment 2014
Fall 2013
All
ASSESSMENT &
EVALUATION
PERSON
RESPONSIBLE
TIMELINE
Fall enrollment 2014
Spring 2014
Sarah
Fall enrollment 2014
Spring 2014
All
Fall enrollment 2014
Spring 2014
All
Updated 04/18/2006
11
School: Phoenix High School School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Families and community members are the heart of the Phoenix program. Each project requires two live sources, at least one of which is unknown to the student. This forces
students to get out and use the world around them well. Families are encouraged to attend student Personal Learning Plan conferences, Learning Expositions, and Phoenix
101 family seminars. Community mentors are always invited to Learning Expositions as it is our belief that performing for real audiences raises the stakes and increases
rigor. Students are also encouraged to get involved in the community through service learning activities whether helping out at the Boys and Girls Club, gleaning apples
from orchards for Second Harvest, or building homes with Habitats for Humanity. We are also committed to increasing the number of students involved in community
internships.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 04/18/2006
12
School: Phoenix High School School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs. To identify students with the greatest need to for LAP services, we will use MAP, WASL, and EOC assessments as well as credit
acquisition rates. Our students will be assessed in Reading and Math in September, January, and May using the MAP assessment. Students who score a
Level 1/2 on the HSPE in Reading, Writing, and/or Math will be reviewed. In addition, teachers will complete weekly checks on student work and progress
in Apex online math curriculum, as well as student responses in twice-weekly inquiry journals related to their independent reading. All staff will meet
regularly to focus on needs of students who are falling behind in credit acquisition. We will assign specific staff members specific goals to help these students
get their credit acquisition on pace. 11th, 12th, and 12+ grade students will be served in LAP if they need to makeup credits from classes they have previously
failed. 9th and 10th grade students who are credit deficient in math will be placed in a Lab Elective Class to receive additional instruction and support in math.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any
locally developed and selected assessments. We will use credit tracking sheets, MAP, Inquiry Journals, Project Work, Apex online math assessments and
daily student written reflections on time and learning.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
Using the ongoing assessments listed above, advisors and para-educators will offer support as needed. Students who struggle with specific math skills will
receive extra individual and small group instruction to address needed skills and concepts at least twice per week from Phoenix staff and community
volunteers. Advisors will observe student presentations on material covered to identify missing areas of knowledge and will visit this missing information
during finalization meetings with student. Literature seminars to address reading skills will also occur weekly
Describe how student assessment and progress results will be shared with parents. Parents are invited to student Personal Learning Plan meetings every
fall. They will also receive a quarterly written narrative concerning their student's progress and assessment results. E-mail and phone calls are other methods
used to communicate with parents. Parents will receive a weekly email from their student outlining the work completed augmented by a response from the
student's advisor opening up a three-way communication via email. Parents are also encouraged to set up a meeting with their student’s advisor if they have
concerns they wish to be addressed at any time during the year.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. All Phoenix staff members are
participating in ongoing research in reading and math strategies. We receive ongoing support from EdVisions. Staff spends three hours together each
Wednesday to address staff and student needs as they arise. During these meetings teachers review student’s weekly progress and make informed decisions
about skills deficits and appropriate intervention strategies. We are engaged in ongoing training to make sure that all staff members are trained to use the
Updated 04/18/2006
13
tools provided by our Apex online math curriculum, as well as outside tools. Staff is involved in ongoing training and action research involving both the
importance of, and appropriate ways to facilitate, student goal setting, time management, self-advocacy, and self-direction skills. Our goal is for our students
to become internally motivated learners.
Two of our three teachers are Nationally Board Certified. One is certified in English and another just became certified in Special Education. Our third
teacher just finished earning his master’s degree in Curriculum and Instruction.
Two staff members worked this summer to become more proficient Spanish speakers to help meet the needs of our Spanish speaking students and the
students' parents.
Our classified staff is invited to all of our staff development and they are an equal part of the instructional team. Our paraeducators all take advantage of the
staff development provided by the Para-Ed Staff Development committee and they are especially aware of these opportunities since one of our employees in
on that committee. This year some of the activities that our classified staff will engage in include workshops about diffusing anger, ending bullying, time
management, and creative teaching methods. One of our paraeducators is learning more about health and wellness studies to help encourage students to
become healthier humans. Another one of our paraeducators is attending trainings on running an efficient ASB to foster a community of active and involved
students.
