school improvement plan 2010-2014 · 2013. 4. 8. · school improvement plan 2010-2014 mission,...

Tuesday, November 27, 2012 - 1 -

School Improvement Plan

2010-2014

Mission, Vision, Guiding Principles

Provided By OSPI,

Adapted from ESD 113 and

Modified by the SVSD

School Improvement Plan

Mount Si High School

8651 Meadowbrook Way SE, Snoqualmie, WA 98065

Mount Si High School Mission Statement

The mission of Mount Si High School is to help students:

Identify and realize their academic and personal potential;

Respect individual differences;

Develop skills and motivation for life-long learning;

and be knowledgeable, active and responsible citizens.

Mount Si High School is committed to the

Nine Characteristics of High Performing Schools.

Snoqualmie Valley School District


Table of Contents

I. District Review Team Members pg. 3

II. School Profile pg. 4-7

III. Improvement Goal #1 / Action Plan pg. 8-9 Improve Mathematical Comprehension, Fluency and Literacy

IV. Improvement Goal #2 / Action Plan pg. 10-11 Improve Scientific Comprehension, Fluency and Literacy

V. Improvement Goal #3 / Action Plan pg. 12-14 Improve General Academic Achievement for ALL Students

VI. Improvement Goal #4 / Action Plan pg. 15-16 Effective Integration of Technology to Enhance Teaching and Learning

VII. Improvement Goal #5 / Action Plan pg. 17-18 Improve Culture, Climate and Collaboration for Staff and Students

VIII. Department Goals and Strategic Plan pg. 19-35


A. District Review Team Members

List the names and titles of the District Review Team Members Joel Aune – Superintendent of Schools Date Review: November, 2012

Name & Title

Don McConkey – Curriculum Director Date Review: November, 2012

Name & Title

Board of Directors Date Review: November, 2012

Our Community The Snoqualmie Valley School District is located in the beautiful Cascade Mountain foothills of Washington State, about 30 miles east of Seattle. The district spans more than 400 square miles, serving families in North Bend, Snoqualmie, Fall City, and surrounding areas in East King County. Our large geographic area encompasses a community with diverse interests and attributes, ranging from new residents on Snoqualmie Ridge employed at nearby technology companies, to rural farmers on acreage in the Fall City area, to families in North Bend who’ve seen generations attend our schools. The school district offers quality public education to approximately 6,200 students in ten schools—one high school (grades 9-12), three middle schools (6-8), five elementary schools (P-5) and an alternative school (7-12), plus an online virtual academy (7-12) and a new parent partnership program for families who prefer to school their (K-5) children at home.

Our School Mount Si High School (MSHS) is the sole comprehensive high school in the Snoqualmie Valley School District, serving approximately 1,600 students in grades 9-12. The school began in 1945 when three neighboring schools were consolidated into one. Today, Mount Si High School offers a safe, positive learning environment that benefits from strong parental involvement and local support as the focal point of our community. Our school offers a comprehensive program to inspire learning and challenge students as they prepare for college and 21st century careers. Students have access to rigorous college- preparatory curriculum, exceptional career technical education programs, extensive technology, and a rich array of elective classes and extracurricular activities to expand their skills and interests.

In recent years, there has been a steady climb both in the number of students choosing rigorous coursework and performance scores that continue to improve.

The mission of Mount Si High School’s educational community is to enable students to identify

and realize their potential; to celebrate individual differences; to develop skills and motivation

for lifelong learning; and to be knowledgeable, responsible and productive citizens.


8651 Meadowbrook Way S.E.

Snoqualmie, WA 98065

office: 425.831.8100

counseling: 425.831.8150

attendance: 425.831.8200

College Board code: 480-797

www.mountsihighschool.com

Snoqualmie Valley

School District

www.svsd410.org

Principal:

John Belcher

Associate Principal:

Greg Hart

Assistant Principals:

Beth Castle Cindy Wilson

Counselors:

Jessica Easthope Joe Galagan Elaine Maimon Rachel Raff

Most recent data available on the OSPI website, based on 2011-12 school year.

MSHS Composite Student Ethnicity

Class of 2012 graduates 307 Native American 0.6%

Adjusted 4-year cohort graduation rate (Class of 2011)

86.1% Asian 3.3%

Adjusted 5-year cohort graduation rate (Class of 2010)

90.5% Pacific Islander 3.5%

Free or Reduced-Price Meals 13.2% Black 1.0%

Special Education Population 7.9% Hispanic 4.3%

Transitional Bilingual 0.3% White 89.4%

Section 504 4.2% 2 or more races 1.3%

Mount Si High School is accredited by the Northwest Association of Schools and Colleges and meets all requirements and standards established by Washington State.


2012-13 School Profile

For the past three years, the National College Board has named the Snoqualmie Valley School District to its AP District Honor Roll—for simultaneously increas-ing access to Advanced Placement course work while increasing student performance on AP exams. SVSD is one of only two districts in Washington State to earn this honor three years in a row!

Academic Programs

More student taking more Advanced Placement (AP) college-prep classes. This year, 17 AP classes are offered at Mount Si High School and 19 AP subjects are available through the Snoqualmie Valley Virtual Academy. About 728 seats are filled in AP classes this fall with some students taking multiple subjects. Fifty-eight Mount Si students were named 2012 AP Scholars for earning high scores (3 out of 5 or higher—the score typically needed to earn college credit) on multiple AP exams they took last spring!

Snoqualmie Valley Virtual Academy, established in 2010, offers online opportunities and more than a hundred accredited classes to meet the changing learning needs of students.

Career and Technical Education (CTE) exemplifies the intentional synthesis of technical knowledge and skills, traditional academics, and 21st century skills —learning that works for America. Culinary Arts, Construction Trades, Sports Medicine, Computer Academy/Robotics, and Engineering and Design are just a few of the options students may explore at Mount Si.

Enhanced STEM programming provides a model for integrating Science, Technology, Engineering and Mathematics (STEM) instruction in preparation for 21st Century careers. This year, two new courses — Introduction to Computer Science and AP Computer Science —

are offered in partnership with Microsoft’s TEALS program (Technology Education And Literacy in Schools) where technology professionals co-teach with Mount Si staff. Next year, a new STEM course at the Freshman Campus will explore Sustainable Engineering and Bio-Informatics concepts and careers.

Mount Si’s Freshman Campus, opening in 2013, will offer extra support to all 9th graders to ensure their successful transition to high school, expand STEM education, and alleviate crowding on the main campus.

