School Improvement Plan East High School 2013 - 2014 Principal: Paul Sagers East Attendance Data 2012 – 2013 School Year By Grade DEFINITIONS: Severe chronic absence: Moderate chronic absence: ALL chronic absence: At-risk attendance: Satisfactory attendance: NUMBER severe chronic absence GRADE PERCENT severe chronic absence NUMBER moderate chronic absence PERCENT moderate chronic absence Missing 20% or more of total school days Missing 10 -19.99% of total school days Missing 10% or more school days (sums moderate + severe chronic) Missing 5-9.99% of total school days Missing less than 5% of total school days NUMBER PERCENT ALL chronic ALL chronic NUMBER absence (severe absence (severe at-risk + moderate) + moderate) attendance PERCENT at-risk attendance NUMBER PERCENT satisfactory Satisfactory Total attendance Attendance students Grade 9 9 2% 28 5% 37 7% 75 14% 423 79% Grade 10 12 3% 24 5% 36 8% 86 19% 341 74% 463 Grade 11 6 1% 28 6% 34 8% 73 16% 338 76% 445 4 1% 22 5% 26 6% 55 12% 377 82% 458 31 2% 102 5% 133 7% 289 15% 1,479 78% 1901 Grade 12 Total- All Grades 535 By Ethnicity RACE/ETHNICITY NUMBER severe chronic absence HISPANIC/LATINO PERCENT severe chronic absence NUMBER moderate chronic absence PERCENT moderate chronic absence ALL chronic absence (severe + moderate) ALL chronic absence (severe + moderate) NUMBER at-risk attendance Total PERCENT NUMBER PERCENT number of at-risk satisfactory satisfactory Grade 9-12 attendance attendance attendance students 16 2% 51 7% 67 9% 124 16% 563 75% AFRICAN AMER 1 1% 6 7% 7 8% 16 18% 64 74% 87 WHITE 9 1% 31 4% 40 5% 109 14% 630 81% 779 754 ASIAN 0 0% 6 6% 6 6% 14 15% 74 79% 94 PAC ISL 2 2% 3 3% 5 4% 13 12% 94 84% 112 AMER IND/ALASK MULTI-RACE 2 8% 4 15% 6 23% 3 12% 17 65% 26 1 0 2% 0% 1 0 2% 0% 2 0 4% 0% 10 0 20% 0% 37 0 76% 0% 49 0 31 2% 102 5% 133 7% 289 15% 1,479 78% 1901 UNKNOWN TOTAL By Free/Reduced Lunch FREE/REDUCED LUNCH STATUS Has free/reduced lunch Does not have free/reduced lunch ALL STUDENTS NUMBER severe chronic absence PERCENT severe chronic absence NUMBER moderate chronic absence PERCENT moderate chronic absence NUMBER ALL chronic absence (severe + moderate) PERCENT ALL chronic absence (severe + moderate) NUMBER at-risk attendance 26 2% 78 7% 104 9% 190 16% 880 75% 1174 5 31 1% 2% 24 102 3% 5% 29 133 4% 7% 99 289 14% 15% 599 1479 82% 78% 727 1901 NUMBER ALL chronic absence (severe + moderate) 53 80 133 PERCENT ALL chronic absence (severe + moderate) 6% 8% 7% NUMBER at-risk attendance 127 162 289 Total PERCENT NUMBER PERCENT number of at-risk satisfactory satisfactory Grade 9-12 attendance attendance attendance students By Gender GENDER Boys Girls ALL STUDENTS NUMBER PERCENT severe severe chronic chronic absence absence 16 2% 15 2% 31 2% NUMBER moderate chronic absence 37 65 102 PERCENT moderate chronic absence 4% 7% 5% Total PERCENT NUMBER PERCENT number of at-risk satisfactory satisfactory Grade 9-12 attendance attendance attendance students 13% 767 81% 947 17% 712 75% 954 15% 1479 78% 1901 By SPED IEP STATUS Has IEP Does not have IEP ALL STUDENTS NUMBER severe chronic absence 8 23 31 PERCENT severe chronic absence 4% 1% 2% NUMBER moderate chronic absence 12 90 102 PERCENT moderate chronic absence 6% 5% 5% NUMBER ALL chronic absence (severe + moderate) 20 113 133 PERCENT ALL chronic absence (severe + moderate) 9% 7% 7% NUMBER at-risk attendance 42 247 289 Total PERCENT NUMBER PERCENT number of at-risk satisfactory satisfactory Grade 9-12 attendance attendance attendance students 19% 155 71% 217 15% 1324 79% 1684 15% 1479 78% 1901 English Learner (EL/ELL) 2011-12 Report 2011-12 School: East High School 2011 LA 2011-12 UALPA CRT Level 1 2 UALPA Level: Total Total 2010-11 2011-12 12345- 29 Entering 52 Beginning Developing 79 Expanding 131 30 Bridging 321 Total 27 47 79 126 51 316 1a 1b 2a 2b 3 4 Total * Count of students each year who took the UALPA in your school (Not necessarily the same students) 3 4 5 6 19 20 17 29 2 93 4 6 3 15 8 36 12 5 1 11 9 1 9 17 10 4 4 18 21 44 Total 38 54 38 24 48 10 212 * Includes students with 2011-12 LA CRT and District Scores (K-12) and 2011-12 UALPA Scores Annual Measureable Achievement Objectives (AMAO) for English Language Learners as measured by the Utah Academic Language Proficiency Assessment (UALPA) AMAO Requirement #1: Percent of students who increased from a level 1, 2, or 3 on the UALPA from 2010-11 to 2011-12 or an increase in the scaled score for a student at level 2 or 3 AMAO Requirement #2: Percent of Students who obtained a level 4Expanding or level 5-Bridging on the 2011-12 UALPA Utah State Goal - 28.6% Utah State Goal - 40.0% Goal Met Yes East High School Achieved 41% Number of Students = 239 *Includes students who had a 2010-11 and 2011-12 UALPA East High School Number of Students = 316 Goal Met Yes Achieved 56% *Includes students who had a 2011-12 UALPA Count of Students for UALPA 2012 Level Ualpa Levels in 2011 1-Entering 1-Entering 12 2-Beginning 3-Developing 4-Expanding 5-Bridging Total 15 2 2 31 2-Beginning 18 12 3 33 3-Developing 4 25 33 1 63 11 70 30 112 4-Expanding 1 5-Bridging * Includes students with both a 2010-11 and 2011-12 UALPA Score Students at each level process, understand, or use: (1)Entering-pictorial or graphic academic language, words or phrases, simple statements with support, yes/no questions, errors in oral or written language that impede meaning (2)Beginning-general academic language, phrases or short sentences; errors in oral or written language that often impede meaning (3) Developing-general and specific academic language, expanded sentence; errors in written or oral language that may impede communication, but retain meaning (4) Expanding-specific and technical academic language, variety of sentence lengths and complexity; minimal errors in oral or written language that do not impede meaning (5)Bridging- specialized and/or technical academic language, variety of sentence lengths and complexity in extended discourse; oral or written language approaching English-proficient peers School Demographics October 1, 2012 School Name Grade Ethnicity Socieo Economic Status Special Education Current English Language Learner Code East High School Ninth Grade Tenth Grade Eleventh Grade Twelveth Grade Not Reported Asian Black Caucasian Hispanic Native American Multi Pacific Islander Non Free-Reduced Free Reduced Sped Self Contained Sped Resource Non ELL ELL Level 1 ELL Level 2 ELL Level 3 ELL Level 4 Fluent 2002-2006 Fluent 2007 Fluent 2008 Fluent 2009 Fluent 2010 Fluent 2011 Fluent 2012 Opt out UALPA A,I,E,P Identifed (Not Yet Tested) Total ELL Count Percent % 2000 578 488 464 470 5 92 95 803 800 33 50 122 731 1269 94 134 1211 33 28 54 113 228 57 90 63 80 34 59 25 10 47 448 100.0% 28.9% 24.4% 23.2% 23.5% .3% 4.6% 