Updated 04/18/2006
14
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Four times a year, parents and the community are invited to attend a Learning Exposition at Phoenix in which students celebrate and demonstrate their
learning through completed project work. During these Learning Expositions, students showcase what they have learned through their project work and how
the community was involved. Every 9 weeks parents are invited to participate in their student's Personal Learning Plan conference. There are two Phoenix
101 Family Seminars offered during the year at which parents learn how best to support/facilitate project-based learning and how to prepare their child for
post-secondary education. Before families are brought on board, they agree to attend 3-4 Learning Expositions and at least 2 Phoenix 101 Seminars.
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families. We coordinate services with LAP, SPED, Basic Ed., Bilingual Education, Home Liaison, Work
Source, DSHS, the local Rotary, and the SARC.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
Coordination occurs with the Federal Programs Director, Bilingual Coordinator, Director of Special Education, the Assistant Superintendent of Secondary
Education, and coaches from the Small Schools Project and EdVisions.
Describe how your program will coordinate transitions for preschool children into the elementary program. NA
Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Parents and students
attend information nights, Learning Expositions, Phoenix Family Seminars, participate in Phoenix family interviews, and engage in Personal Learning Plan
conferences. When students apply to attend Phoenix, we have a 45 minute family interview where families learn about Phoenix and we learn about the
student and their family. Prospective students are encouraged to visit Phoenix during a normal school day to see the "in's-and-out's" of the program. All
Phoenix advisors, students and families sign a Tri-Party Agreement where we all commit to doing our part to help each student graduate. Students agree to
graduate from high school and accept help in meeting that goal. Families agree to support their student's graduation goals and attend at least 3-4 Learning
Expositions and at least 2 Phoenix 101 Seminars. Advisors agree to encourage, support and communicate effectively with all members of the learning team.
We also help students transition into Phoenix by having a leadership team plan the first day for all of our students. All new students receive a letter from a
returning student, as well as their advisor, on the first day. They participate in a day that is completely students-focused and planned where they get to know
other students and learn about the Phoenix culture. We then have an intensive three week period where we teach project management skills and where all
students walk through the project process together. Students all participate in writing the Community Agreement (our "School Rules") and this allows
students the opportunity to engage in the democratic process of working in committee, electing representatives and gaining a consensus on the agreements for
the year.
Describe coordination with other community programs or agencies. We have established partnerships with AmeriCorps, Job Corps, Work Source, Vista
Youth Center, SARC, the local Rotary Club, United Way, Umatilla National Forest, the Benton Franklin DFW, and the Hanford REACH group, and many
universities/colleges including CBC, the Northwest College of Art, The Art Institutes, WSU, CWU, EWU, Evergreen State College, Perry Technical Institute
and WyoTech.
Updated 04/18/2006
15
Tri Tech
School Improvement Plan
2013-2014
School: Tri Tech School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Tri-Tech Skills Center is a regional cooperative skills center providing preparatory career and technical education programs to students from the
seven school districts in the Tri-City area. Students attend Tri-Tech for a three period block of time, or half a day and they attend their
respective high school for the other half day. Tri-Tech is a branch campus of the area high schools. The student population is approximately
40% juniors and 60% seniors and represent the demographic mix of the Tri-City area.
2.
Summarize the results of the following:
a. Staff Surveys
Tri-Tech has a small staff made up of 20 teachers, 2 administrators, 3 secretaries, 6 para-eds, 2 custodians and three off schedule positions.
Consequently, teacher meetings are small and personal with consensus decision making the norm. The results of many of our decisions are
identified in our SIP table and indicated as "Staff" under the "Source" column.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
See SIP table for parent related items
3.
Insert the summaries for your school for State AMO’s (Annual Measureable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data). NA
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Our main emphasis this year is the continued development of Professional Learning Communities (PLCs) focused on improving instruction
and continued implementation TPEP/Danielson Framework for Teaching. Other professional development activities are identified in our SIP
table.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Emphasis on the alignment with the Common Core State Standards in the areas of reading, writing and math. We will also continue to
update and exapnd the Technical English curiculum to include a Technical English I and II. An Instructional coach assists instructors in
evaluating and aligning existing programs offering equivalency English, math and science.
10/28/2013
2
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Our SIP table is a summary of the priorities that were identified from two sources of input the Tri-Tech Summitt and staff. During the 201213 school year Tri-Tech held a two session summit event. This is the second summit with the first being held in 2005. The summit is
defined as “A summit is a strategic conversation that brings different perspectives within a system together to talk about the big picture and
big questions.” A summit convenes the leaders of an entity as well as internal and external stakeholders who offer challenging and
multidisciplinary perspectives. Participants included: School Districts accessing Tri-Tech Skills Center – Superintendents, Central Office,
H.S. Administrators, H.S. Counselors, School Board members; Post-secondary Education; Business and Industry; Students (current and
former); Community members and parents. The desired outcomes for Tri-Tech Skills Center are:



Recommendations regarding future direction for Tri-Tech Skills Center
Establishing principles to guide future actions
Fostering new and improved relationships with key stakeholders
Their input is identified as "Summit I or II" in the "Source "column of our SIP table. The second source of input was from the Tri-Tech staff.
