Secondary School Improvement Plans · 2014-06-16 · Secondary School Improvement Plans 2013-2014 . Desert Hills Middle School School Improvement Plan 2013-2014. ... the overall parent

Secondary School Improvement Plans

2013-2014

Desert Hills Middle School

School Improvement Plan

2013-2014

Updated 10/25/2013 2

School: Desert Hills Middle School School Year: 2013-2014

SCHOOL INFORMATION

1. Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and

percentage of low income, bilingual, and migrant students.

It is the mission of Desert Hills Middle School to be a caring, responsive, and supportive community where all students are encouraged to

succeed and be responsible. The main focus at Desert Hills is to increase students' literacy, math and science skills. We plan to use staff

development opportunities to improve instruction and the quality of work given to our students. We continue to work to increase MSP and

MAP test scores each year. We have incorporated a school wide citizenship program (Make Your Day) that promotes respect, responsibility

and integrity. This program allows teachers to increase the time they spend on academics, thus increasing the quantity and quality of

instruction. 39% of the students at Desert Hills are involved in music and 30% of our students are in gifted and honors classes. About 6% of

our students participate in the Learning Assistance Program (LAP). We have no students in Title I or ELL programs. On September 4, 2013,

Desert Hills had a total enrollment of 967 students. We have 22% minority and 25% low income students.

2. Summarize the results of the following:

a. Staff Surveys

Using the results from the most recent Harris Survey, the overall teacher satisfaction was rated at 7.9 out of a possible 9.2.

b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been

identified?

Using the results from a 2012 Parent Survey, the overall parent satisfaction was rated at 87%. Desert Hills has an active PTO which

involves numerous parents. We have an Open House every fall that is very well attended. We also have arena and student led

conferencing in late fall where our teachers hold a one-on-one conference with about 80% of our parents. Every year in November, our

Leadership class sponsors a Veteran's Day Assembly that includes numerous guests from the community. Every year during Engineers’

Week, we have numerous engineers from the community give presentations to our science classes. To facilitate better communication

between home and school, all of our parents have access to the Parent Portal where they can regularly check their child's grades and

assignments. Desert Hills also has a Web Site that’s updated regularly and a Homework Calendar that’s updated daily. A school

newsletter is also sent home with students and posted on our web site quarterly.

3. Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), MAP, DRA, Reading Assessments, MSP

Trend, and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the

strengths and weaknesses of your current program based on building data).

We have achieved the state’s Annual Measurable Objectives (AMO’s) and our scores are the highest in the Kennewick School District. Our

MAP (Measures of Academic Progress) scores are above the District average in math and reading for all grade levels. We have a higher

percentage of students meeting the State standards than the District average. Our strengths include outstanding reading, writing, math, science,

and music curriculums and a staff who willingly participate in numerous staff development opportunities. Weaknesses include making sure we

are teaching all of the Common Core Standards, especially those we anticipate to be on the State administered exams.

Updated 10/25/2013 3

4. Professional Development: What needs have been identified for professional development for certificated and classified staff that

will be addressed in this plan?

1. Certified staff members need to participate in staff development workshops during building professional days (BPD).

2. Each certified staff member needs to belong to a professional learning community (PLC) that meets weekly to analyze test data,

adjust curriculum as needed, plan appropriate lessons, develop formative assessments and work on PERRR (Purpose,

Engagement, Rigor, Results, Relationships).

3. Certified staff members need to participate in quarterly building curriculum workshops during Wednesday early release days.

4. Teachers need to participate in release-time building workshops to analyze data, align curriculum, design common assessments

and improve their instructional skills.

5. Certified staff members need to understand the importance of Purpose, Engagement, Rigor, Results and Relationships and

participate regularly in Instructional Academies, building staff development workshops, and reflective conversations with their

evaluators where PERRR is discussed.

6. Math and Science teachers need to participate in district cadre meetings to analyze data, align curriculum, develop pacing guides

and improve their instructional skills.