4.8% 40.2% 40.0% 1.7% 2.5% 6.1% 36.6% 63.5% 4.7% 6.7% 60.6% 1.7% 1.4% 2.7% 5.7% 11.4% 2.9% 4.5% 3.2% 4.0% 1.7% 3.0% .1% .5% 2.4% 39.5% English Language Learners (10-1-2012) Ethnicity (10-1-2012) Pacific Islander 122 Multi 50 Native American 33 Hispanic 800 Caucasian 803 Black 95 Asian 92 Identifed (Not Yet Tested) UALPA A,I,E,P Opt out Fluent 2012 Fluent 2011 Fluent 2010 Fluent 2009 Fluent 2008 Fluent 2007 Fluent 2002-2006 ELL Level 4 ELL Level 3 ELL Level 2 ELL Level 1 47 10 25 59 34 80 63 90 57 54 28 33 113 228 East High School Overall growth of classes based on 2011‐2012 "Student Growth Model" Subject Area LA MA SC total number of classes at this school with a growth score in 2011‐2012 percent of classes that met student growth standard 13 11 11 100% 100% 82% Understanding the Salt Lake City School District Student Growth Model: • Whole district data for each test sequence is used (for example 3rd grade math to 4th grade math). • All available data for full academic year students is split into ten equal groups (bins) by prior year achievement (i.e. matching low performing students to other low performing students). • The average gain for each bin is calculated (What is a normal amount of growth from year to year?). • For each class, the percent of students meeting or exceeding average growth is determined. Salt Lake City School District Student Growth Model special notes: Kindergarten—Spring testing compared to fall testing First Grade—Spring of first grade compared to spring of kindergarten All other grades—Spring of 2012 compared to spring of 2011 in each subject Science—Growth model begins with 5th grade compared to 4th grade in the prior year Classes composed mostly of students with disabilities are not included in this report. Student Growth Standard: For a class to meet the student growth standard, at least 45% of students in the class must meet or exceed average student gains calculated by the Salt Lake City School District Growth Model. School Improvement Plan Data Review Language Arts % Proficient Student Group Made AMO? (Blank if less than 10 students) ALL STUDENTS 79% ASIAN 64% AFRICAN AMERICAN 67% AMERICAN INDIAN WHITE 92% HISPANIC 65% PACIFIC ISLANDER 72% ECONOMICALLY DISADVANTAGED 66% LIMITED ENGLISH PROFICIENT 41% STUDENTS WITH DISABILITIES MULTI-RACIAL/NONHISPANIC 44% Mathematics % Proficient Student Group Made AMO? (Blank if less than 10 students) ALL STUDENTS 41% ASIAN 45% AFRICAN AMERICAN 10% AMERICAN INDIAN 1 Salt Lake City School District School Improvement Plan Data Review Mathematics % Proficient Student Group Made AMO? (Blank if less than 10 students) WHITE 61% HISPANIC 24% PACIFIC ISLANDER 56% ECONOMICALLY DISADVANTAGED 26% LIMITED ENGLISH PROFICIENT 7% STUDENTS WITH DISABILITIES MULTI-RACIAL/NONHISPANIC 8% Science % Proficient Student Group Made AMO? (Blank if less than 10 students) ALL STUDENTS 43% ASIAN 31% AFRICAN AMERICAN 13% AMERICAN INDIAN 10% WHITE 66% HISPANIC 26% PACIFIC ISLANDER 13% ECONOMICALLY DISADVANTAGED 25% 2 Salt Lake City School District School Improvement Plan Data Review Science % Proficient Student Group LIMITED ENGLISH PROFICIENT STUDENTS WITH DISABILITIES MULTI-RACIAL/NONHISPANIC 3 Made AMO? (Blank if less than 10 students) 15% 23% 60% Salt Lake City School District School Improvement Plan School Mission Statement Common commitment across all High Schools: Closing the Achievement Gap by personalizing each High School environment. Aligned with High School Accreditation and focused on Essentials from the District’s Student Achievement Plan (Curriculum, Instruction, Assessment, Advocacy and Intervention, Community Involvement) School Mission Statement: SCHOOL MISSION STATEMENT The mission of East High School is to enable all students to reach their maximum potential through: • a well-rounded curriculum emphasizing life skills and academic achievement to prepare students in setting and achieving their current and future goals • a save, caring environment that promotes mutual respect, values diversity, and acknowledges the importance of individual responsibility • a spirit that creates an enthusiasm for lifelong learning • a cooperative learning community that creates the conditions for all students to succeed 4 Salt Lake City School District School Improvement Plan DRSLS OUR STUDENTS WILL BE: EFFECTIVE COMMUNICATORS CREATIVE PROBLEM SOLVERS EMPOWERED LEADERS 5 Schoolwide DRSLs from Accreditation Salt Lake City School District School Improvement Plan Schoolwide Strategies DRSLs INDICATORS Action Plan A. EFFECTIVE COMMUNICATORS Students will: 1. select, plan, and organize ideas to communicate. 2. communicate with clarity, purpose, and understanding of audience. 3. integrate and use a variety of communication forms and skills with an emphasis on technology. B. CREATIVE PROBLEM SOLVERS Students will: 1. acquire, organize, and evaluate information to make decisions. 2. apply multiple strategies to solve problems. 3. use inquiry and technological skills to research, expand, apply, and connect knowledge. C. EMPOWERED LEADERS Students will: 1. Students will demonstrate leadership attributes and ability, and exhibit empathy, self-discipline, understanding, friendliness, and adaptability. 2. Students will identify personal goals, organize and maintain information, monitor progress, and engage in selfassessment to facilitate personal growth. 6 Salt Lake City School District School Improvement Plan Student Achievement Positive Trends: We are enormously proud of our students' achievements. The UCAS identifies achievement and growth. In the Salt Lake City School District our overall achievement and growth score was the highest in the district. Our graduation rate went from 73% to 77%. High attention is paid to our underrepresented populations. Our proficiency is going up in all three CRT areas. The most vivid example of how we are closing the language arts achievement gap is present for ELL, Pacific Islander, and Black students. In math we went from 35% to 42%, which exceeded the SIP goal of 40% proficiency. In math, the best example is our Asian population scores, followed by Caucasian, and ELL. Science went from 44% to 45% with Asian, Caucasian and Pacific Islander showing the biggest gains. In response to our Focus goal, we went from 282 minority students taking honors classes to 545 this year. On the AMAO exam, our ELL department, significantly exceeded the state goals. Our math department rocks! Last year the math teacher effectiveness was 18% ineffective and 73% effective. In 2012-2013 there are 0% ineffective, and 91% effective or highly effective. Negative Trends: Negative Trends: Even though our graduation rate has increased, we are not satisfied with the percentage of students who are