University Partnership Programs enable students to earn college credit while in high school:

University of Washington: Astronomy 101

Central Washington University Cornerstone Program: Pre Calculus, AP Calculus, Physics

Bellevue College: 95 MSHS students were served through Running Start in 2011-12, plus select CTE courses qualify for credit through Bellevue College.

Test Score Information

Washington State Assessments: High School Proficiency Exam (HSPE)/*End of Course (EOC) exams

*In 2012, a new End of Course (EOC)

biology exam replaced a science HSPE.

Starting in 2011, End of Course (EOC)

math exams replaced Math HSPEs.

Data source: OSPI, www.k12.wa.us.

Percentage of students meeting standard.

Learn more about

Mount Si High School’s

goals and initiatives in

its School Improvement

Plan at: http://

www.svsd410.org/

parents/SIPs/MSHS.pdf

MSHS

Reading (10th grade)

MSHS

Math (All grades)

MSHS

Writing (10th grade)

MSHS

Science (All grades)

WA WA WA WA

93.3% 81.3% 87.1% EOCyr1 88.0% EOCyr2

71.1% EOCyr1 79.1% EOCyr2

97.8% 85.4% 74.9% EOC biology

64.3%

92.2% 73.3% EOCyr1 94.0% EOCyr2

95.0% 66.2% 82.3% 62.4% EOCyr1 72.9% EOCyr2

86.0% 49.7%

87.1% 57.7% 89.8% 59.1% 78.9% 41.7% 86.0% 44.8%

SAT, ACT Scores: MSHS Students Compared to State, National Averages

MSHS has seen an increase in the number of students electing to take rigorous SAT and ACT national college entrance exams. (In preparation, all students take either the PSAT or ASVAB exams their junior year.) Mount Si High School’s average SAT and ACT scores continue to far exceed state and national averages, and show steady improvement each year.

2012 SAT scores, on a scale of 200-800 are: SAT Critical Reading: MSHS: 542; compared to WA: 519 and NA: 496 SAT Writing: MSHS: 525; compared to WA: 503 and NA: 488 SAT Math: MSHS: 545; compared to WA: 530 and NA: 514

ACT Composite scores, on a scale of 1-32 show MSHS: 25.3; compared to WA: 22.9 and NA: 21.1. Composite ACT scores combine English, math, reading and science subtests.

2011-2012 2010-2011

2009-2010

A growing interest in Robotics, inspired a new Robotics Club and an Underwater Robotics Summer Camp.

Student Achievement

Students are active participants in their education. Working with

counselors, each student develops a four-year personalized

education plan based on the Pathways Model of Instruction that

involves presenting a culminating project as a senior.

6 MSHS Class of 2013 seniors are National Merit Scholars; of whom

one is a National Merit semifinalist (among the top-scoring 1% of

students in the nation) and one is a National Achievement Program

semifinalist (in the top-scoring 1% of black students in the nation)

based on their PSAT exam they took in the spring of 2012.

MSHS students earned 2,500+ college credits last year.

$7 million in scholarships for academic achievement, athletic skills,

and community service were awarded students in the Class of 2012.

The Class of 2012 had two Valedictorians with 4.0 GPA.

One talented senior was selected to perform in the 2012 Grammy

Jazz Band featuring the top young musicians in the nation.

Each year upon high school graduation, motivated seniors in the

Running Start program also earn Associate Degrees from Bellevue

College, enabling them to enter college credits for junior-year status.

The number of MSHS students enrolling in college after graduation

increases each year. Approx. 77% of seniors from the Class of 2012

continued on to college; 5% entered the military; and others worked

toward career-readiness.

Athletic Awards over the last 5 years:

Baseball— 2011 3A State Champions

Basketball, Boys—5th place in State

Basketball, Girls—KingCo 3A Tournament Champs

Cheerleading—2nd in State competitions

Football—State playoffs, 6th place in State

Golf, Boys—KingCo and District Champs, 1st in State

Gymnastics—KingCo and District Champs; team placed 4th and individuals 1st in State

Soccer, Boys—KingCo League Champs, 6th in State

Soccer, Girls—KingCo League Champs, 8th in State

Fastpitch—2011-12 5th in State, KingCo MVP player

Swimming—individual 1st in State

Track—KingCo & District Champs, team placed 5th and individuals placed 1st in State

Volleyball—KingCo Champs, 6th in State

Wrestling—Individual 1st in State; team 2nd in League

Staff Awards & Recognition

10 Mount Si teachers have earned the rigorous professional stand-

ard of National Board Certification, bringing the district total to 34.

2012 Key Club Advisor of the Year, National Award for NW Region

2011-12 KingCo League Assistant Principal of the Year Award

8 teachers awarded Washington Awards for Educational Excellence

2011 “Making IT Happen” National Award for teaching technology

MSHS volleyball coach named “2011 Coach of the Year” by Seattle

Times, and KingCo Volleyball Coach of the Year 2009, 2010, 2011

2009 Recognition of Excellence from Naga High School in Japan

for promoting language and culture across borders

2008-09 NEVAC/WaNIC Support Person of the Year

2007 Washington Restaurant Association Teacher of the Year

Washington State PTSA Golden Apple award recipients

An Educator of the Year from Mount Si High School is honored by

the Snoqualmie Valley Schools Foundation each year.

Staff Information

Classroom teachers 82

Average Years of Teaching Experience 12.4

% of Teachers with at least a Master’s Degree 61.0%

% of Teachers that are ESEA highly-qualified 99.2%

Mount Si’s 2011-12 Varsity Volleyball team were KingCo

League and Tournament champs and placed 6th in State.

2011-12 data from OSPI website, http://www.k12.wa.us/.


helps students discover their interests and pursue their goals

and aspirations after graduation!

In 2012,

Mount Si’s

Key Club raised

close to $10,000

for the American

Cancer Society’s

“Relay for Life”

to help fight

cancer.

The Snoqualmie Valley School District complies with all federal and state statutes and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. This holds true for all district employment and student opportunities. Inquiries regarding compliance and/or grievance procedures may be directed to the school district's Title IX/RCW 28A.640 Officer and Section 504/ADA Coordinator, Nancy Meeks, P.O. Box 400, Snoqualmie, WA 98065, 425-831-8015.