7. Classified staff members who work with students in the classroom need to complete a core competency program, meet monthly

for in-building paraeducator training, and continue to attend District workshops.

5. Curriculum and Instruction: What needs have been identified and will be addressed in this plan?

1. Improve test scores at least 5% per year

2. Improve the quality of instruction and the quality of work assigned to students

3. Improve the culture of the school by teaching Respect, Responsibility and Integrity (the Make Your Day program)

6. Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.

Include a description of how staff studied best practices and research, visited or contacted successful schools and programs,

received input from the staff and parents as the plan was developed, and matched the solutions to priority needs.

Our staff members regularly identify student needs through data analysis workshops and meet in PLC's to identify and implement solutions.

Teachers in each curricular area are coordinating a building-wide program to make sure that efforts aren't duplicated between grade levels

and are studying the correlation between MAP and MSP scores. Teachers have also implemented a building-wide sustained silent reading

program where students read for 10 minutes a day in a different subject area each week. The math teachers are also coordinating curriculum

to make sure the proper units in the Holt math series are being taught prior to the MSP exam. The teachers who teach high school level

courses teach the same units and use the same pacing guides as the high schools. The math and science teachers attend regular workshops

to learn various teaching strategies. The science teachers also receive continuous training in the use of a variety of science kits that teach

process as well as content. Staff members in all areas will be altering their testing methods to include MSP-like questions where problem

solving skills are tested. Staff members attend Staff Development Workshops - this year's emphasis is using the TPEP evaluation process to

improve instructional and communication skills.

Updated 10/25/2013 4

STUDENT ACHIEVEMENT DATA Desert Hills Middle School

MEASURES OF ACADEMIC PROGRESS READING Grade Assessment Spring Percent Meeting Standard

2008 2009 2010 2011 2012 2013

6 MAP Testing 82 76 76 79 74 76

7 MAP Testing 74 73 74 77 78 76

8 MAP Testing 64 75 74 71 78 78 Standard for MAP Testing is the 51st percentile and above

MEASURES OF ACADEMIC PROGRESS MATHEMATICS

Grade Assessment Spring Percent Meeting Standard

2008 2009 2010 2011 2012 2013

6 MAP Testing 79 77 78 74 69 75

7 MAP Testing 69 73 76 76 73 69

8 MAP Testing 64 66 70 71 69 69 Standard for MAP Testing is the 50th percentile and above

WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS


2008 2009 *2010 *2011 *2012 *2013

6 Reading 87 87 74 80 80 78

6 Mathematics 66 66 57 62 63 59

7 Reading 83 76 75 68 88 80

7 Writing 76 84 83 86 90 86

7 Mathematics 62 69 65 63 67 67

8 Reading 76 77 83 76 81 76

8 Mathematics 64 61 55 45 57 55

8 Science 66 72 69 72 77 77 Standard for the MSP is 400 points for Reading, Math, & Science and 9 points Writing

Did your school meet AMO’s? 2008 2009 2010 2011 2012 2013

Yes X X X X No No

No (If NO, what categories?) Reading/

Math

Reading/

Math

Updated 10/25/2013 5

2012-13 MSP/HSPE Results –Desert Hills Middle School

Grade Level Reading Math Writing Science

6th Grade 77.7% 58.6%

7th Grade 79.9% 67.2% 85.7%

8th Grade 75.7% 55.2%

77.3%

Grade Level * EOC Math Year 1 EOC Math Year 2

All Grades 99.3% 100.0%

Student Demographics

Enrollment

October 2012 Student Count

963

May 2013 Student Count

970

Gender (October 2012)

Male 509 52.9%

Female 454 47.1%

Race/Ethnicity (October 2012)

American Indian/Alaskan Native 7 0.7%

Asian 24 2.5%

Pacific Islander 6 0.6%

Asian/Pacific Islander 30 3.1%

Black 17 1.8%

Hispanic 131 13.6%

White 769 79.9%

Two or More Races 9 0.9%

Special Programs

Free or Reduced-Price Meals (May 2013) 243 25.1%

Special Education (May 2013) 103 10.6%

Transitional Bilingual (May 2013) 14 1.4%

Migrant (May 2013) 11 1.1%

Section 504 (May 2013) 20 2.1%

Foster Care (May 2013) 0 0.0%

Other Information (more info)