graduating, particularly the subgroups of ELL (50%), Hispanic/Latino (61%), and students with disabilities (61%). We plan to continue to focus on these underrepresented groups to close the gap. Our performance on our CRT proficiency scores all went up, but we did not meet our goals for all students. The two groups of students whose scores went down in language arts are in our Special Education program, where the students went from 59% to 44% proficiency, and our Hispanic/Latino who went from 69% to 65%; we will put a particular focus on improving these students' scores by increasing rigor. In math we will concentrate on Special Education (33% to 23%), in science the group with the most significant downward trend was the ELL group (27% to 23%). This data informed the discussions our individual departments had as they set their goals for the SIP plan for 2013 - 2014. All departments developed action plans targeted at continuing to close the gap and provide all of our students access, opportunity, and support. 7 Salt Lake City School District School Improvement Plan Social Studies Departmental Goals Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six (6) years. Plan of Action: 1. Students will be able to recognize and understand cause and effect relationships, multiple causation, trends, themes, and interactions, as well as the importance of change and continuity over time in shaping human events. We will measure progress by department-developed criterion referenced pre and post-tests in the required courses, and free response questions for the core courses graded on a 9-point rubric. 2. Students will be able to write persuasive analytic essays and critically read and analyze primary and secondary sources 3.The department will develop a vertical team to articulate and implement (over a six year period) the following strategies: levels of questions, SOAPS, APPARTS, The Big Picture, "Agree or Disagree" , conceptual Identifications, Using Subheadings, Generating Main Ideas from a reading, Categorization Strategies, and Generalization Strategies. 4. The department will measure student progress by increasing the number of students enrolled in Social Studies AP courses and taking the AP examinations by 2 percent in each group. Resources Used: DATA: Teachers and administrators will use the following Advanced Placement Vertical Teams formats to collect data:Ethnic Data Table, Access Table, Data Table. TRAINING: 1. Pre-AP Professional Development 2. Vertical Teams Workshops: • • • • • Building the AP Vertical Team Setting the Cornerstones of the AP Vertical Team Pre-AP Topics for Vertical Teams in Social Studies Pre-AP Advanced Topics for AP Vertical Teams in SS - Developing Reading Habits Pre-AP Interdisciplinary Strategies for Social Studies and Language Arts Mathematics Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient, within six (6) years. Plan of Action: 1. The student will be able to access free tutoring via a math lab as well as teachers' help for all math classes offered at East HS. (Measure progress by keeping a math lab attendance log.) Differentiate to meet the needs of a wide variety of students: • teachers' presence before/after school and/or during lunch; • maintain collaborative relationship with Westminster College; • offer AP and ACT review sessions. 2. All students will have access to and use appropriate technological tools to strategically problem solve. (Measure progress by students' effective use of technology on assessments.) Differentiate to meet the needs of a wide variety of students: • use different technology tools appropriate for each class (Khan academy, Delta math, graphing calculators -TI83, TI84, TI-Nspire, Geometer sketchpad, etc.)create assignments that include technology-based questions aligned with the CCSS. 3. The student will be able to take everyday math classes. (Measure progress by increased pass rate each 8 Salt Lake City School District School Improvement Plan term.) Differentiate to meet the needs of a wide variety of students: Departmental Goals • offer classes on everyday as well as every other day schedule. Resources Used: DATA: CRT scores as well as class-specific scores TRAINING: March 1, 2013 - District TI-Nspire PD OTHER: • Internet access throughout the building (WI-FI); • School-wide calculator access plan; • Class sets of software Fine Arts Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six (6) years. Plan of Action: Students will show proficiency in their chosen fine arts content area through performance, grades, and participation. (We will measure progress by tracking grades in individual teachers' grade books.) We will differentiate to meet the needs of a wide variety of students by individual adjustments, and materials for an equatable educational opportunity for students at all levels. Resources Used: DATA: Will be collected by individual teachers based on their individual grading system and content area. TRAINING: School, District, and content area Professional Development. PE/Health Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six years. Plan of Action: 1. The student will be able to calculate their baseline data (BMI, BP, RHR, MHR). this will increase their awareness and knowledge of health issues in the body. Differentiation: Students will be able to write a health plan for themselves and be aware of their behaviors and the consequences of both good and bad decisions. 2. The student will be able to increase their overall activity level (in and out of class) leading to a better appreciation of lifelong health and well being. Differentiation: Allow all different kinds of sports, games, and activities to count for physical activity. 3. The student will be able to answer a survey that will show how students' attitudes, behaviors, and knowledge abut overall health and fitness are related to their likelihood to continue living an active lifestyle after competing the course. Differentiation: We will offer a wide variety of in-class activities. Resources Used: 1. We will measure progress by talking about these in the 9th grade PE classes, 10th grade Health classes, and 11th and 12th grade elective credit classes - at the beginning and end of each course. 2. We will measure progress by participation in class and charting/logging out-of-class activities. 3. We will measure progress with end-of-semester answers on questionnaire. Language Arts 9 Salt Lake City School District School Improvement Plan Departmental Goals Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six (6) years. Plan of Action: 1. WRITING: The students will be able to write cohesive paragraphs, topic sentences, and use supporting details. Summary and analysis will be writing focus areas. 