PO BOX 400, Snoqualmie, WA 98065

www.svsd410.org—425-831-8000

Mount Si High School Campus Activities

Mount Si High School also offers a wide variety of extra-curricular options that allow students to try new activities, learn teamwork, cultivate friendships and discover their individual interests — which can impact their life choices well beyond high school. Opportunities include, but are not limited to:

World language programs offer Spanish, French, German & American Sign Language classes. Student exchange and group travel study opportunities foster global friendships and understand-ing in France, Germany, Peru, Spain, and South Korea, and via a soccer team exchange with Great Britain. In 2011-12, MSHS hosted nine foreign exchange students on individual programs from around the world; 20 German students from a high school in Gladbeck; 18 from Naga, Japan; plus 11 students from Gangin, South Korea, and two from Chaclacayo, Peru, through the Snoqualmie Sister Cities Association.

Students also have 18 sports options as part of the KingCo 3A League. Mount Si athletes frequently participate in state tournaments and playoffs, and many earn college scholarships.

32 student-initiated and student-run after-school clubs at Mount Si High School appeal to a broad range of interests. Many clubs are actively involved in community service and have won regional, state and national recognition for their contributions to our community.

Our award-winning Debate Team brings state-wide recognition for our students’ persuasion.

Nationally-recognized Performing Arts and Fine Arts programs help students explore their creativity and showcase their talents, often earning Mount Si top honors at music festivals.

A strong DECA Program cultivates entrepreneurship, marketing savvy, and presentation skills.

Yearbook and school newspaper staff members produce award-winning publications each year.

Mount Si High School’s strong ASB program offers students opportunities to develop their leadership potential while improving their school and serving their community. 00,

Supportive PTSA and parent booster organizations help sustain and equip academic, athletic and activity programs for our students.

erseverance

espect

ntegrity

ependability

ncouragement

College Enrollment

Of Recent Graduates

Air Force Academy

Azusa Pacific University

Bellevue College

Boise State University

Cal Poly San Luis Obispo

Central Washington University

Colorado University

Cornell University

Drexel University

Eastern Washington University

Embry Riddle Aeronautical University

Evergreen State College

Fordham University

Full Sail University

George Washington University

Gonzaga University

Humboldt State College

Linfield College

Massachusetts Institute of Technology

Montana State University

North Park University

Northwest Nazarene University

Pacific Lutheran University

Pima Medical Institute

Puget Sound University

Purdue University

Ripon College

Russell Sage University

San Diego State University

Seattle Pacific University

South Virginia University

Southern Oregon University

Southern Utah University

University of Arizona

University of British Columbia

University of Idaho

University of Hawaii

University of Oregon

University of Portland

University of San Diego

University of Washington

US Merchant Marine Academy

Utah State University

Washington State University

Washington University in St. Louis

Wellesley College

Western Washington University

Whitman College

Whitworth College

Mount Si’s student-initiated PRIDE Campaign began in 2010 to define and promote what the students valued and stood for as a school. Last year, their PRIDE message gained momentum and support from staff and community members as they spread their enthusiasm and compassion to other schools and community groups — conveying a compelling message of the positive impact each individual can have on his/her peers, school community and the world around them.

Expect the Best: From Our Students · Of Our Staff · For Our Community

Annual Cats vs. Kittens competitions (staff vs. students) build PRIDE and strengthen relationships, while supporting a good cause.

10-22-2012 - 4 -

School Improvement Goal#1: Improve Mathematical Comprehension, Fluency and Literacy • Students will meet standard on end of course Algebra exams and Geometry exams by 2013 we are not opposed to numerical targets, but we

need to better understand state trends before committing to specific numbers.

• Annually we will increase number of students meeting level 4 on end of course Algebra and Geometry exams from what we could see on our preliminary EOC data, we are on track with this goal. Continue to increase percentage of students meeting level 4 by 10% per year.

• 100% of students will earn Algebra II credit or equivalent by 2013 - we are definitely on track for this, but we can’t guarantee that all students will earn credit. We have provided three alternatives to a “normal” algebra 2 class (physics algebra 2, financial math (CTE), accounting (CTE)) so all students have the opportunity to earn a third-year math credit.

• Increase enrollment from 2011 in advanced level courses such as: Algebra III, Pre-Calculus and AP Calculus, AP Statistics. • Implement a COE (collection of evidence) program for students who did not pass an EOC.

Strategies: Common and clearly articulated and aligned instruction and assessment; clear interventions strategies for struggling learners, collaboration among department; tutoring; focus on improving vocabulary and non-fiction reading comprehension in mathematics

Rationale - 2011 HSPE Math results indicate that EOC Math 1 73.1%, EOC Math 2 95.9% of MSHS students met standard - Change in state requirements for Math which now includes needing 3 high school level Math credits to graduate - 2011 HSPE Reading results indicate that 92.2% of MSHS students met standards


School Improvement Goal #1 Activities to Achieve this Goal Professional

Development

Timeline Resources

Available/Needed

Who is Responsible Monitoring

Effectiveness

Continue after school tutoring, Monday – Thursday with Math teachers, and implements a lunchtime tutoring/remediation option

• Develop communication system for referral to tutoring for struggling students

N/A Fall 2010 and on-going

Needed: SVSF grant (or other) Available: Comment Code # 54: “Student Should Come in for Extra Help

Math Department for completing grant application and determining staffing schedule Math Department and all staff for advertisement, and system, communication home

Student improvement in math (before/after scores); systems in place for referring struggling students to get additional supports. Survey students of effectiveness of tutoring supports

Create positive perception and portrayal of math among all staff and community

• • Start a PR campaign through the district publicizing the

talents and accomplishments of our math teachers (industry/STEM experience, National Board Certs, etc,)

2012-2013 ongoing

Need: Carolyn Malcom

Math Department/district PR

Increases in HSPE scores? A better benchmark might be fewer requests for transfers?

School Improvement Goal #1: Continued Activities to Achieve this Goal Professional

Development

Timeline Resources

Available/Needed

Who is Responsible Monitoring Effectiveness

Alignment and understanding of new core standards between elementary, middle and high school

District Cohort meetings

Fall 2010 and ongoing

Available: District Directed Time

Math TOSA; District Office of Teaching and Learning, HS Math Coach

Better continuity of middle school math course offerings; Decreasing enrollment in lower level classes in 9th grade from 2011

USA Test Prep benchmark test analysis

Algebra and Geometry teachers work with department math coach

benchmark testing at 1st, 2nd and 3rd quarters, analysis to follow immediately

assessment during class time , ½ day release for data analysis

Math Department, Math department coach; Algebra and Geometry teachers

Compared to End of Course exams, annual increases in student success

Re-evaluation of Algebra 1A/1B program, consideration of 1 year 2 hour block

Ongoing: training and discussions with math department and math coaches

Fall 2012 and ongoing

Available: Building Directed time, release time to visit other algebra intervention programs

Math Department; Algebra teachers

End of course exams for Algebra IB, decrease in section demand for 1A and 1B, success in Geometry for former 1B students.


