tonight’s targets · 2016. 3. 3. · 20% 30% 40% 50% 60% 70% 80% 90% 100% 2005-2006 2006-2007...

Tonight’s Targets:

• Review of Current ARHS Data

• Snapshot of Academic Interventions

• Celebrating Increased Parent Engagement

Who Attends ARHS?

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

White

Hispanic

Black

Asian/PacificIslander

AmericanIndian/AlaskanNative

Multi-Racial(new to report2010-2011)

Who Attends ARHS?(% of Total Population)

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Free orReduced-PriceMeals

SpecialEducation

TransitionalBilingual

Percentage of 9th graders On Target(earned 6+ credits) - ASD Strategic Plan Goal

72.5 71.5377.19

63.33

71.65 70.5464.67

70.17 69.29

60.8766.69 67.1765.67

75.0769.5 67.21

71.27

77.48

57.32

65.85 63.52

55.8361.11 59.2

0

10

20

30

40

50

60

70

80

90

100

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

ARHS

District

AMHS

AHS

August ARHS SBA ELA Results

33

49

40

Did NotPass

Passed GRbut not CR

Passedboth

10th grade 11th grade

58

275

252

Did NotPass

Passed GRbut not CR

Passedboth

Zeros (not included above) 39

GR Pass rate who took it: 82.6%GR Pass rate with zeros: 73.9%

CR pass rate who took it: 75.7%CR pass rate with zeros: 67.7%

Zeros ( not included above) 328

GR Pass rate who took it: 59.8%

GR Pass rate with zeros: 12.0%

CR pass rate who took it: 48.8%

CR pass rate with zeros: 9.8%

Current 11th & 12th with State ELA

Assessment MET

97

59

276

351

0

50

100

150

200

250

300

350

400

Current 11th grade Current 12th grade

No

Yes

August ARHS

SBA 11th

Grade MATH

Results

57

108

89

Did Not Pass

Passed GR but not CR

Passed both

Zeros ( not included above) 218

GR Pass rate who took it: 65.5%GR Pass rate with zeros: 28.2%

CR pass rate who took it: 53.9%CR pass rate with zeros: 23.2%

Current 10th-12th with State MATH

Assessment MET

128

94

68

341

279

342

0

50

100

150

200

250

300

350

400

Current 10th grade Current 11th grade Current 12th grade

No

Yes

Science

34.20%

26.70%

33.60%

21.40%

38.10%

51.20%

56.10%

72.60%

76.30%

71.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

2005-06WASL

2006-07WASL

2007-08WASL

2008-09WASL

2009-10HSPE

2010-2011HSPE

2011-2012Biology

EOC

2012-2013Biology

EOC

2013-2014Biology

EOC

2014-2015Biology

EOC

Pe

rc

en

t M

ee

tin

g S

tan

da

rd

School

District

State

ARHS Graduation Rates

88.60%88.40%

86.70%

94.70%

87.50%

90.20%

92.00%

90.80%

89.20%

94.60%

91.60%

84.00%

86.00%

88.00%

90.00%

92.00%

94.00%

96.00%

98.00%

100.00%

c/o 2009 c/o 2010 c/o 2011 c/o 2012 c/o 2013 c/o 2014

4 year Cohort Graduation Rate 5 year Cohort Graduation Rate

Reading: The percent of 10th graders meeting standard on the state reading assessment will increase by 1.5%

(AMO) each year from 86% in 2013 to 92% in 2017 (with adjustments made using baseline data from

the 2015 SBAC assessment).

Action Step 1Close reading with double entry journals (*or other best practice strategies approved by PLC’s) will be implemented in all

content classrooms

R1.1EEach teacher will plan and deliver a close reading lesson at least once a quarter in all content classrooms.

Analysis of student double entry journals* to assess comprehension of text and plan next instructional steps at least once a quarter (in SIP

Year 1 : February and May)

R1.2 Double entry journal or PLC/Admin approved close reading strategy will be integrated into a close reading lesson quarterly in all content classrooms

Analysis of classroom based assessments in PLCs, reported at Building Leadership team meetings

MAP data will indicate increased comprehension scores at 9th grade and 10th grade Flight

Action Step 2 Tier II academic vocabulary will be taught, reinforced, and assessed across content classrooms

R2.1 Each teacher will post Tier II words in classroom

Students will use and apply Tier II words correctly in formative and summative assessments.

R2.2 Tier II words will be embedded in Learning Targets and common assessments 2015-2016

Department chairs will report Tier II implementation at Building Leadership team meetings.

SIP plan on a page

Math: The percent of students meeting standard on the Algebra and Geometry EOC will increase by 2.4% (AMO) each year

from 74.1% (Algebra) and 77.8% (Geometry) in 2013 to 83.7% (Algebra) and 87.4% (Geometry) in 2017 (with adjustments

made using baseline data from the 2015 SBAC assessment).

Action Step 1 All algebra classes will implement PLC approved “34 concept” curriculum, including weekly common assessment strategies.

M1.1 All Algebra teachers follow weekly lesson plans from curriculum

Teacher will analyze student learning weekly from common assessments.

M1.2 All teachers give weekly common spiraling assessments.


Student’s weekly self assess progress toward mastery of the 34 concepts

M1.3 QR codes embedded as interventions for each of the 34 concepts are presented for additional independent practice

Student self-assessments will reflect use of QR codes for additional practice.