2. READING: The students will practice close-reading strategies. Making inferences, analysis and understanding different types of texts will be the reading focus areas. 3. COMMUNICATION: The students will learn and practice collaborative group interactive strategies, as well as presenting skills. DAILY PRACTICE: Latin Roots, Daily Language Practice (mechanics) Commonly Confused Words. Resources Used: Pre-assessments will be used to identify gaps in each student's skill set.Post-assessments will measure progress. CRT scores will also be used. Rubrics will be used to evaluate performance - teachers and students will have common standards. TRAINING: AVID, MyAccess, Laura Scarpulla from the district. Department meetings will focus on using similar editing marks, and academic/testing language. CTE Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six years. Plan of Action: 1. The student will be able to organize assignments and turn them in a timely manner. (The student will be able to take initiative by tracking their own "Performance Documentation" in their specific CTE class.) 2.The student will be able to take initiative by tracking their own "Performance Documentation" in their specific CTE class. (We will measure progress by checking the students' "Performance Tracking Sheet" at least twice a term.) 3. The student will be able to acquire and apply testing-taking strategies and knowledge of course terminology. Ways we will differentiate to meet the needs of a wide variety of students by helping those students individually that were identified by the "Performance Doc Check." Resources Used: 1. Binders, Portfolios, IEP's , 504's, Powerschool-Gradebook 2. Powerschool-Gradebook, Binder/Portfolio check 3. Individual Program- CTE Skills Test Summary Results TRAINING -Attend CTE Summer Conferences for up to date program/test info. from USOE -Know how to print and read results from CTE Exam website ESL/Reading Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six (6) years. 1. The students will show a 3% growth based on AMAO scores. 2. The students will develop skill sets and strategies that allow them to meet the demands of rigorous 10 Salt Lake City School District School Improvement Plan Departmental Goals work, evidenced by increased homework completion, improved test scores and not dropping challenging mainstreamed classes. 3. The students will demonstrate understanding of the parts of speech as evidenced by higher scores on CRTs. Plan of Action: 1. Teachers will develop units and lessons that focus on literacy strategies. 2. Teachers will ensure that writing supports reading comprehension and word study. 3. Teachers will evaluate each student in their ELD class at the beginning and end of each year for literacy level. 4. Teachers will focus on speaking in pairs, small groups, and whole class (teach prosody). 5. Teachers will continue implementing standardized departmental writing rubrics across the curriculum. 6. Teachers will seek additional tools for measuring and evaluating literacy. 7. Teachers will use common scaffolding strategies to help students access content. 8. Teachers will build phonemic awareness. 9. Teachers will build vocabulary with word banks that can travel with students across the curriculum and among all levels. 10. Teachers will continue to develop professionally. 11. Teachers will develop inquiry units that allow students to use multiple intelligences. Resources Used: 1. 2. 3. 4. 5. 6. 7. 8. 9. Technology and books used to support and sustain literacy. Two class periods for ALS coordinating. 2 full time ELL dept. aides each year. Use data to inform our needs, progress, and next steps. EKWALL, WIDA, or GATES protocols with training on administration. Use district assistance to help administer evaluations . AVID training, Equity Training, professional development training. Seek collaboration and partnerships with other departments. Collaboration time built in. Science Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient, within six (6) years. 1. The student will be able to meet with teachers on a more regular basis and for a shorter amount of time. 2. The student will be encouraged to take three core science classes (Biology, Chemistry & Physics) plus one additional advanced or elective science course. 3. The student will complete Process Oriented Guided-Inquiry Learning (POGIL) type activities in science classes. Plan of Action: 1. We will measure progress by: a) attendance b) CRT Scores c)the amount of Core content covered. We will differentiate to meet the needs of a wide variety of students by creating a school schedule that would allow contact time to vary depending on the needs of a particular student population or class. (We will work with SIC, SCC and other departments to create a schedule that works for our school community.) 2. We will measure progress by the number of students enrolled in science courses at each grade. We will differentiate to meet the needs of a wide variety of students and offer a variety of rigorous science courses to meet the varying interests and skill levels of our students. (The department will need support from the 11 Salt Lake City School District School Improvement Plan Departmental Goals administration and counseling department to carry out this goal.) 3. We will measure progress by performance on Science CRT tests. We will differentiate to meet the needs of a wide variety of students: a) POGIL activities already have built in scaffolding to meet the needs of a variety of students. b) Activities can be edited to differentiate for student's skill levels. Resources Used: 1 Data Used: Attendance, Number of students passing courses, CRT Scores, CTE Test scores. 2. Data Used: Enrollment numbers in science courses, Transcripts of graduating seniors 3. Data Used: Science CRT Scores, CTE end of year tests and performance evaluations TRAINING: Rob Durham has been trained in using the POGIL model and currently uses it in his classes. A department meeting will be held and Rob will provide professional development for the rest of the department World Languages Goal: We will reduce by one-half the percentage of students in each group who are not proficient withint six (6) years. Plan of Action: 1. The student will be able to produce phrases, sentences or paragraphs in the target language using appropriate vocabulary to ask and answer questions in the appropriate cultural context which will help them increase their skills so they will perform better on the CRTs. (Interpersonal Mode - person to person communication) 2. The student will be able to produce phrases, sentences or paragraphs in the target language using appropriate vocabulary to present information in the appropriate cultural context which