School Improvement Goal #2: Improve Scientific Comprehension, Fluency and Literacy • 80% of students will meet standard on Science End of Course Exam by 2013 • Annually increase number of students exceeding standard by meeting level 4 on Science End of Course Exams • Increase sections or enrollment in upper level courses such as: Chemistry, Physics, AP Chemistry, AP Biology, AP Environmental Science,

UW Astronomy, Astronomy/Meteorology, Oceanography, Geology, Cross-Disciplinary Courses (TBD) annually

Strategies: Common and clearly articulated and aligned instruction and assessment; focus on improving vocabulary and non-fiction reading comprehension in science; clear interventions strategies for struggling learners, collaboration among department; tutoring

Rationale: - 2011HSPE results indicate that 66.2% of MSHS students met standard - Changes in state graduation requirements for class of 2013 - 2011 HSPE Reading results indicate that 92.2% of MSHS students met standards - Movement to End of Course Exams

School Improvement Goal #2 Activities to Achieve this Goal Professional

Development

Timeline Resources Available/Needed Who is Responsible Monitoring

Effectiveness

Annual science showcase to demonstrate student work using scientific method and completion of scientific research-based project & related STEM coursework and projects from STEM coursework

Research successful Science Fair programs from other districts and link to Science National Honor Society standards

March 2013 Available: Library, computer labs, COWs Available: web-based resources to communicate with community and gather community resources Needed: Development of rubric by Science and Lang Arts teachers Needed: Time for research/development/collaboration

Ninth- and Tenth-grade Science teachers with help of L.A. teachers in developing rubric

Evaluate student work from a variety of science classes, along with a reflection paper (9th/10th); Rubric – teacher and peer review of student product

Continued district alignment and evaluation of K-12 curriculum

Center for Inquiry Science; Time with all grade levels of science teacher

Ongoing training; adoption in spring 2011

Content specialist, District TOSA, building and District Directed Days

ALL Science teachers; Administrator(s) to evaluate implementation of relevant and rigorous curriculum

State EOC scores (70% by 2012; 80% by 2013)


School Improvement Goal #2: Continued Activities to Achieve this Goal Professional

Development

Timeline Resources

Available/Needed

Who is Responsible Monitoring Effectiveness

Analyzing scientific literature through the use of non-fiction texts

• Research and communicate concrete detail

• Analyze the application and use of scientific inquiry

Training in non-fiction text reading strategies

2010-11, ongoing Needed: Design/administer reading comprehension of non-fiction scientific texts Available: Computer Lab, library/librarians, J-Store, Proquest (online research resources)

Science/LA teachers Science reading comprehension rubric and assessment; HSPE scores; self-assessments and peer review processes

Develop and offer additional elective science courses considering emphasis on STEM related coursework

As needed for new courses, such as AP and college in the classroom

Ongoing Science Department, Management Team for approval

Increase number of elective offerings to meet increase in science demand


School Improvement Goal #3: Improve General Academic Achievement for ALL students • Raise achievement of previously poor performing students by increasing awareness of post high school planning- 50% decrease in the number

of students failing one class by 2013

• 100% of students will meet standard on Reading and Writing HSPE, as well as annually increase number of students meeting standard 4 on Reading and Writing HSPE

• Increase number of 11th and 12th grade students with full (6 period) academic schedules annually and increase enrollment in advanced course

work annually (Chemistry, Physics, AP courses, pre-Calc, Calc, Alg III, third year world languages, advanced CTE offerings/Tech Prep)

• Increase number of students enrolled in post-secondary education training (military, technical school, 2 year, 4 year colleges) by 25% by 2013

Strategy: Offer a variety of “best practice” trainings for teachers; examine and align inter and intra-departmental curricula; develop consistent intervention plan to identify and assist struggling students; consider a means for delivering and assisting students to their post high school plans; look at Mentorship models to increase student service learning options

Rationale: - Spring 2010 analysis showed 47 9th grade students failed one or more, first semester high school classes - Spring 2010 Reading HSPE results indicate that 92.2 % of MSHS students met standard - Spring 2010 Writing HSPE results indicate that 95% of MSHS students met standard - Recommendations from the Spring 2010 Interventions Program Review

School Improvement Goal #3: Activities to Achieve this Goal

Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible

Monitoring Effectiveness

Develop Student Mentorship Program. Consider uses of Link Crew, Natural helpers or other upperclassmen mentoring models expanding on freshmen lock in concepts for effective student transitions.

Student model and student training for how to implement

Research: 2011-2013 Implementation: 2013-2014

Needed: Evaluate and increase impact of Natural Helpers; investigate Link Crew and other models to better utilize student mentors and increase student service learning

Counseling Staff, Admin, LIT, Selected student leaders, ASB

Student feedback and climate survey results, increased student service hours and college applications, reduced poor performance academically (GPA, F’s), behaviorally (Detentions), drop outs

Cross curricular class offerings. Provide hands on non-traditional approaches like STEM models of instruction to increase student success for post HS goals and state requirements

Communication of what STEM is, how it will help achievement, why we should consider opportunities for students

Identify classes and demand by students for implementation 2012-2013

N/A Management Team; Learning Improvement Team; Counselors; Administration

Increased student enrollment; Survey feedback from those enrolled


School Improvement Goal #3: Continued

Activities to Achieve this Goal

Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Post HS Planning & Research-Develop a model for guaranteed delivery of the following to 100% of student body

• Encourage short and long range planning to increase success in post HS planning

• Increase student, parent, staff understanding of requirements for success

• Align Master schedule with career pathways and student voice

• Consider Culminating Project inclusion

Time to review possible delivery models and student needs; Facilitate staff discussion to determine common goals and expectations

2011-2012 Research available curriculum and present to staff 2013-2014 Will vote as a staff on a model we will or will not implement

Needed: Common curriculum, training, and expectations for the delivery model identified Review of current curriculums and programs showing promise Review of the research

ALL teachers, students, administrators LIT Career Counselor and guidance counselors

Pre and Post Survey demonstrating increase in student, parent, and teacher awareness of what requirements are to graduate, what military, technical school, 2 year school and 4 year schools require for entrance, what are career pathways

Academic Rigor-Development of common rigor, rubrics, instructional practices, and expectations within departments/grade levels

• Address and align common instructional programs, pace, and assessments across each course

• 100% of staff will input formative and summative assessment scores within 2 weeks on Skyward Grade book, offer additional communication and parent support to utilize.