Map data will indicate increased skill and understanding

(Cont) Math: The percent of students meeting standard on the Algebra and Geometry EOC will increase by

2.4% (AMO) each year from 74.1% (Algebra) and 77.8% (Geometry) in 2013 to 83.7% (Algebra) and 87.4%

(Geometry) in 2017 (with adjustments made using baseline data from the 2015 SBAC assessment).

Action Step 2 Geometry and Alg./Trig teachers will create similar spiraling curriculum as Algebra to implement fully by 2015-16

M 2.1 Geometry and Alg/Trig Pilot teachers will create and share spiraling curriculum thru Google accounts and discuss in PLC’s.

M2.2 2015-16: All Algebra teachers follow weekly lesson plans from curriculum

Teacher will analyze student learning weekly from common assessments.

M2.3 All teachers give weekly common spiraling assessments.


Student’s weekly self assess progress toward mastery of the 34 concepts

M2.4 QR codes embedded as interventions for each of the 34 concepts are presented for additional independent practice

Map data will indicate increased skill and understanding

Student self-assessments will reflect use of QR codes for additional practice.

SIP plan on a page

Credit Attainment and Graduation Rate: The adjusted 5 year graduation rate will increase from 91.2% in 2013 to 94.2% in 2016.

Action Step 1 All teacher lessons will use and communicate Learning Targets that are aligned to PLC agreed upon grade level standards.

G1.1 Learning Targets aligned with standards are being developed.

G1.2 As Learning Targets are created they will be clearly communicated to students and embedded in instruction.Students will be able to communicate their understanding of what they are learning and why.Reduction in class failures, monitored by individual teachers and Building Leadership teamIncrease in On Time Graduation

Action Step 2 Learning Targets are measurable with clear criteria for success and performance tasks provided.

G2.1 Aligned formative assessment data will be reviewed regularly to inform instructional decisions both by individual teachers and PLC

G2.2 Teacher will have process in place to gather evidence of learning dataStudent achievement on formative and summative assessments

Close ReadingSolution Tree Author and Presenter

LeAnnNickelson

I. MONDAY MORNING MEMOS by Tim Wright

•What is CR again?•What is Textual Rigor?•Determining Purpose•Using SRUNR•Annotating•The role of Talk•Double Entry Journals

II. Waiver Day Trainings and Booster Sessions

School Wide Common Core Vocabulary

• Objective: Prepare our students for the common core assessment by teaching them the most important vocabulary terms released by the CCSS.

• School wide pre-test, 5 most missed words became the focus. Teachers hung up posters, directly taught and embedded those 5 words into their curriculum for the next three weeks.

• School wide post-test on those same 5 words.

• Sixty Six percent of students showed growth.

Algebra and Intervention

Parent Outreach and Engagement

• August Home Visits

▫ 15 ARHS staff members

▫ Bilingual when needed

▫ Visited over 125 homes

Welcome packets

Parent contact

Incoming connections

▫ FABULOUS FEEDBACK

• Family Engagement Liaison

▫ Bilingual/All languages

▫ Reaching out to families

▫ Reaching within to support student needs

▫ Training and supporting staff

▫ Supporting Multicultural, Interpretive needs, Family needs

Reaching Out Even Better

• Open House

▫ Newsletter in English/Spanish

▫ Calls made in Spanish/Ukrainian/Russian

▫ Title Meeting

▫ Dinner provided for families

▫ Spanish/Ukrainian informational session on Skyward, attendance, critical information regarding ARHS

• Parent Conferences

▫ Newsletters in English/Spanish

▫ Individual phone calls made by Spanish and Ukrainian translators to invite/schedule meetings with parents

▫ Schedule adjustments from the past to better accommodate our parents busy schedules

▫ Translators on hand at conferences

Hitting the Target:2015-16

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Planning Year 2013-2014

Implementation September 2014-June 2017

Auburn Riverside High School

School Improvement Plan

School Improvement Plan Adopted by the Auburn School Board of Directors on insert school board approval date

here.

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September 2013-June 2016

Auburn School District Strategic Plan

Aspiration:

The Auburn School District aspires to be a world-class education system preparing all students to be globally

competitive for career, for college, and for life in the twenty-first century.

District Goal 1: Student Achievement

All staff in the Auburn School District provide support, leadership, and guidance to ensure each student meets or

exceeds state and district standards, graduates on time, and is prepared for career and college.

District Goal 2: Community Engagements

All staff in the Auburn School District are accountable for engaging its diverse community as partners to support

and sustain a world-class education system.

District Goal 3: Policies and Resource Management

Auburn School District policies and resources are aligned to the strategic plan.

School:

Auburn Riverside High School

Date of SIP Team District Goal Review:

SIP Team Members:

David Halford Nola Wilson Jon Aarstad Steve Mead

Geri Rohlff Bryant Thomas Mike Van Eaton Janalyn McKeehan

Scott Husar Shawn Kilgallon Jackie DeHaven Bryce Strand

Corey Ruppert Adriane Hartness

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Executive Summary- SWT1

COMPREHENSIVE NEEDS ASSESSMENT

Auburn School District Mission

In a safe environment, all students will achieve high standards of learning in order to become ethically

responsible decision makers and lifelong learners.

Auburn School District Vision

The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their

potential for lifelong learning and ethically responsible decision making.

School Mission

ARHS: where personalized learning reaches every

R espectful, contributing citizen

A ccountable to self and others

V alued critical thinkers

E ffective at communicating

N avigators of life’s challenges and opportunities

School Vision

Reaching every R.A.V.E.N.!