10/28/2013
3
Tri-Tech Skills Center –
School Improvement Plan
2013-2014
District North Star Goal: Our first priority is the safety of Kennewick School District student and staff.

1.
Ninety percent of students report they feel safe at school on our annual student safety survey.
BUILDING STRATEGY
The Tri-Tech staff will intentionally
address the topic “respect” and how it
is related to professionalism and
employability.
ACTIVITY
1. Data from the 2012-13 student safety survey
indicated an increase (84.9% to 93.9%) of
the number of students feeling respect and
professionalism being taught at TTSC.
WHO
Site Council
TTSC instructional staff will continue to
intentionally include in lessons at least two
times a year the relationship of respect to
professionalism and employability.
Staff
2.
Increase the number of TTSC students
taking the student safety survey.
1. The number of students who took the 210213 student safety survey dropped from the
previous year. TTSC staff will administer
the safety survey in classrooms and
computer labs to increase the number of
students taking the survey to 80% of the
current number of students enrolled.
2. Analyze and distribute results with TTSC and
KSD staff.
Lisa – Lead
WHEN
Fall 2013
At least one
activity per
semester.
Spring 2014
Spring 2014
ASSESSMENT
Safety target
identified.
Use of teacher
selected activities
Survey
administered.
Results reviewed
SOURCE
KSD North Star
Goals
KSD North Star
Goals
District North Star Goal: Our goal is to graduate all students prepared for post-secondary education, work and life.

The extended graduation rate for the district is at least ninety percent.

Eighty-five percent of parents rate that the Kennewick School District provided their students with the opportunity to prepare for
their declared post-secondary education, training and work objectives.
BUILDING STRATEGY
1. Tri-Tech will continue to offer and
develop relevant Career and Technical
ACTIVITY
1. Maintain current regular year programs
offering GLE/CCSS aligned equivalency
WHO
Staff
WHEN
Ongoing
ASSESSMENT
SOURCE
Summit II and
Staff
10/28/2013
4
Education (CTE) programs that engage,
enrich and retain students by providing
options and choice to parents and students.
Tri-Tech programs offer clear connections
to career pathways and preparation for postsecondary options.
1.
Continued implementation of the
career center to support TTSC students
in job search, scholarships and postsecondary awareness.
credits where appropriate.
2. Develop list of potential new program
offerings to best utilize Tri-Tech facilities.
3. Continue to offer summer school classes
allowing more opportunity for students to
satisfy school district and state graduation
requirements and earn additional credits to
provide scheduling flexibility and capacity.
4. Continue to provide credit retrieval and
academic coursework options via the
Learning Opportunity Center.
1. .
2. Research successful career centers and
implement using characteristics.
/Paul/Lisa
Summit
Staff
ongoing
List will be
developed
Spring 2014
LOC will offer
APEX/ALEK
courses.
Lesley
Paula Osburn
2013-14
Fall 2013
Career Center will
be operational.
KSD North Star
Goals/Staff
District North Star Goal: Our pledge is to employ a world-class staff and operate in a fiscally sound, customer-focused manner.

Professional development, training, and growth opportunities for staff are offered on a continual basis.
STRATEGY
1. Develop a format for teachers to have
meaningful conversations focused on
instruction and student work
2.Collaborate with staff from other Skills
Centers, secondary programs and
Community Colleges in “job-alike” areas
3. Expand industry visit and/or internship
for teachers to connect to current industry
trends
ACTIVITY
1. Continue Professional Learning Communities
(PLC’s) with Tri-Tech Staff with a focus
Site Council identified texts.
2. Set aside time in early releases for PLC’s to
meet. Encourage PLC’S teams to meet
additionally.
3. Reinforce the TPEP/Danielson/PERR
concepts
4. Research and develop a process to address
staff identified professional development
needs i.e. mini Focus on Instruction on early
release and district professional days.
1. Identify and support opportunities for our
teachers to work together with teachers from
the high school and/or community college i.e.