Effective/best practice teaching workshops Alignment and common Assessment Training-common language and expectations across contents Training on unique ways of meeting the needs of diverse student learners

Begin peer observations 2011-2012 2011-13 –Identify Products, expectations, and timeslines for completion of alignment and assessemnts 2011-2013 Staff training on Assessment, alignments, diverse learners

Available: Teacher/Building/District Directed Days Needed: Development and implementation of common rubrics, assessments and clear expectations for products Accountability for follow through of implementing with fidelity by department members

All staff for collaboration; department heads, and Administration

Products developed and utilized by each department member for each course taught by department measured by same assessment tools State Scores, Overall GPA improvement, reductions in failing grades, increases in SAT, PST, ACT scores, college access %’s




Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Intervention & Prevention Program. Create and implement proactive intervention plan for struggling and advanced students to increase success to post HS goals

2011-2012:Design Model for MSHS 2012-2013: Implement full-school intervention plan and staff training

Needed: Committee for Research/Development; After-school tutoring in multiple subject areas; Increased after-school library/computer access

Available: In-building Lab Classes; Online Foundations classes; After-school Math tutoring

LIT, CAT’s; teachers for referrals and “Child Find” activities

Decrease failure rates; increase multi-grade and multi-subject success rates Increased post HS training rates, decrease in drop outs

Common Core


School Improvement Goal #4: Effective integration of technology to enhance teaching and learning • 100% @ Tier 2 (Productivity) by 2012-13 • Increase by 10% @ Tier 3 (Student-Centered Classroom) by 2012-13?

Strategy: Collaboration among staff, increase technology training and integration in the classroom, increase access to technology out of classroom

Rationale: -Stay updated with ongoing trends in technology -Make most effective use of technology levy funds -Careers of future mean higher technical skills necessary by staff and students

School Improvement Goal #4 Activities to Achieve this Goal

Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Technology Fair to showcase available student and teacher technologies

Not Necessary

Spring 2011; annually Needed: large space (Commons/Wildcat Court);

Tech committee; TILTs, TOSAs,

Feedback survey from participants; teacher participation in Technology Fair

Technology Spotlight at Staff and/or Building Directed meetings to increase tier expertise by faculty

Staff meetings, August tech in-service, PD Place

Fall 2010 and on-going

Time: 5 minutes at beginning of staff meetings

Tech committee; administration, TILT’s, teachers

Feedback from staff survey Monitor progress through classroom observations & reviews conducted by administration, dept. heads, TILTs/TOSAs. Observations conducted semi-annually?

Technology Blog and/or Discussion Groups


Fall 2010 and on-going

SharePoint Tech committee; administration, TILT’s, teachers

Staff survey on reading and posting participation-compared to 2010

Cross-departmental trainings and follow-up for best practices being used


Spring 2011 and on-going

Available: District, Building and/or Teacher Direct Days Available: Tech TOSAs Available: hardware access

Department chairs and members to collaborate in determining which training would be most useful; Tech TOSAs

Collaboration survey




Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Survey to determine additional training needs

N/A Each semester Needed: Survey Tech committee Survey results

Increase before and after school access to computer resources in a lab

N/A 2012-2013 Completed, open before and after school

Available: VISTAS Volunteer program; PTSA Needed: Adult Supervision plan

Tech committee, TILT’s, administration

Student sign-in; monitor daily volume; Frequency table

Create student service package including access to school user-share, school/class calendars, school software and school email accounts

Staff and student training

2012-2013 Spring 2011 for implementation and staff/student training

Technology Dept., Tech Committee, TILT’s

Feedback from students/teacher; monitor usage of services; Frequency table

Create blog for “Teacher Tweets” about exciting things going on in classrooms

Staff Training on “Tweets”

2012-2013 Needed: Development of guide lines for “tweeting”

Joe Dockery/Webmaster Number of “hits” increases quarterly

Need clear administrative expectations of technology use in classroom. Expectations need to cover all 3 tiers of integration: Administrative, Instructional, and Project-Based Learning.

Written guidelines and expectations distributed and taught to staff

2012-2013 Development of expectations utilizing district tech plan

Tech committee, TILT’s, administration

Creation of rubric that describes expectations for administrative, instructional, and project based learning

Purchase netbooks for use in library to be loaned out to students during school day. Used by students for projects, attending SVVA and 504 students.

N/A 2013-2014 Funds to secure equipment and expectations for use and distribution

Technology Dept., Tech Committee, TILT’s

Monitor use by students with frequency table, increase technology based projects building wide by 10% annually


School Improvement Goal #5: Improve culture, climate and collaboration for staff and students • Increase perception data regarding school climate (2010 baseline) by 30 % (I/we/gap) as evidenced by the EES survey by 2013 • Utilizing student survey, improve student perceptions annually by 10% in student engagement, sense of safety, bullying and pride in school. • 100% of staff will identify themselves on the Cultural Responsiveness taxonomy.

• Increase parent perception of school performance and culture annually by 10% starting with baseline data in 2011-2012 as measured by CEE survey.

Strategy: Increase student/staff recognition, enhance communication, identify and model professional, working norms and behaviors

Rationale: - Improve working and learning environment for optimal student and staff success - Findings and suggestions for school improvement from Intervention Program Study, High School Education Program Study Committee Report, and student engagement survey, EES Survey

School Improvement Goal #5

Activities/Strategies to Achieve

this Goal

Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Increase recognition of student and staff work

• Administrators of staff • Teachers of students • Students of staff/admin • Involve PTSA and local

service organizations

• Increase purposeful colleague to colleague observations, instructionals rounds, and walk throughs

N/A

Beginning Fall 2011 and on-going, monthly

Needed: display board in each departmental hallway and near main office

All staff and students to select deserving individuals monthly and complete template to showcase work and/or individual

Current display boards; feedback, number of nominations and faculty, student, and parent awareness by increases in nominations



Activities/Strategies to Achieve

this Goal

Professional

Development

Timeline

Resources

Available/Needed

Who is Responsible


Improve contact with non-English speaking students/families

• Employ interpreters for conferences.