Background Information

WAC 180-16-220

Requirements for School Improvement Plan Each school shall be approved annually by the school board of directors under an approval process determined by the district board

of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data

driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the

ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must

include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS,

MAP, WELPA, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or

HSPE.

Stakeholder Input

School Improvement Planning began fall of 2013. A district coach, Adrienne Hartness, supported a cross

disciplinary team and administrators throughout the planning process. All staff participated in data carousels in

January 2014 and later in May and August followups. The building leadership team, made up of department

heads of every content area and additional staff such as counseling and Advanced Placement, reviewed data as

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well as executive summaries and challenges. Data gathering and planning continued on through September with

a SIP and TITLE document being finalized, although remaining a living document, in October

Highly Qualified Staff – SWT 3

ESEA Title I, Part A Section 1119 Qualifications for Teachers and Paraprofessionals

Verification of Compliance – Principal Attestations The Elementary and Secondary Education Act (ESEA) states in Section 1119(i) that each school district shall require the principal of each school operating a program under ESEA Section 1114 - School wide Programs or Section 1115 - Targeted Assistance Schools attest annually in writing that the school is in compliance with the requirements of Section 1119 in meeting personnel requirements for teachers and paraprofessionals. In addition, copies of attestations shall be:

1. Maintained at each school operating a School wide or Targeted Assistance program. 2. Maintained at the main office of the school district. 3. Available to any member of the general public upon request.

Requirements of ESEA Section 1119 –Teachers

All teachers teaching in schools with programs supported by Title I, Part A funds are highly qualified. Requirements of Section ESEA 1119 – Paraprofessionals

All paraprofessionals funded with Title I, Part A funds or employed in a Title I, Part A school wide program and assisting with instruction meet one of the three (3) following requirements:

1. Completed at least 2 years of study at an institution of higher education. 2. Obtained an associate degree (or higher). 3. Met a rigorous standard of quality and can demonstrate through a formal state approved

assessment, the knowledge of, and the ability to assist in instructing, reading, writing and mathematics, or assisting in instructing and the readiness of above named subject areas, as appropriate.

All paraprofessionals working in a Title I, Part A funded program, including a Title I, Part A School wide program, have earned a secondary school diploma or its recognized equivalent.

Title I, Part A paraprofessionals are not assigned a duty inconsistent with duties outlined in Section 1119.

Paraprofessionals work under the direct supervision of teacher consistent with Section 1119. Statement of Verification of Compliance with Section 1119 Teacher and Paraprofessional Qualification Requirements I attest that all teachers and paraprofessionals in this Title I, Part A school meet the provisions of ESEA Section 1119–Qualifications for Teachers and Paraprofessionals for the _________________school year. __________________________________________ ________________________________ (School Name) (District Name) __________________________________________ ________________________________ (Principal’s Signature) (Date Signed)

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High –Quality, Highly Qualified Teachers – SWT 5

In an effort to support new teachers with key building personnel we schedule a series of meetings. The

format of each meeting will be for selected staff to share information, and for you to ask questions about

their area of expertise. These meetings are intended to allow you to draw on those people experienced in

the building. This is meant to be a support and attendance is expected.

New Teacher Meeting Schedule: September 17th, 24th

o Security/5555/Fire Drill – Security Officer

o Attendance Procedures- Attendance Dean

o Office Procedures/Substitutes – Office Manager

o Discipline/Open House – VP

o Emergency Procedures- VP/Security Officer o Grading Process/Report Cards – Registrar

o Study Skills – Teacher

o Library Resources/Procedures – Librarian

October 8th

, 22nd

o Activities/Building use – Activities Coordinator

o Special ServicesTracking/ TRI Hours – VP

o Counseling/Running Start – Counselor

o Athletics – Athletics Director o Senior Fail Procedure – both semester and end of year – Counselor

o Referrals/504 – Counselor

o Career Center – Career Specialist

o Project Success – Teacher

o Evaluation Process – Principal

ARHS participates in the district mentoring program where new teachers are partnered with an

experienced staff member for support and guidance. (All year)

Online Staff Handbook tool. ARHS keeps an extensive online manual for all staff access. This tool

makes available everything from Discipline procedures and Responsibility charts to our SIP plan and

calendars. Virtually every form and procedure is found online and readily accessible to all staff so that

they are informed, equipped, and supplied with the necessary resources to instruct effectively.

Demographic data

Auburn Riverside opened in 1995. Currently our enrollment has recently hovered near 1600 students making

ARHS the largest high school in the district. Data, spanning the time from 2004-2013, reveals a general

decrease in student population while noting a significant increase in the Hispanic population from 7.5% in 2004

to 19.3% with a corresponding decrease in the population of white students from 80.2% in 2004 to 58.3% in

2013.

The number of free and reduced lunch students doubled from 18.4% in 2007 to 35.8% in 2013 however,

information from feeder middle schools indicates that these numbers may not be accurate, and indicate that we

should perhaps have up to 50% of our students receiving free and reduced lunches. Our primary middle school

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feeder has 50% free and reduced and our secondary feeder has 73% free and reduced lunch. This discrepancy

can possibly be attributed to high school students being less willing to report this information. The percentage of

ELL and SpEd students remained fairly steady, with a low at 5.1% in 2006 and a high at 6% in 2012.

Discipline and Attendance Analysis

In 2014, the data on attendance and behavior at the schoolhouse from the past five years was reviewed by the

staff. Attendance by days present has consistently been above 90% over the past 5 years, with 91% for 2012-13.

