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.