Pre-Nursing, Dental Assisting, Culinary Arts,
DIgipen, Graphic Communications
WHO
Sheri – Lead
1. Provide opportunities for teachers to connect
to industry and community college through
industry visits on early release day
WHEN
On-going
ASSESSMENT
SOURCE
Staff
Prof. Dev. funds
Paul/Lisa/Sheri
2013-14
Staff
Paul- Lead
2013-14
Staff
Carl Perkins
funds
All staff
Early
Release
activity
Staff
10/28/2013
5
4. Expand, update and formalize
equivalency credit options.
B.
Sheri – Lead
Teachers
Fall and
Winter
Paul
Following
approval
from KSD
OSPI and staff
Sheri-Lead
Teachers
Data
STRATEGY
1.Analyze student attendance data.
C.
1. Instructional coach will work with teachers to
identify and align using the CCSS for math
in, Culinary Arts, and Teen Parent.
2. Obtain equivalency credit approval through
KSD as needed.
3. Review and expand Technical English
curriculum to include Tech Eng I and II
aligned to the Common Core State Standards
(CCSS).
4. Add 0.5 Health credit to Teen Parent
ACTIVITY
1.Report on Tri-Tech student attendance and
disaggregate data by a variety of criteria
a. Include current data to last year’s
data
b. Complete to 12-13 grade data from
KSD high schools
WHO
Lisa
WHEN
Fall
ASSESSMENT
SOURCE
Power School
Schedules
STRATEGY
1. Counselors – Every counselor at Tri-Tech
every year (activity)
ACTIVITY
1. Counselors breakfast in January
Lisa
WHO
WHEN
January
ASSESSMENT
SOURCE
Summit I and II,
Staff
2. Conduct other activities for counselors with
the goal of having every high school
counselor visit Tri-Tech sometime during the
year.
Lisa
On-going
2. Monitor school schedule and adapt as
needed:
o 2 hour block in late afternoon,
o 0 hour, 7th hour academic
support classes
o Extended day options
o 3 hour blocks offered periods
0,1,2 or periods 5,6,7
1. Survey other SC’s to determine what, if any,
they are doing for extended day and other
schedule variations
Paul
Winter
Summit I
2. Survey HS counselors and principals to
explore the need for other schedule options
Paul/Lisa
On-going
Summit I
3. Study the financial impact of
flexible/extended day scheduling
Paul
On-going
Summit I and II
3. Instructional specialist to assist teachers
1.Continue utilization of Instructional coach
2.Coach lead GLE alignment for equivalency
credits
3.Survey staff for input on instructional coach
position
Sheri
On-going
Staff
Summit I and II
Summit I, Staff
Summit
10/28/2013
6
4. Modify calendar to provide optimal
teaching time
D.
1. Request variance for modification of calendar
to increase instructional time. i.e. trade of 1st
semester report card prep day for the last day
of school etc.
Paul/Site Council
Spring 2014
Staff
Curriculum
STRATEGY
ACTIVITY
1. Maximize equivalency credit options for
students
1. Utilize instructional coach to work with teachers
to grant academic credit where credit is due
through equivalency credits
2. Update equivalency credit for math in, Culinary
Arts, and Teen Parent.
3. Update Technical English
2. Expand offerings for tech prep credit and
industry certification
3.Expand opportunities for students through
internships and job shadows
4. Increase parent involvement in Tri-Tech
programs
1. Add ASE, SP2, ACF, AWS, CNA and other
student assessments as identified by OSPI to be
used as Perkins indicator.
1.Explore additional sites for job shadow and
student internship opportunities
1. Continue late August new student
orientation/open house to increase
parent/student participation.
2. Explore mid-year open house/post-secondary
options event.
a. Establish planning committee to
set scope of event, identify date,
coordinate with intro postcard
mailing and other engagement
activities.
3.
4. Provide additional program information via the
Personalized URL process to the parents.
WHO
WHEN
ASSESSMENT
SOURCE
Sheri
On-going
Sheri and Teachers
Fall/Winter
Sheri and Teachers
On-going
Paul
Winter and
Spring
Teachers
On-going
Staff
Staff
April and
may early
release
activities
Staff
Paul Lead
Site council
Sub committee
Fall 2013
Site Council
Fall 2013
Paul Lead
Site council
5. Identify and implement e-mail and web
campaign to include parent information.
10/28/2013
7
E.
Communications: Teacher related
STRATEGY
1. Collaboration among staff
2. Increase personalization and
connectedness among all staff
3. Staff involvement in decision making on
procedures that impact them and their
students
F.
ACTIVITY
1. Expand scope of PLC’s
2. Staff helping staff, i.e. mentors for new
teachers, maintain open communication among
staff.
WHO
PLC’S groups
WHEN
On-going
Paul- Lead
On-going
1. Acknowledgement and recognition of good
work by staff
All staff
On-going
2. Develop and foster a collegial and positive
environment.