Absences disaggregated by excused / unexcused indicate an increase in unexcused absences from 9.1% in 2008-

09 to 13.6% in 2012-13. The average number of tardies per period have remained just below 8 for the past 3

years, 2010-11 through 2012-13.

The suspension data was broken down by the state recognized ethnicities where the behavior data was broken

down by types of actions. There are concerns with the percent of black suspensions making up 20% of all

suspensions when the population of the student body is only 5% black in 2012-2013. There is also concern that

the number of weapon violations went from one infraction in both 2009-2010 and 2011-2012 to 5 infractions in

2012-2013. However, the total number of students receiving attendance/compliance suspensions decreased from

130 in 2010-2011 to 56 in 2012-2013. Also, the number of suspensions due to fights/assaults decreased from 60

to 4 between 2009-2010 and 2012-2013.

Data Analysis- MAPS

MAP Reading

Analysis of 9th

grade MAP data for reading indicates little change from fall to spring for the last 2 years.

2012-13:

64% (254 students) on target in the fall and in the spring 65% (254 students)

37% (94 students) moderately at risk in the fall and in the spring 21% (82 students)

13% (50 students) at risk in the fall and in the spring 13% (52 students)

2013-14:



12% (45 students at risk in the fall and in the spring 9% (36 students)

MAP Math

Analysis of 9th

grade MAP math data indicates moderate growth from fall to spring, with increases in on target

students and decreases in moderately at risk and at risk.

2012-13:


24% (97 students) moderately at risk in the fall and the spring 15% (60 students)

17% (71 students) at risk in the fall and in the spring 16% (63 students)

2013-14:



15% (56 students) at risk in the fall and the spring 11% (38 students)

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Data Analysis- WELPA

WELPA In both 2010-11 and 2011-12 ARHS met AMAO targets 1 and 2. The per cent of ELL students making progress

(AMAO1) was 91.2% for 2010-11 (target 66.7%) and 68.1% in 2011-12 (target 67.2%). The per cent of ELL

students transitioning out of services (AMAO2) was 35.8% for 2010-11 (target 13.9%) and 22.6% for 2011-12

(target 7.4%). However, for 2012-13 60% made progress, 7.5% fewer than the target of 67.5%.

Additionally, 5.7% transitioned out of services, 1.4% fewer than the target of 7.4% for AMAO2.

Data Analysis- Credit Attainment, Honors/AP Enrollment *-

In both 2010-11 and 2011-12 ARHS Hispanic students at risk after Sem 1 credit earned ranged between 15.1%

and 13.9% respectively and then increased to 33.3% in 2012-13. In both 2010-11 and 2011-12 ARHS Black

students at risk after Sem 1 credit earned ranged between 8.7% and 5.9% respectively and then increased to

27.3% in 2012-13.

Data Analysis- CEE Perceptual Survey

In 2014 the perceptual data was provided to the staff for analysis. The data was broken down between staff,

parent and student perception of the school for 2012-2013 and compared to previous years. The percent of staff

that felt “struggling students didn’t receive early intervention and remediation to acquire skills” went up from

20% in 2010 to 40% in 2012. In 2012, only 35% of the students say they almost always get help from teachers

or other adults in this school when they need it. Parent perception of collaboration in all seven categories

decreased from Dec 2010 to Nov 2012. The percent of teachers that believe, “all students can meet state

standards,” went up from 36% in 2008 to 52% in 2012. Combining the top two categories in 2012, 84% of

students believe that their teacher expects them to do their best . Parent’s perception that the schoolwork their

child is assigned is relevant to his/her future success has increased from 71% in 2008 to 80% in 2012

MSP/HSPE Reading

In 2014, Auburn Riverside High School reviewed data from the state assessment in reading from academic years

2002-2013. The state assessment data was disaggregated by gender, ethnicity, and special programs. The staff

identified a challenge concerning English Language Learners because their reading scores decreased from 25%

passing in 2011-12 to 12.5% in 2012-13. Generally, staff noticed females outscored males on the reading state

assessment all years except 2011-2012. Successes were noted. They include the number of AMO cells for

ARHS meeting the participation target rates in reading increased from seven cells in 2012 to nine cells in 2013.

HSPE replaced WASL in 2009-10. Generally, ARHS students have improved scores across the board in reading

since the first HSPE test.

MSP/EOC Math

In 2014, Auburn Riverside High School staff reviewed data from the state assessment in Math called the EOC

(end of course) assessment from academic years 2010-2013. The state assessment data was disaggregated by

gender, ethnicity and special programs. The staff identified several challenges in the data they reviewed. One

highlighted challenge from the data was the overall student population showed a sharp decline in the percentage

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of students meeting standard (from the 63.1% in 2011 to 30.7% in 2013). Staff did notice that this drop was also

evident in the Washington state data (the state showed a drop from 71.1% in 2012 to 53.1% in 2013). Also,

many staff noted a widening gap between gender on the 1st year EOC (3.7% in 2011 to 6.8% in 2013). Some

celebrations included a closing gap in gender on the 2nd

year EOC (from 4.8% in 2011 to 2.9% in 2013).

MSP Science/EOC Science

In 2014, Auburn Riverside High School staff reviewed data from the state assessment in Biology from academic

years 2011-2013. The state assessment data was disaggregated by gender, ethnicity and special programs. The

staff identified a challenge in the data they reviewed in that the percentage of the ELL students on the state

biology assessment showed a decrease over time (from 11.1% in 2011-12 to 0% in 2012-2013). A closer look

also showed that Asian and Pacific Islander groups showed a similar decrease (from 82.2% in 2011-12 to 62.8%

in 2012-13). On a positive note, the overall score showed an increase in the percentage of students meeting

standards on the Biology state assessment (from 62.7% in 2011 to 70.6% in 2012-2013). Further, staff noticed

the school consistently outperformed the state when comparing the passing rate on the state assessment.