will help them increase their skills so they will perform better on the CRTs. (Presentational Mode - written and spoken production) 3. The student will be able to interpret and extract meaning from written and oral texts which will help them increase their skills so they will perform better on the CRTs. (Interpretive Mode - reading and listening) Ways we will differentiate to meet the needs of a wide variety of students: • • • • • • • • • Scaffolding Pair/group work Self-assessments Rubrics Visuals Realia AVID strategies Authentic assessments Best Practice Resources Used: We will measure progress by using 'I CAN' statements and various assessments based on the ACTFL proficiency assessment guidelines. DATA: • I CAN statements • End of unit assessments • Grades TRAINING 12 Salt Lake City School District School Improvement Plan • AAPPL assessment training • Other professional development opportunities • District Professional Development Departmental Goals Special Education Goal: GOAL: We will reduce by one-half the percentage of students in each group who are not proficient within six (6) years Plan of Action: 1. The SPED STUDENT will be able to: • access the Utah Math core. We will measure progress by passing/earning math credits. Differentiation, through meeting needs of a variety of students' IEP GOALS, service patterns (self-contained, resource, mainstream). • increase their previous years LA CRT scaled score. We will measure progress by reviewing CRT data. Differentiation through IEP goals and LA service patterns (self-contained, resource, mainstream). • graduate from East High School. We will measure progress by Graduation rates. We will differentiate to meet the needs of a variety of students' IEP (substitutions) service pattern, credit recovery, and tracking. 2. The SELF-CONTAINED student will be able to: • sort recyclable items, to more responsibly interact with the environment. (Science goal). We will measure progress by tracking performance and keeping data. • use basic money skills to access community resources. We will differentiate through type of instruction. (Math goal). • communicate, recognize and read signs, and read text appropriate to their level.(Literacy goal). Resources Used: 1. DATA: SPED: Attendance, grades, CRT scores, graduation rates. SELF-CONTAINED: We will measure progress through tracking individual student's goals, and keeping data. 2. TRAINING: Professional development, coaches,IEP/SPED training. 13 Salt Lake City School District School Improvement Plan Analyzing Instructional and Organizational Effectiveness Focus Area: Instructional design East High School is in the second year of a five year plan to foster a college and career readiness culture. It is our contention that teachers, families, students, counselors, and administrators must be involved in eliminating the achievement gap between the student sub groups. All the data points to increased college and career readiness for students who are enrolled in at least one AP course before graduation.The following steps will achieve this plan: • Increase the number of Honors/AP courses offered and the number of under- represented students enrolled in AP courses • Increase the number of teachers qualified to teach Honors/AP course • Provide professional development targeted at increasing the number of minority students enrolled in Honors/AP courses • Create a culture where all core courses are "pre-AP" courses • Collect disaggregated performance data results • Emphasize collaboration in adapting the Common Core and use of best teaching practices in all courses • Implement AVID, MESA, EL, and Pre-AP strategies in lesson design • Utilize calendar-based curriculum mapping in all courses School Improvement Plan Commendations & Recommendations Commendations 1. The Visiting Team commends the staff for: Developing and enhancing an inclusive school culture that meets the diverse needs of all students, particularly the programs that meet the needs of the at-risk students. Addressing the recommendations from the three year interim visit in 2006. Making the commitment to a culture of continual school improvement, where decisions are data driven and interventions are research-based and monitored for their impact on student achievement. Developing and implementing a reasonable and effective school action plan that is aligned with the data analysis as outlined in the schools&rsquo self study report. Supporting parent and community involvement knowing that this is a key to student success. In addition, you are commended for your commitment to the numerous activities that offer every student an avenue for involvement. Having high expectations, as well as rigorous and relevant learning experiences for all students and staff. Implementing a school-wide assessment tool for writing across the curriculum. 14 Salt Lake City School District Recommendations 1. The Visiting Team recommends the staff: Institutionalize the school-wide writing rubric and continues to integrate and institutionalize the critical thinking assessment tool. Employ a range of assessment mechanisms, and clarify reporting mechanisms, for the writing rubric and other assessment instruments to develop methods of analyzing and disseminating assessment results. It is recommended that classroom assessment portfolios be developed and refined to measure the impact of the writing rubric. Continues to implement and monitor the effectiveness of all support programs (ELL classes, Techniques for Tough Times, Daily Algebra, AVID, GEAR-UP, tutoring opportunities) that meet the diverse learning needs of all students to ensure that all students are prepared for post-secondary opportunities, find ways to encourage and sustain parent participation, implement smaller learning communities, and continues to provide the variety of Concurrent and Advanced Placement classes. Maintain the course of developing a culture of collaboration that focuses on the learning needs of all students and on job-embedded professional learning. 