• Employ interpreters to assist with understanding Back to School and registration paperwork

• Translate main correspondence from school into Spanish

Fall 2011-2012 Basic Spanish course offered to staff: Rosetta Stone, with possibility of clock hours.

Parent/teacher conferences – Fall 2011

Use volunteers from community. Solicit via MSHS e-notices (Constant Contact) Tech resources, look into website option Needed: Class facilitator; District Office – Clock Hours

ELL, World Language Department, Administration

Feedback from staff and parents survey

Offer staff training on creating culturally responsive lesson plans and cultural responsiveness in the classroom

• Research how other schools, districts have taken on school climate and cultural responsiveness issues and bring back what seems fitting to MSHS

In-service and follow-up in which each staff member brings own example to forum.

- Introduce fall 2012 - Follow-up Fall/Winter 2012-2013

- OSPI -PS/ESD - DART - Dr. G. Robinson, Tacoma S.D.

- DART - Admin.

- EES Survey - Student perception survey - Create portfolio of cultural responsibility lessons for all classes -Cultural responsive taxonomy

Review professional and student expectations and identify acceptable behaviors for a learning community

• Model and support the PRIDE Student Covenant”

• Staff collaboration on effective and positive staff interactions and relationships

• Target Bullying, harassment, suicide, and alcohol and drug reduction strategies

Presentation of the legal/contractual expectations; periodic reminders, e.g. DART newsletter. Possible staff training on ways to consider and be respectful of differences of views and opinion

Ongoing Needed: Building Directed Time Available: contract language, district policy RCW’s, Mount Si Learning Community Group Norms

All staff LIT DART Administration Counselors

- Improvement in student and staff survey results in the Spring EES Survey, parent survey, and student survey


Department Action Plan- Counseling & Guidance SIP Goal #3

Improve Student

Achievement

Strategies and Action Steps to meet Goal Who will

produce this,

communicate

this, follow up?

Timeline Resources &

Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s

Counselors run monthly “F’ report.

• Notify teachers of failing students (any class) Student-directed accountability plan:

• Committee-developed process (TBD) Teachers notify counselors of students at risk.

Counselors, students, teachers

Immediately

Additional stipend for committee members developing accountability plan

Positive student growth on an individual level Goals yet to be determined (new curriculum)

Reducing Referrals Keeping curriculum engaging & peer oriented Pre-emptive methods:

• Explain consequences • Counselor/teacher/student conference • Call home • RTI/Behavior Contract

Make disciplinary actions more consistent Assistance from and coordination with Special Ed. Teachers (if appropriate)

Teachers and counselors Admin/ISS supervisor

Immediately None Fewer teachers reporting dissatisfaction (end-of-year survey)

Increase Post-Secondary enrollment and Advanced Coursework

Add cross-disciplinary courses (History of Science, Kitchen Chemistry, Musical/Acoustic Science, etc.) Previewing upper-level course materials in lower-level

• Fit into classes already offered at Bellevue College Science Dept. Saturated

• Add upper-level and college-credit opportunities Require 3rd year Science

Department

3-year SIP plan

Additional Staffing Additional Training and Development time (Department Selected) Opportunities to observe other schools/curricula

How will we measure this? Increase in course offerings Increase in course enrollment Increase in number of students fulfilling more than minimum science requirement


Department Action Plan- Language Arts SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow-up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Helping previously Struggling Students.

-Continue to offer LA LAB courses and educate students, parents, and the community about what this program can provide for students. -Continue to explore opening LA classrooms after school for computer access, 1-on-1 help, and general LA tutoring. -Explore the possibility of offering a new senior LA course designed for students electing to pursue a “work force” pathway after graduation. -Student-led writing labs and support (also seek out parent and community support). -Continue to advocate for smaller and balanced class sizes.

LA teachers, administration, counselors, district-level administration LA teachers, administration, counselors, management and LIT LA teachers, administration, counselors, management and LIT LA teachers, administration, counselors, management and LIT LA teachers, administration, counselors, district-level administration LA teachers, administration,

Ongoing Ongoing Potentially ready for 2013-14 Begin seeking student involvement in 2012. Begin testing models. Ongoing Begin exploring in

Funding for small class sizes, LAB teachers, and placement decisions Funding for additional hours, supervision and access Funding for materials and time to research and develop curriculum Student involvement. Student pay? Advisor pay. Funding for additional FTE

Test scores, pass rate, performance in future non-LAB courses Student participation, decrease in late/missing work. Increase in academic achievement. Enrollment, participation, student pass-rate and academic achievement Student participation and usage, decrease in late/missing work. Increase in academic achievement. Increase in overall writing scores Student academic achievement and experience Student academic


-Explore the process of middle school/high school transition for struggling students—a more concrete program is needed for students who have failed and struggled with academics and behavior. This could exist both during the school year and even during the summer. -Since the majority of LA referrals come from plagiarism, continue to explore plagiarism education, awareness, and the department’s approach to prevention, including technologies such as turnitin.com and additional, staff-wide training on how to best approach plagiarism. -Continue to explore how we can raise standards, expectations, and rigor in non-AP and honors courses—and in doing so, raise the level of engagement. -Continue to align curriculum across the department to ensure that student experience and learning is consistent. -Continue to align curriculum to meet the real-world expectations

counselors, district-level administration, middle school collaboration LA teachers, Management Team, admin. LA teachers, administration, counselors, district-level administration, middle school collaboration LA teachers, administration, district-level administration, middle school collaboration, John Pinsker LA teachers,

2012. Plan in place for 2013-14 and the freshman campus Ongoing, with specific attention on new approaches in 2012 Ongoing Currently underway. Aiming to complete by the end of 2012-2013 Ongoing

Funding and time for developing and implementing this program. Funding and time for meeting and development of effective policies/strategies. District funding for technology. Funding and time for training—including AP alignment for all of our courses. Funding and release time for meetings, support, and resources, including book and curriculum adoption Funding and

achievement and experience. Test scores, pass rate, performance Decrease in plagiarism referrals. Increase in AP courses, decrease in student disengagement Increase in student engagement and sense of relevance. Student academic achievement and experience. Test scores, pass rate, performance Increase in


of college and careers beyond high school. -Explore potential solutions and alternatives for those students attempting credit retrieval by taking multiple LA courses at the same time.

administration, counselors, district-level administration, middle school collaboration, John Pinsker LA teachers, administration, counselors, management and LIT

Potentially ready for 2013-14

release time for meetings, support, and resources, including book and curriculum adoption Funding for additional FTE

student engagement and sense of relevance. Student academic achievement and experience. Test scores, pass rate, performance Enrollment, participation, student pass-rate and academic achievement


Department Action Plan- Math SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Engaging Students

Provide help to struggling students as soon as they need it.