All Staff
On-going
3. Increase visibility of administrators in programs
1. Continue to involve staff in decisions that
impact them and their students.
Paul/Lisa
All staff
On-going
On-going
ASSESSMENT
SOURCE
Staff
Staff
Staff
Communications: Promotion and outreach
STRATEGY
1. Positive outreach to the community,
sending schools, parents and industry
ACTIVITY
1. Counselors breakfast and monthly meeting –
include program tours each month.
WHO
Lisa
2. Improve communications w/business &
industry regarding student placement, input
regarding real work and Tri-Tech skills
employability standards and advisory
committee involvement.
All staff
3. Continue current and expand information
and promotional activities, i.e. TTSC channel
on School Tube/YouTube, social media
presence, catalog, flyers, tours, school visits
and career activities i.e. Construction Career
Day, Careers in Manufacturing and Mentoring
a Girl in Construction (MAGIC) Camp, High
School and Beyond Night etc..
Paul – Lead
4. Press and social media release on Tri-Tech
success stories, i.e. Most Employable list,
Skills USA winners
WHEN
On-going
Spring Early
release
activity
ASSESSMENT
SOURCE
Summit I and
II, Staff
Summit I and
II
On-going
Summit I and
II, Staff
On-going
Summit I and
II
Paul – Lead
Paul/staff
10/28/2013
8
5. Expand use students in live panel and media
presentations i.e. KSD Community
Presentations.
6.Explore strategies to add a point person to
improve communication and outreach to sending
schools, parents and community.
On-going
Summit I and
II
2013-14
Summit II
Paul/Lisa
II. Operations
A. Facility
STRATEGY
1. Tri-Tech minor capital projects –
maximize impact of state funding for minor
capital projects
2. Sponsor and mentor the development of
the SE WA Skills Center branch campus
ACTIVITY
1) Complete 2015-17 minor projects
2) Identify 2013 -2015 minor projects and seek
support through the Legislative process for
minor projects
Develop a major capital funding proposal for
upgrades to the AB property and submit for
priority scoring for the 2013-2015 Skills Center
legislative capital request
1. Work jointly with the design team of the SE
WA branch campus
WHO
Paul –
WHEN
ASSESSMENT
Fall 2013
SOURCE
Staff
Fall /Winter
LeadPaul
Paul - Lead
Fall and
Winter
B. Fiscal management
STRATEGY
1. Maintain sound fiscal management
2. Forecast enrollment trends
ACTIVITY
WHO
WHEN
ASSESSMENT
SOURCE
1. Conduct annual analysis of revenue vs. cost by
program
Paul
On-going
Site Council
2. Maintain a 10% fund balance.
Paul
On-going
Summit I,
Staff
1. Project enrollment trends taking local district
CTE programs in to account
Paul
Spring 2013
Summit I,
Staff
2. Identify and analyze factors that impact
program enrollment, i.e. student success on
Paul/staff
On-going
Summit I,
Staff
10/28/2013
9
4. Explore serving students after graduation
3. Monitor impact of End of Course
(EOC)/SBAC/Exams and graduation
requirement and potential enrollment
implications.
Paul
On-going
1. Gather information from other skills center
about options for serving students after high
school, i.e. community college students
/Paul
On-going
Summit, Staff
C. Legislative
STRATEGY
1. Develop a Legislative platform for the
2013 session to promote and support issues
that positively impact Skills Centers
ACTIVITY
1. Promote maintenance on existing funding and
programs for skills centers
Paul
WHO
WHEN
On-going
2.Keep local legislators informed on topics
related to Tri-Tech Skills Center
1. Invite legislators to visit the skills center
Paul
2013-14
ASSESSMENT
SOURCE
Summit I and
II
Summit I and
II
10/28/2013
10
School: Tri Tech School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
TTSC involves parents, business and industry and the community in many ways. Each program at TTSC has an advisory committee that meets three times a year consisting
of individuals from the industry related to the program. The advisory members are people from our community and at times parents of our students. The intent of the
program advisory is provide feedback and direction to the curriculum, facilities, equipment, student leadership and professional development for staff. In addition TTSC
partners with the Kennewick Fire Department, Sodexo and the Boys and Girls Club to provide instructional staff and services to TTSC that would be difficult to offer
without these partnerships. It is because of the deep involvement of the community and business TTSC continues to offer relevant programs to our students and community .
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:
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Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Other SIP Team Participants
Dawn Watson, Mike Greif, Lesley Rutz, Robert Lozano, Roger Potts, Paul Randall
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