15 Salt Lake City School District School Improvement Plan Title III Assurances Indicate whether or not you’ve met this standard by responding Yes or No. Schools serving English Language Learners (ELLs) and receiving Title III funds must address all assurances and include more detailed information in relevant sections of plan. Y 1) Research-based language instruction programs and academic content instruction programs for ELL students have been implemented. Y 2) Instructional programs implemented ensure that ELL students are able to listen, speak, read, write and comprehend English sufficient to reach the state’s academic standards. Y 3) Certified teachers who teach ELL students and immigrant children/youth are fluent in English and any other language used for instruction, including written and oral communication skills. Y 4) All children who have been in the United States for three or more consecutive years will participate in reading or language arts assessments given in English. Y 5) Notification will be sent to parents (in a language and format that is understandable to parents) within 30 days after the beginning of the school year of their child’s placement (within 2 weeks if enrolled after the beginning of the school year) in English language i. the reason for identification of their child as limited English proficient and in need of placement in a language instruction educational program. ii. the student’s level of English proficiency, how that level was assessed, and the status of the student’s academic achievement. iii. the method of instruction (content, goals, English instruction, native language instruction) used in the proposed program. iv. how the program will meet the student’s educational strengths and weaknesses and how the program will help their student learn English and meet appropriate academic achievement standards. v. the exit criteria for the program and the expectations for transitioning into classrooms that are not tailored for limited English proficient standards. vi. notification of parent rights including written guidance detailing the parents right to have their child removed from a program upon request ad the options parents have to decline to enroll their child in the program, or to choose another program or 16 Salt Lake City School District School Improvement Plan School Wellness Policy Compliance ADMINISTRATIVE PROCEDURES RELATING TO BOARD POLICY G-3 N/A Never Sometimes Always Is School Compliant? 1. Nutrition Education. Sequential and interdisciplinary nutrition education shall provided and promoted as follows: A. Each school shall ensure the health core is taught in grades K-12. Nutrition education shall be encouraged in other content areas, in the home and the 2. Physical Education and Physical Activity. Adequate physical education shall be provided and patterns of meaningful physical activity connected to students’ lives outside of physical education shall be promoted as follows: A. Each school shall ensure the physical education core is taught in grades k-12. Physical education activities shall be encouraged in other content areas, in the home and the broader community. B. Physical education instructors at the elementary level shall be District certified. Each elementary physical education instructor shall participate annually in the following certification programs: • • • Elementary Physical Education Teaching Methods (14 hours per year) Monthly Staff Development (16 hours per year) Current First Aid / CPR Certification C. Physical education instructors at the secondary level shall certified according to state standards. D. Enrollment in secondary physical education courses shall not exceed the number of students that space and equipment can safely accommodate. E. Adequate equipment and supplies shall be available for all students to safely and fully participate in structured physical education activities. F. Time allotted for physical education instruction shall be consistent with state standards, which are 150 minutes per week for grades 1-6 and 225 minutes per week for grades 712. G. All elementary students shall be allowed a minimum of 15 minutes of recess each school day, not to include scheduled lunch time. Daily recess periods can be structured to be a part of the physical education instructional time and shall not be systemically used as a behavioral consequence. 3. Other School Based Activities. All school-based activities shall be consistent with District Wellness Policy as follows: A. After-school programs shall encourage physical activity and the formation of healthy habits. B. District Wellness Policy guidelines shall be considered when planning all school-based activities (such as school events, field trips, dances, assemblies, C. Hosting wellness clinics, health screenings, and enrolling eligible children in Medicaid and other state health insurance programs shall be pursued at each school site to support the health of all students. 4. Nutrition Guidelines for All Foods on Campus. All foods and beverages made available to students on campus shall be consistent with the current USDA Dietary Guidelines as follows: 17 Salt Lake City School District School Improvement Plan School Wellness Policy Compliance A. B. All foods made available to students on campus (a-la-carte sales, after-school programs, beverage contracts, fund raisers, school parties/celebrations, student stores, vending machines, etc.) will emphasize nutrient density, fruits and vegetables, decreasing fat and added sugars, and moderating portion size. Food and beverages sold at Utah High School Activities Association events shall Elementary and middle schools shall limit food and beverage offerings for sale to students outside of the federal school meal programs to the following standards beginning July 1, 2006: 1. Foods and Beverages: Must meet USDA Foods of Minimal Nutrition Value guidelines and provide no more than 250 calories per package. 2. Fruits and vegetables should be offered for sale at any location on the school site where foods are sold (including fresh, cooked, dried, juice or C. High schools shall limit food and beverage offerings for sale to students outside of the federal school meal programs to the following standards no later 1. Foods: Must meet USDA Foods of Minimal Nutrition Value guidelines and provide no more than 250 calories per package. 2. Beverages: Must meet USDA Foods of Minimal Nutrition Value guidelines and provide no more than 250 calories per package. Acceptable beverages as specified by the memorandum of understanding between The American Beverage Association and The Alliance for a Healthier Generation shall be 3. Fruits and vegetables should be offered for sale at any location on the school site where foods are sold (including fresh, cooked, dried, juice or D. Classroom snacks shall feature healthy choices. E. Food and beverage information displayed in the school cafeteria shall be F. No school activities, events or parties shall interfere with student access to a 5. Eating Environment. The school environment shall be safe, comfortable, pleasing, allow ample time and space for eating meals; and food and/or physical activity shall not be used as a reward or punishment as follows: A. Students shall be encouraged to start each day with a healthy breakfast. B. Students shall be provided adequate time to eat breakfast and lunch at school, at least 10 minutes for breakfast and 20 minutes for