MSP/HSPE Writing

In 2014, Auburn Riverside High School reviewed data from the state assessment in writing from academic years

2002-2013. The state assessment data was disaggregated by gender, ethnicity, and special programs. The staff

identified a challenge concerning females consistently outscoring males every year from 2008-2013. They also

noted tenth grade state assessment scores in writing have barely increased from 88.4% in 2011 to 88.9% in 2013.

This suggests a flatline of concern. Successes were noted. They include the percentage of black students

meeting state assessment in writing decreased from 90.5% in 2009 to 83.3% in 2013. Also the percentage of

students in special education meeting standard increased from 42.1% in 2012 to 66.7% in 2013.

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Parent involvement – SWT 6 As ARHS transitions to a more diverse population its parent outreach and involvement must become more

diverse. ARHS is training all of its staff including office staff, in the greater use of Trans Act Interpretive

services and document translations, parent engagement strategies, and the impact of poverty. All formal

communications including handbooks and newsletters will be transitioned to translated versions for all home

languages in the building.

Starting the Summer of 2014 teams of teachers, counselors, and administrators will reach out to parents and

families by visiting homes of students enrolled in FLIGHT and ELL within the ARHS community. These visits

will welcome, inform, and answer questions related to student success and parent involvement. A Spanish

speaking staff member will be included for Spanish speaking homes.

ARHS will begin a redesign of the traditional Open House it has had for 19 years with a move toward a

Curricular and Standards Based event. Parents will be encouraged to understand what it takes for their student to

achieve and how best to support them and/or connect with the schoolhouse for support.

With our Hispanic population growing to over 20%, ARHS will introduce a Latino advisory, encouraging

parents to grow with us and support our success.

Student Transitions – SWT 7 ARHS has tiers of transition support for all incoming students: Tier 1: Orientation Class for all 9th graders or embedded Orientation in 9th grade AP Human Geography, FLIGHT, and ELL. Course focuses on building wide academic and post high school support services, achievement goals, 5 yr plans, culminating portfolio introduction, and student success skills. To be added this year, Digital Citizenship. Raven Crew , a student based mentoring program designed to welcome and help transition 9th graders, pairs 9th graders them with upperclassmen starting the first day of school. Tier 2: FLIGHT program: ARHS reviews data (grades, MSP, etc) of all incoming 8th graders looking for those needing greater transition support. 60 students are enrolled in our specially designed FLIGHT program in which 3 teachers teach ELA, Algebra, World Studies, Orientation, and Study Skills.

Tier 3:

Beginning fall 2014, FLIGHT students will roll into an abbreviated 10th

grade FLIGHT study skills in which

ELA, Math, and Science teachers will be available each day to them for ongoing academic support.

Assessment Decisions- SWT 8 Teachers at Auburn Riverside contact and utilize data in a variety of ways and at numerous levels. The

administrative team in conjunction with the Building Leadership team (All department heads and program leaders)

review and discuss Achievement (HSPE, EOC, CEE, WLPT), credit attainment and other relevant data on a by

grading period basis. Department heads work within their department PLCs looking at F grades by grading

period, Map data, and other relevant data. Our ELL and SpEd departments work with department members and

administrators regarding WELPA, DAPE and other relevant data as well. Twice a year the entire teaching staff of

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ARHS reviews and analyzes achievement, demographic, contextual, and perceptual data, resulting in

recommendations regarding school wide improvement and departmental decisions.

This work with data results in PLC’s being more focused on curricular changes and relevant learning targets.

Students are identified more readily for targeted support and instruction such as in math intervention courses and

Flight programs. Students are also identified for closer monitoring and support.

Effective, Timely Assistance – SWT 9 Students entering from 8th grade are screened by grades, attendance, and achievement scores to determine placement

in 9th grade At Risk FLIGHT program. All 9th are supported in transitions through Orientation program. FLIGHT

students entering 10th grade are supported another year through FLIGHT study skills course. All students have the

option to choose study skills support course as well. Math intervention is provided to students who fail Algebra or

Geometry their first semester. Students who fail LA or SS courses may qualify for Recapture courses. Flexible

grouping is provided in LA and SS courses.

Students with IEPs are served and monitored with LA, Reading, Math, and Study Skills courses. ELL students are

supported in LA and sheltered in Orientation and study skills.

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Pyramid Response to Interventions

Support for All Students

Clear Learning Targets, Success

Criteria in all classes.

Close Reading in all classes using Double

Entry Journaling and other Close Reading

strategies.

Academic Vocabulary taught in all classes

Core Curriculum

o Identified Standards for all

courses

o Common Assessments

o SBAC stems created with in core

courses

School Structures

PLC’s use Data for

decision making

Yearly Data Carousels with

all staff involved

MAPS testing

Raven Crew and Orientation for

Transitioning 9th

Tier 1: Core Program

Targeted Supplemental Support

Study Skills courses for

individualized support.

Flight 10th

Study Skills

Testing Center

4 week progress reports

Parent Teacher conferencing

Embedded Tech intervention in

Algebra 1/2 , Geometry, Alg 3/4

Supplemental Courses

Orientation for 9th

Flight for At Risk 9th

Apex Online for credit def.