Smaller class sizes for Geometry and Algebra 2 Utilizing Peer Tutors in classrooms.

Review current Math curriculum Lesson study cycle focusing on engagement strategies Book study on formative assessment and differentiation, including student-directed activities

Math teachers Math Dept. Chair and Principal Math teachers and counselors Math teachers

Feb. 2012 Jan. 2012 and May 2012 Beginning of each semester 2011-2012

Funding for math teachers as tutors. Release time Books for book study

35% Reduction in Fs

Reducing Referrals

Set clear expectations for behavior. Math teachers

Decreased referrals by 25% department wide.


Promote advance course work options. College credit for precalculus through CWU Cornerstone Program We are making good progress on this – we need to see this year’s and last year’s enrollments in upper-level courses.

Counselors and Math teachers

How will we measure this? Enrollment numbers, and final grades


Department Action Plan- Career and Technical Education SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s

- Teach test-taking strategies - In 8th grade, introduce high school expectations regarding

course work and assessment - Use technology to identify, target & strategize with the kids

who are failing “big time”. - Let students know test format. - Available before/after school for student support by prior

arrangement with the teacher - Contact with student parents/guardian - Use of IA’s to support instruction for at-risk students - Tracking and supporting of at-risk students by school

counselors - Teach students how to access online grades and follow-up to

improve grade

Counselors Teachers

2011/2013

Contract money for added IA time

What _25___% Reduction in F’s do you seek? What else is measurable? How will you communicate to students goal? ASB, Open house, syllabus, Parent Teacher Conf. web site, freshmen night

Reducing Referrals

- CTE Dept. uses “Employability skills” rubric for behavior expectations

- Provide students with a high level of engaging activities These are all elective courses. Need some other consequence for truancy or off campus infractions. Keep kids in our classrooms! *Is OSS/ISS an effective consequence? How can we change ISS to make it more effective? Students have to go to counseling sessions? Parents get involved?

Already in progress Administration and staff

2011/2013

None at this time

Is there a type of referral you would like to reduce? How will you communicate to students goal? Syllabus, Parent Teacher Conf., phone calls/emails



- Develop a tool for tracking students (graduated) who go on to other things (trades, etc.) besides college.

- Bring back Career Fair - Recognize Tech Prep Credit students (like we did for AP

students at 1st assembly) - Program – specific Certifications

Career Center, counselors, administration, teachers

2011/2012

Additional funding for time spent per contract language Funding for student certification exams

How will we measure this? District data tracking post-secondary student numbers and comparing them with OSPI


Department Action Plan- Special Education SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s

Students check grades weekly Developing self-advocacy skills – talk to teachers Attend tutoring w/Gen. Ed teacher/library tutoring Teacher to teacher communication All IEP team members attend IEP meetings Parent communication timely (intervention) Make up work opportunities

• Gen. Ed teacher

• Student • Spec. Ed

teacher

Current

• Train staff on IEP law and expectations of being on an IEP team

• Differentiated instruction training

What __% Reduction in F’s do you seek? By 2015 90% of students will receive credit in all classes. What else is measurable? 95% through receipt of a narrative on student progress or attending meetings. IEP team members will actively participate in team meetings. How will you communicate to students goal? In progress Reports, quarterlies


Reducing Referrals

Be proactive – clear expectations Enforce expectations – follow through Use humor Seating chart Teachers should be prepared to present a lesson – and have additional activities for those who complete work early Develop solid class management skills/practices

All teachers

In progress

Training in for behavior disorder/Autism/ Aspergers

Decreased referrals by 40% department wide? Is there a type of referral you would like to reduce? All (referral, detentions) How will you communicate to students goal? Reports, quarterlies


Field Trips to tech schools/college 2+/apprenticeships Meeting w/directors of disabilities @schools

• LWTC • BC • Central Apprenticeships – provide info to students – guest speakers Talk to Amy Anderson about more diversity in presenters. Cindy – WANIC presentations

Gail Key Kellie Essig Cindy Wilson CTE Specialists

Year long

$ for Trips Release time to research program options & meet with program directors

How will we measure this? % of students applying to programs Post-secondary will increase by 40% as measured by the CCTS survey


Department Action Plan- Physical Education and Health SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed to

make this happen!

Evidence of

Effectiveness

Reducing F’s

1. Consistently review classroom expectations, e.g., grading scale.

2. Early identification of struggling students. (Quick intervention)

3. Consistent communication w/parent & guardians regarding student status.

4. Continue of put emphasis on P.E. make ups. 5. Continue to encourage students to participate fully

regardless of non-suit. 6. Regular communication with struggling students

regarding status. 7. Mix up conditioning days, e.g., provides a variety of

activities to encourage participation. 8. Allow “in class” incentives as a way to earn a P.E.

make-up or earn extra credit. 9. Daily utilization of Purpose Statements and Learning

Targets = relevance to the student.

PE Dept. as a group will collaborate and execute this plan.

Immediate implementation of 1-9.

AAPHERD/WAPHERD Conferences (focused Professional development) Professional development (focused) specifically on successful interventions for the purpose of reducing the number of referrals, e.g., new classroom strategies that deal specifically with the student that opts-out, doesn’t suit down and

has poor attendance.

What ___% Reduction in F’s do you seek? What else is measurable? How will you communicate to students goal? This will be

determined at the

end of each

quarter/semester

grade reports. A

25% reduction in

the amount of F’s

awarded is our

initial goal.

Reducing Referrals

1. Consistently engage all students for the purpose of cultivating a good working relationship with all students.

2. Consistently encourage, specifically lower achieving students for the purpose of instilling “hope” that he/she can be successful in P.E.

3. Show visible enthusiasm for classroom activities. 4. Clearly define, explain, and re-teach grading policies,

i.e., nuts & bolts. 5. Relevant and challenging lesson plans. (Celebrate

achievement) 6. Professional development for P.E. staff (focused

specifically on reducing referrals).

PE Dept.

Immediate implementation of 1-6.

Training for those staff who would like additional training in classroom management and student engagement.

Decreased referrals by 25% department wide? Is there a type of referral you would like to reduce? How will you communicate to students goal?

This will be determined at the end of each quarter/semester


through attendance office data collected. A 25% reduction of referrals is our initial goal.