lunch, from the time the Lunch periods shall be scheduled as near the middle of the school day as possible. Lunch periods shall not be scheduled at the end of a shortened school Elementary schools shall schedule recess before lunch or implement a structured schedule that ensures that children are not pressured to eat and run. School cafeteria areas shall provide enough serving lines to ensure that students spend no more than 7 minutes waiting in line for a school meal. School employees and community members shall be encouraged to reward student behavior with non-food items instead of food items. Bus routes and school schedules shall be coordinated to allow students ample time before class to participate in the National School Breakfast program. Students in pre-kindergarten through grade 12 shall be responsible for cleaning up after themselves at breakfast and lunch. Students shall put away trays and dispose of garbage properly to keep the school environment clean. C. D. E. F. G. H. 6. Child Nutrition Operation. Child Nutrition programs shall be accessible to all and must comply with federal, state and local requirements (see also Policy EF and EFC). The school district shall develop a coordinated and comprehensive outreach, promotion and pricing plan to ensure maximum participation in the federal school meal programs (e.g. school lunch, school breakfast, after-school snack, and 18 Salt Lake City School District School Improvement Plan School Wellness Policy Compliance 7. Food Safety/Food Security. All foods made available on campus by Child Nutrition Services shall adhere to food safety and security guidelines including compliance with federal, state and local food safety and sanitation regulations. Food provided outside of Child Nutrition Services becomes the responsibility of school administration, with oversight of the School Community Council. Access to the food service operation is to be limited to Child Nutrition staff and authorized personnel 8. Implementation and Evaluation. The Superintendent or designee shall appoint a wellness committee to regularly monitor the overall effectiveness of the wellness policy and recommend policy and/or procedural modifications that will positively impact student health. The School Community Council shall be designated to oversee the implementation and evaluation of the district wellness policy at each A. The district wellness committee shall include parents, students, the Director of Child Nutrition Services, the District Healthy Lifestyles Specialist and representatives of the school board, school administrators, teachers, classified employees, and the public. The purpose of the district wellness committee is as 1. Regularly monitor the overall effectiveness of the district wellness policy. 2. Highlight areas in need of future change. 3. Recommend policy and/or administrative procedure modifications that will positively impact student health. B. The school administrator, with oversight of the School Community Council, shall ensure that all district wellness policy guidelines are enforced at the 1. One or more persons at the school shall be designated and charged with the operational responsibility for ensuring that the school follows the district wellness policy. 2. One or more persons at the school shall be designated and charged with the operational responsibility for ensuring that the school follows the district wellness policy. 3. A copy of the approved written record of compliance shall be submitted by the school to the Superintendent or designee prior to the end of each 4. Annually report goals and progress toward student wellness in the school improvement plan. Report Progress on Wellness Plan for 2012 - 2013 We have complied with the SLCSD Wellness Plan, as well as East High School's plan, which was developed collaboratively with all stakeholders. Wellness Goal for 2013 - 2014 We will continue to adhere to the specific policies and guidelines outlined in our Wellness Plan. 19 Salt Lake City School District East High School Positive Behavioral Interventions and Supports (PBIS) 2013 - 2014 Y 1. Our faculty and staff have been given an overview of PBIS and know the four pillars. 2. The Effective Behavior Support (EBS) Survey has been given within the last two years. Y 3. We have formed our PBIS team (not SSC) and assigned a building coordinator. Y 4. We have made at least two site visits to schools where PBIS is implemented. Y 5. We use a discipline tracking system. (Examples: Educator’s Handbook, SWIS, Discipline Tracker) 6. We use data from the above system to make PBIS decisions and share with Y Y List your rules for schoolwide expectations: We expect that our students will support the faculty and staff in building a safe and caring environment that promotes mutual respect, values diversity, and acknowledges the importance of individual responsibility. We have a STUDENT CODE OF CONDUCT which is published in our Student Handbook. All students are expected to: 1) conduct themselves in a responsible, mature, and respectful manner at school and at school-sponsored activities 2) attend classes on time every day 3) comply with the East High Dress Code at all times 4) follow directions of the faculty and staff in an appropriate manner 5) comply with the East High Discipline Policy as published in the Student Handbook 6) respect one another and refrain from bullying, using foul, profane, or vulgar language 7) put trash in the proper trash receptacle and keep the school building clear 8) put forth maximum effort in classes in order to achieve academic excellence. Explicitly teach expectations outside of classrooms: This year our Late Starts are dedicated to having our faculty participate in Professional Learning Communities. One of our three overarching committees is PBIS, and there are three small groups setting goals and working on communicating the ideals of PBIS to our students. Each of these groups has articulated a SMART goal for student behavior which is specific, measurable, attainable, relevant, and trackable. Goal #1: All students will feel safe and valued at East High School and play an active part in making and keeping it safe. Goal #2: All members of the East High School community will promote a respectful environment for property, others, and themselves. Goal #3: Between three and five common behavior expectations for the classroom, hallway, commons, and assemblies/activities will be articulated and explicitly taught, modeled and reinforced, with teachers taking the lead. Positively reinforce schoolwide expectations systematically: When East High Students meet school-wide expectations, school staff acknowledges their success with positive reinforcement. In addition to faculty and staff complementing students on appropriate behavior we also reinforce positive student behavior through several formal programs: Community of Caring, Keys to Success, Student of the Month, Honor Roll and Perfect Attendance Awards, and the Catch Them Being Kind Initiative. 