Recapture courses in LA and

SS for credit def.

Alg/Geom. 2nd

semester

intervention classes

Basic LA and SS

Tier 2: Supplemental Support

SpEd

ELl, and sheltered ELL

study skill and Orientation

ELL Lab

Tier 3: Intensive Support

Special

Education Testing

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Prioritized Challenges

Prioritized Challenges for ELA

The gap in the percent of low income 10th graders and non-low income 10th graders meeting standard on the state assessment in reading between 2010 and 2013 is an average of 20%. The per cent of 10th grade Black students meeting standard on the Reading HSPE decreased from 90.5% in 2009 to 83.3% in 2013. The gap between low income 10th graders and non-low income 10th graders meeting standard on the biology EOC increased 27.7% in 2012 to 29.8% in 2013.

The per cent of 10th grade students meeting standard on the state assessment in reading has increased 3.9% over 5 years from 85.0% in 2009 to 88.9% in 2013. Prioritized Challenges for MATH The gap between low income and non-low income students meeting standard on the EOC1 (Algebra) has

averaged 23% for three years: 32.6% in 2011, 25.2% in 2012, and 23% in 2013.

The gap between low income and non-low income students meeting standard on EOC2 (Geometry) increased

from 4.9% in 2011 to 19.9% in 2012 and then decreased to 14.5% in 2013.

Prioritized Challenges for GRADUATION

Staff perception that struggling students receive early intervention and remediation to acquire skills was 44% in

2008, 20% in 2010 and 40% in 2012.

Parent perception of collaboration and communication decreased for all 7 EES survey items from 2010 to 2012.

In 2012 35% of students responded that they “Almost Always” and 34% responded “Often True” to getting help

from teachers or other adults in the school when they need

From 2010 to 2013 the percentage of Black, Pacific Islander, and Hispanic behavior and attendance suspensions

is higher than the percentage of those subgroups in the school’s total population.

In the 2012-13 school year African American students were over 2 times more likely to be suspended compared

to all other population groups. African Americans were 5% of school population and 11% of suspensions.

From the 2010-11 to 2012-13 school year the per cent of ARHS 9th

grade students passing classes, based on 1st

semester credits earned, decreased in every subgroup: White 5.45% decrease, Hispanic 21% decrease, Asian

24% decrease, Black 10.6% decrease, Pacific Islander 57.1% decrease, 2 or more races 18.7% decrease.

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The total number of 9th

grade course failures increased from 192 for grad class 2014 to 539 for grad class 2016.

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Needs Assessment Data Documents

o WELPA results

o Credit Attainment Dashboards

o Honors/AP Dashboards

o CEE results

o SAT/ACT results

o Discipline/Attendance Dashboards

o Demographic charts

o AYP Results

o HSPE/EOC Results and trend charts

o Other

o

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2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-2013

ARHS 62.1% 59.6% 73.5% 82.7% 82.2% 82.8% 85.0% 82.0% 82.3% 87.5% 88.9%

District 60.6% 60.1% 71.4% 79.2% 79.5% 78.2% 77.9% 76.7% 78.6% 80.8% 84.3%

State 60.0% 64.5% 72.9% 82.0% 80.8% 81.8% 81.2% 78.9% 82.6% 81.3% 85.0%

62.1%

59.6%

73.5%

82.7% 82.2% 82.8% 85.0%

82.0% 82.3%

87.5% 88.9%

55.0% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0% 90.0% 95.0%

%M

ee

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ead

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Stan

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Reading 10th Grade WASL/HSPE, 2002-2013

SMART Goal 1

Subject Area:

School Name: Auburn Riverside High School

Target Population- based on

demographic, discipline and attendance

data analysis:

All Students with particular focus on Hispanic, Black and Low income

Our Reality-based on assessment

data analysis:

Our SMART Goal-based on target

population and your reality:

The per cent of 10th graders meeting standard on the state reading assessment will increase by 1.5% (AMO) each year from 86% in 2013 to 92% in 2017 (with adjustments made using baseline data from the 2015 SBAC assessment).

Action Plan

Action Step Close reading with double entry journals will be implemented in all content classrooms

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Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

R1.1EEach teacher will plan and deliver a close reading lesson at least once a quarter in all content classrooms. R1.2 Double entry journal or PLC/Admin approved close reading strategy will be integrated into a close reading lesson quarterly in all content classrooms

Analysis of student double entry journals to assess comprehension of text and plan next instructional steps at least once a quarter (in Year 1 of plan February and May) MAP data will indicate increased comprehension scores at 9th

grade and 10th grade Flight Analysis of classroom based assessments in PLCs, reported at building leadership team.

PPD on close reading and double entry journals for all staff August 2014

SDE presenter August 2014 Protocol to analyze student work PLC Building Hours Principal Hours

Administrators Building Leadership Team (Content Leads) All teachers

Alignment to District Improvement Plan Objectives:

Action Step Tier II academic vocabulary will be taught, reinforced, and assessed across content classrooms


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R2.1 Each teacher will post Tier II words in classroom R2.2 Tier II words will be embedded in Learning Targets and common assessments 2015-16…

Students will use and apply Tier II words correctly in formative and summative assessments. Department chairs will report Tier II implementation at Building Leadership team meetings.