1. Increasing advanced course work across the PE/Health curriculum

2. Promoting the importance of getting professional

development(focused) for the purpose of promoting post secondary education participation.

PE/Health Dept. as a group

By the end of the 2011-12 school year

Would like to seek out to see what other high achieving schools are doing.

How will we measure this? Seek out data that specifically measures this.


Department Action Plan- Science Department/Grade Level ____Science___________________

SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training needed

to make this

happen

Evidence of

Effectiveness

Increasing student

achievement in the

sciences

Counselors run monthly “F’ report.

• Notify teachers of failing students (any class)

• Include multiple EOC preparatory opportunities for

freshman and sophomore students

• Provide more upper level science opportunities for students

not pursuing an AP track

• Provide common assessment in courses taught by multiple

teachers

Counselors,

Students,

Teachers

Immediately

Additional stipend

for committee

members

developing

accountability

plan

Positive student

growth on an

individual level

Goals yet to be

determined (new

curriculum)

Reducing the need

for Referrals

Keeping curriculum engaging & peer oriented

Pre-emptive methods:

• Explain consequences

• Counselor/teacher/student conference

• Call home

• RTI/Behavior Contract

Make disciplinary actions more consistent

Assistance from and coordination with Special Ed. Teachers (if

appropriate)

Teachers and

Counselors

Admin/ISS

supervisor

Immediately None Fewer teachers

reporting

dissatisfaction

(end-of-year

survey)


Increase Post-

Secondary

enrollment and

Advanced

Coursework

Add cross-disciplinary courses (History of Science, Kitchen

Chemistry, Musical/Acoustic Science, Forensic Science, etc.)

Previewing upper-level course materials in lower-level

• Align upper level classes with courses already offered at

Bellevue College

Science Dept. Saturated

• Add upper-level and college-credit opportunities

Add 3rd year science requirement for students planning to attend a 4-

year university

Department 3-year SIP

plan

Additional

Staffing

Additional

Training and

Development time

(Department

Selected)

Opportunities to

observe other

schools/curricula

Increase in course

offerings

Increase in course

enrollment

Increase in

number of

students fulfilling

more than

minimum science

requirement


Department Action Plan- Fine Arts SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s Engaging Students

Increase communication with parents Increase communication with other teachers Early intervention at a falling C, before it reaches an F Introduce innovative and modified lessons to engage struggling learners

Teachers Immediately On going

Skyward Student success

Reducing Referrals

Review of class expectations, behavioral guidelines on websites Increase communication with parents through websites Fewer, but more clear, class rules Consistency in enforcing behavioral expectations in a respectful manner

Teachers Students

Immediately On going

Electronic communication

Less referrals



Increase AP course offerings and enrollment Continue and increase involvement in collegiately hosted festivals and competitions Continue and increase field trips to visit college classes Increase awareness of Fine Arts classes as valuable academic courses

Teachers Counselors

Immediately On going

Fundraising Financial support (ASB, PTSA, club boosters, etc.)

Increased enrollment in Honors, AP classes Increase in students continuing with the programs

Department Action Plan- Social Studies SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s

World Hist. late work policy: History Club on Wednesday is an after school study session for students wanting help and also to make up late work for 90% credit Daily posting of learning targets Ongoing Curriculum Review of World History and US history : to develop a new curriculum in World History that will help motivate students and give them the skills and concepts to succeed as they progress into US History. Also the rewrite in 2011-12 included a more contemporary focus in World History so as to meet the graduation requirements of Contemporary World Problems. CWP/CI

W.H. Dept. Ind. teacher W.H. teacher Dep’t chair Individual teacher. World History teachers.

11/11/11 9/19/11 By end of academic year Second Quarter to have alignment of teaching in WH according to pacing calendar.

PTSA grant pending to staff this, will start in November this year

What _____% Reduction in F’s do you seek? What else is measurable? By 2012/13 students in social studies see this as a classroom ‘norm’ How will you communicate to students goal? By the end of 2012/2013 we will be ready to pilot a new curriculum that will align


Aligning of curriculum in CWP : the use of Google docs to create common assessments that reflect the different teaching styles and content of teachers whilst still meeting the general common learning objectives of each unit. To incorporate the teaching of Civics within the semester curriculum and also to integrate the new senior culminating project into units

CWP teacher

End of first semester .

curriculum within the world history program. We can then measure results from this year with results from the previous academic year’s results with the old curriculum.

Literacy Social studies staff to look at the implications of the new common core requirements on teaching and learning

Department 2012-2013

National Social studies conference, (staff to attend sessions on common core and social studies )


To have a ‘pathway’ set up in the course handbook to show students the way towards choosing advanced placement classes. To be teaching the AP human geo course to at the freshman campus

January 2013 09/12

AP Summer conference for professional development in AP Human Geo

How will we measure this? Continue to see increased enrollment in Ap classes in Social Studies.


Department Action Plan- World Language SIP Goal #3

Improve Student

Achievement


produce this,

communicate

this, follow up?


Training Needed

to make this

happen!

Evidence of

Effectiveness

Reducing F’s

1. World Language teachers will take an active role in communicating to middle school and high school counselors before registration to insure students receive proper placement.

2. Additional help will be available before and after school, and if necessary, during lunch. 3. Reduce class sizes for 1st year language classes. 4. Parents of students receiving an F for the quarter will be contacted by the teacher. 5. An action plan for each failing student will be developed. 6. Study tables will be set up at the teacher’s discretion.

World Language teachers, counselors, Sp. Ed teacher, Admin

One month before scheduling begins Every Qtr.

Input from Counselors and transcripts. Sp Ed. teacher interpret these

What _____% Reduction in F’s do you seek? Hopefully close to 50% What else is measurable? How will you communicate to students goal? Not sure yet… through syllabus or course catalog.

Reducing Referrals

1. Immediate parent contact via email/phone 2. Collaboration w/other teachers about student 3. Follow through on original discipline 4. Develop an individualized discipline plan

World Language teachers, all teachers, admin.

Throughout year

Current contact info

Decreased referrals by 25% department wide? Yes Is there a type of referral you would like to reduce?

How will you communicate to students goal?

Syllabus/clear expectations


1. Offer upper level classes during different periods throughout day. 2. Provide more visuals of the language in the school (i.e. posters in

Spanish, facts about German, announcements in different languages, etc.)

3. Continue to provide a rigorous curriculum.

Counseling Dept. Head, World Language teachers

Before scheduling Now

Counselors, teachers, data

How will we measure this? Post-secondary - data

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