20 Salt Lake City School District East High School Positive Behavioral Interventions and Supports (PBIS) 2013 - 2014 Correct and reteach inappropriate behaviors: A school-wide plan for dealing with inappropriate behavior has been implemented at East High School. EACH TEACHER HAS DEVELOPED a classroom discipline plan to address negative behavior within the classroom. These expectations are clearly articulated in Open Disclosure documents. We have a school-wide TARDY policy that is reinforced by citations that are issued to students if they fail to arrive in class before the bell rings. Students who receive a citation must attend after-school detention supervised by an administrator. If a student misses five or more class meetings in a term, (school-excused absences are exempted) he/she receives a No Grade and must attend SATURDAY SCHOOL. Students must carry a HALL PASS whenever they are out of a classroom . Serious discipline problems are immediately referred to an administrator for support and/or intervention. A protocol has been established and is followed in these circumstances. Which of the above six phases will you be addressing this year and how? All six phases of the above plan are being implemented at East High School. Outline your greatest challenges in implementation. Time constraints and a lack of funds for individual training for our faculty is our greatest challenge. We have addressed these issues by using our Late Starts to engage teachers in the process of formulating school-wide expectations. In the spring, all members of the faculty will have the opportunity to be trained by the members of the Professional Learning Communities so that all three of our SMART goals will be fully implemented. 21 Salt Lake City School District School Improvement Plan LAND Trust Assurances Utah Administrative Code R277-477: School LAND Trust Program "Learning and Nurturing Development" with Trustland Dividends School LAND Trust Program Funds must be focused on the school's most critical academic needs. School LAND Trust Program funds must be focused on implementing a recommended course of action to enhance or improve student academic achievement and implement a component of the school improvement plan focused on the school's identified most critical academic needs. Examples of successful program using School LAND Trust Program monies include activities such as credit recovery courses and programs; study skills classes; college entrance exam preparation classes; academic field trips; classroom equipment and materials such as flashcards, math manipulatives, calculators, microscopes, maps, books, or student planners; books and textbooks; teachers and teacher aides; professional development directly tied to school academic goals; and computer labs, software, LCDs, and smart boards. Schools serving student with disabilities may use funds as needed to directly influence and improve student performance according to student Individual Education Plans (IEPs). Plans Must Include: Specific academic goals Y Steps to meet goals Y Measurements to assess improvement Y Specific expenditures to implement plans Y Acceptable expenditures may include: Purchase of workbooks or textbooks Y Professional development Y Computer hardware and software Y Library and media supplies Y Supplemental funding for aides, teachers, and Y Other tools for student academic improvement Y Plan priorities are consistent with the school improvement plan Y Examples of programs not eligible for funding using School LAND Trust Program monies include those designed to improve school climate, provide security, address behavioral issues, prevent bullying, install permanent auditorium Are there ineligible expenditures in the plan? N School has provided an explanation for carryover that exceeds one-third of the new annual Y allocation. 22 Salt Lake City School District School Name: EAST HIGH School # 704 2013-14 School Program Title: Improvement Program # & Site Based 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 704 .0131 .0132 .0133 .0162 .0210 .0220 .0241 .0242 .0243 .0254 .0270 .0280 .0290 .0320 .0516 .0582 .0610 .0618 .0630 .0641 .0644 .0734 TOTAL PROGRAM ALLOCATION Educator Salary Adjustment TOTAL PROGRAM REVENUE Salary, Teacher C Salary, Teacher N/C Salary, Substitute N/C Salary, Paraprofessional N/C State Retirement FICA Dental Insurance Health Insurance Accrued Health & Accident Insurance Accrued Sick Leave Workers Compensation Unemployment Compensation Long Term Disability Contracted Services Field Trips Meetings & Workshops - Staff Development Supplies Instructional Materials Food Purchases - Adult Textbooks Library Books Equipment 214 214 214 214 214 214 214 214 214 704 704 704 704 704 704 704 704 704 .0142 .0138 .0210 .0220 .0243 .0254 .0270 .0241 .0242 Salary, Counselor / Social Worker C Salary, Quality Teaching (6 days) State Retirement FICA Accrued Health & Accident Insurance Accrued Sick Leave Workers Compensation Dental Insurance Health Insurance 240 240 240 240 240 240 240 240 240 240 240 234 100 704 704 704 704 704 704 704 704 704 704 704 704 704 .0121 .0154 .0210 .0220 .0241 .0242 .0243 .0254 .0270 .0320 .0581 .0871 .0610 Salary, Assistant Principal C Salary, Secretary (office aide or assist.)N/C State Retirement FICA Dental Insurance Health Ins. Accrued Health & Accident Insurance Accrued Sick Leave Workers Compensation Resource Officer / Colors of Success Mileage Indirect Costs 2.19% Unallocated Balance FUN LOC OBJT 205,602 12,888 218,490 114,727 24,900 4,000 17,686 31,540 12,341 1,445 7,272 1,722 574 565 Page 1 of 1 A.P. & I.B. 4209 School Title lll LAND Trust Emerg. Immig. 4222 2230 23,279 23,279 11,500 2,525 880 40 1,718 92,124 6,053 98,177 56,798 13,215 5,000 15,375 5,356 678 5,376 851 284 244 66 23 5,000 300 1 610 4,000 8,334 School Improvement Plan East High School 2013 - 2014 Principal: Paul Sagers The Salt Lake City School District does not discriminate on the basis of age, color, disability, gender, gender identity, national origin, pregnancy, race, religion, or sexual orientation in its programs and activities, except where appropriate and allowed by law. The following person has been designated to handle inquiries and complaints regarding prohibited discrimination, harassment, and retaliation: Kathleen Christy, Assistant to the Superintendent, 440 East 100 South, Salt Lake City, Utah 84111, 801.578.8251. You may also contact the Office for Civil Rights, Denver, CO, (303)844-5695.