Prelaunch: Sept – Dec 2014. Building Leadership to reach consensus on common Acad. vocab. Launch Jan 2015 2nd semester through Waiver day and Monday memos PD

SDE presenter August 2014 Book study PLC Bld Hours

Administrators Building Leadership Team (Content Leads) All teachers


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2010-11 2011-12 2012-13

White 67.3% 80.8% 37.5%

Hispanic 48.5% 55.6% 24.2%

Asian/Pac. Islander 67.3% 78.5% 26.1%

Black 41.7% 60.0% 12.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

%o

f St

ud

en

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and

ard

Math EOC 1, All Grades By Ethnicity, 2010-2013

SMART Goal 2

Subject Area:

School Name: AUBURN RIVERSIDE HIGH SCHOOL


demographic, discipline and attendance

data analysis:

All students in Algebra, Geometry, and Advanced Algebra with a particular focus on low income and Hispanic and Black.


data analysis:

Our SMART Goal-based on target

population and your reality:

The per cent of students meeting standard on the Algebra and Geometry EOC will increase by 2.4% (AMO)

each year from 74.1% (Algebra) and 77.8% (Geometry) in 2013 to 83.7% (Algebra) and 87.4% (Geometry) in

2017 (with adjustments made using baseline data from the 2015 SBAC assessment).

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Action Plan

Action Step All algebra classes will implement PLC approved “34 concept” curriculum, including weekly common

assessment strategies.


M1.1 All Algebra teachers follow

weekly lesson plans from curriculum

M1.2 All teachers give weekly

common spiraling assessments.

M1.3 QR codes embedded as

interventions for each of the 34

concepts are presented for additional

independent practice

Teacher will analyze student learning

weekly from common assessments.

Map data will indicate increased skill

and understanding

Analysis of classroom based

assessements in PLCs

Student’s weekly self assess progress

toward mastery of the 34 concepts

Student self-assessments will reflect

use of QR codes for additional

practice.

Algebra teacher PD

in August

Ongoing in PLC

Bob Morgan, presenter

Inservices

PLC

Building Hours

All Alg teachers

Dept administrator

Dept Chair


Action Step Geometry and Alg./Trig teachers will create similar spiraling curriculum as Algebra to implement fully by 2015-

16


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M 2.1 Geometry and Alg/Trig Pilot

teachers will create and share

spiraling curriculum thru Google

accounts and discuss in PLC’s.

M2.2 2015-16: All Algebra teachers

follow weekly lesson plans from

curriculum

M2.3 All teachers give weekly

common spiraling assessments.

M2.4 QR codes embedded as

interventions for each of the 34

concepts are presented for additional

independent practice

Teacher will analyze student learning

weekly from common assessments.

Map data will indicate increased skill

and understanding

Analysis of classroom based

assessements in PLCs, reported at

Building Leadership team meetings

Student’s weekly self assess progress

toward mastery of the concepts

Student self-assessments will reflect

use of QR codes for additional

practice.

2014-15 School year

Launch 2015:

Geometry & Alg/Trig

teacher PD in August

Ongoing in PLC

Bob Morgan, presenter

Inservices

PLC

Building Hours

All Alg teachers

Dept administrator

Dept Chair

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SMART Goal 3

Subject Area:

School Name: Auburn Riverside High School


demographic, discipline and

attendance data analysis:

All students with a particular focus on Hispanic and Pacific Islander.


data analysis:

2010-2011 S1 Credits Earned 2011-2012 S1 Credits Earned 2012-2013 S1 Credits Earned

Percent of students at risk Percent of students at risk Percent of students at risk

AR MR OT AR MR OT AR MR OT

AR

HS

Amr Indian/Alska Nat 44.44% 11.11% 44.44% 0.00% 0.00% 100.00% 0.00% 0.00% 0.00%

Asian 2.56% 10.26% 87.18% 4.26% 12.77% 82.98% 2.38% 14.29% 83.33%

Black 8.70% 26.09% 65.22% 5.88% 0.00% 94.12% 8.33% 29.17% 62.50%

Hispanic 15.07% 27.40% 57.53% 13.92% 27.85% 58.23% 16.84% 25.26% 57.89%

Multiracial/non-Hispanic 12.50% 12.50% 75.00% 9.52% 14.29% 76.19% 7.14% 7.14% 85.71%

Pacific Islr/Ntv Hawaiian 0.00% 100.00% 0.00% 40.00% 0.00% 60.00% 42.86% 0.00% 57.14%

White, non-Hispanic 10.49% 15.03% 74.48% 7.56% 11.11% 81.33% 4.83% 21.26% 73.91%

ALL 11.16% 17.31% 71.53% 8.77% 14.04% 77.19% 8.37% 21.18% 70.44%

AG 12.42% 21.57% 66.01% 10.34% 17.82% 71.84% 12.06% 21.11% 66.83%

Our SMART Goal-based on

target population and your reality: The adjusted 5 year graduation rate will increase from 91.2% in 2013 to 94.2% in 2016.

Action Plan

Action Step All teacher lessons will use and communicate Learning Targets that are aligned to PLC agreed upon

grade level standards.


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G1.1 Learning Targets aligned with

standards are being developed.

G1.2 As Learning Targets are created

they will be clearly communicated to

students and embedded in

instruction.

Student’s will be able to

communicate their understanding of

what they are learning and why.

Reduction in class failures,

monitored by individual teachers and

Building Leadership team

Increase in On Time Graduation

PD For all staff Aug.

2014

Voluntary

participation in Book

Studies

Admin Monday

Memos will include

PD tips on LT

Building PD focus

Jan, Mar, May.

Learning Targets

PD/Presenter in August

Learning Target Book

Study

Cel5D instructional

framework

Building and Principal

hours

All teachers

Admin


Action Step Learning Targets are measurable with clear criteria for success and performance tasks provided.


G2.1 Aligned formative assessment

data will be reviewed regularly to

inform instructional decisions both by

individual teachers and PLC

G2.2 Teacher will have process in

place to gather evidence of learning

data

Student achievement on formative

and summative assessments


2015-16

Voluntary


Studies

Admin Monday

Memos will include

PD tips on LT

Building PD focus on

Learning Targets



Study

Cel5D instructional

framework

All teachers

Admin

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waiver days


Action Step

Teachers will have students assess their own learning in relation to communicated learning targets.


G3.1 Teacher will provide students

with a system to assess their own

learning in relation to learning

targets.

Students can articulate their progress

of learning


2015-16

Voluntary


Studies

Admin Monday

Memos will include

PD tips on LT

Building PD focus on

waiver days

Learning Targets



Study

Cel5D instructional

framework

All teachers

Admin


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Planning Implementation Calendar:

In this section develop a timeline for the SIP process for the next school year.

Timeline for Planning Process August

Staff Data and Sip Goals Meeting – All Goals – Building Staff meeting

Professional Development Close Reading, Acad. Vocab & Learning Targets – R1.1 and G1.1 – Building

Inservice

Teacher 9th

grade Outreach – Parent Involvement – Teacher Home visits

Academic vocab– R2.1 – Book Reading

September

Trans Act inservices – Parent Communication

Ongoing PD articles, Tips, examples – Goal 1 and Goal 2 – Staff Weekly Bulletin

Teacher 9th

grade Outreach – Parent Involvement – Teacher Home visits

Review of SIP goals/strategies for Final approval – all Goals – Building Leadership meeting

CTE Close Reading Inservice – R1.1 & R1.2 – PD Inservice

Spiraling Math Curriculum begins – Goal 2 – Daily and PLCs

October

Revised Open House/Curriculum Night – Parent Involvement & All Goals – Oct 1

Hispanic and Ukranian Outreach – Parent Involvement – Oct 1


All staff Review of SIP and strategies – All Goals – PLC’s and Building Leadership Team

Close Reading Inservice – R1.1 & R1.2 – Waiver Day

MAPs training – Goal 1 and Goal 2 – Waiver Day

Grade Cam and Standards Based Grading Inservice – All Goals – Waiver Day

LEAP – Parent Involvement & Goal 3 – Initial Kickoff

Spiraling Math Curriculum– Goal 2 – Daily and PLCs

November


Ongoing Spiraling curriculum creation, alignment, and review - Goal 2 – Math PLCs

One to One contact for Parent Teacher conferences- Parent Involvement – Targeted Phone Calling

SBAC inservice for SS and other depts..– R1.1 & R1.2 – Prof. Dev.

LEAP – Parent Involvement & Goal 3 – Initial Kickoff

Academic vocab– R2.1 – Book Reading

Academic Vocab Survey – R2.1 & 2.2 – Building Leadership Team

Review of SIP goals/strategies– Goal 1 – Building Leadership meeting


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December



Academic Vocab Determination and Dissemination – R2.1 & R2.2 – PD


January

Data Review all Staff – All Goals – Building Leadership




February




March

Acadmic Vocab Inservice – R2.1 & R2.2 – Waiver Day

Learning Targets and Success Criteria – Goal 3 – Waiver Day




April




May

End of Year Review of SIP Goals – All Goals – PD Waiver Day




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Timeline 2015-16

August Staff Data and Sip Goals Meeting – All Goals – Building Staff meeting

Professional Development Learning Targets and student growth G1.1 – Building Inservice

Teacher 9th grade Outreach – Parent Involvement – Teacher Home visits

September

Trans Act and Engagement inservices – Parent Communication

Grade Cam and Standards Based Grading Inservice – All Goals – Waiver Day Ongoing PD articles, Tips, examples – Goal 3 – Staff Weekly Bulletin

Teacher 9th grade Outreach – Parent Involvement – Teacher Home visits

Spiraling Math Curriculum begins – Goal 2 – Daily and PLCs

October

Open House/Curriculum Night – Parent Involvement & All Goals

Staff inservice Student Safety

Hispanic and Ukranian Outreach – Parent Involvement Ongoing PD articles, Tips, examples – Goal 1 and Goal 2 – Staff Weekly Bulletin

All staff Review of SIP and strategies – All Goals – PLC’s and Building Leadership Team


November



One to One contact for Individual Teacher conferences- Parent Involvement – Teacher Targeted Phone Calling

Parent Teacher Conferences – All School Spiraling Math Curriculum– Goal 2 – Daily and PLCs

December




Academic vocab 2.0 staff initiation

January

Academic Vocab kick off Ongoing PD articles, Tips, examples – Goal 1 and Goal 2 – Staff Weekly Bulletin


Spiraling Math Curriculum– Goal 2 – Daily and PLCs Academic Vocab Survey – R2.1 & 2.2 – Building Leadership Team

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Academic Vocab 2.0 Survey – R2.1 & 2.2 – Building Leadership Team

Academic Vocab 2.0 Determination and Pretest – R2.1 & R2.2 – PD

February

Data Review all Staff – All Goals – Building Leadership




Academic Vocab 2.0 classroom curriculum

March

Learning Targets and Success Criteria – Goal 3 – Waiver Day




Acadmic Vocab 2.0 post test and data review

April Spiraling Math Curriculum– Goal 2 – Daily and PLCs



May

End of Year Review of SIP Goals – All Goals – PD Waiver Day