Unexcused Absence Rate (2012-13) 229 0.1%

Teacher Information (2012-13) (more info)

Classroom Teachers

48

Average Years of Teacher Experience

15.7

Teachers with at least a Master's Degree

68.8%

Total number of teachers who teach core academic classes

40

% of teachers teaching with an emergency certificate

0.0%

% of teachers teaching with a conditional certificate

0.0%

Total number of core academic classes

412

ESEA Highly Qualified Teacher Information

http://reportcard.ospi.k12.wa.us/WASLCurrent.aspx?schoolId=355&reportLevel=School&year=2012-13&gradeLevelId=6&groupLevel=District&waslCategory=1&chartType=1



http://reportcard.ospi.k12.wa.us/EocDetail.aspx?schoolId=355&reportLevel=School&year=2012-13&gradeLevelId=99&groupLevel=District&waslCategory=1&chartType=1

Updated 10/25/2013 6

* End of Course (EOC) exams are given in any grade in which the course is offered.

** The "Makeup" exam was given to students who had already completed the Year 1 or Year 2 coursework. It was not a "retake".

% of classes taught by teachers meeting ESEA highly qualified (HQ) definition

100.0%

% of classes taught by teachers who do not meet ESEA HQ definition

0.0%

% of classes in high poverty schools taught by teachers who meet ESEA HQ definition

N/A

% of classes in high poverty schools taught by teachers who do not meet ESEA HQ definition

N/A

% of classes in low poverty schools taught by teachers who meet ESEA HQ definition

100.0%

% of classes in low poverty schools taught by teachers who do not meet ESEA HQ definition

Updated 10/25/2013 7

School Improvement Plan 2013-2014

School: Desert Hills Middle School

District North Star Goal: 75% of students who are below grade level in reading and math are caught up within three years.

Related Building Goal: Increase the number of students who meet MSP standards by having 75% of students achieve their annual growth target on their reading

MAP tests for 2013-2014.

Rationale for Goal: To prepare our students for the 10th

grade HSPE

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL DEVELOPMENT

(Communication Plan)

ASSESSMENT &

EVALUATION TIMELINE PERSON

RESPONSIBLE

Offer double reading classes

to students below the 30th

percentile.

Place students in reading lab classes by analyzing

students' test history and by teacher recommendations

MAP and MSP test results

2013-2014 School

Year

Principal

Literacy Coach

Align Reading Lab classes

by period to allow

instruction according to skill

deficiencies regardless of

grade level.

Administer diagnostic and formative assessments often

and reassign students as needed to various groups and

classrooms depending on their needs and deficiencies

Building-Developed

Diagnostic and Formative

Assessments

2013-2014 School

Year

Literacy Coach

Reading Lab Teachers

Continue to work towards

expecting students below

grade level to achieve annual

growth plus sufficient

“catch- up growth”to be at

grade level before leaving

middle school.

Staff members will attend staff development workshops

and collaborate in their PLC’s. The teachers will focus on

data analysis, diagnostic testing, curriculum coordination,

pacing, the improvement of the quality of work given to

students, the improvement of instruction, and PERRR


Formative Assessments

2013-2014 School

Year

Principal

Literacy Coach

Reading Lab Teachers

Continue program where

students read 10 minutes per

day in a different subject

area each week

Daily reminders in the bulletin telling staff and students

which subject area the silent reading is taking place for the

current week

MAP and MSP test results 2013-2014 School

Year

Principal

Secretary

Continue to improve the

quaility of instruction and

the quality of work given to

students.

Staff members will attend Staff Development Workshops

taught by Desert Hills reading experts which will focus on

the improvement of content reading instructional skills

through PERRR


Reflective conversations

between teachers and

administrators

2013-2014 School

Year

Administrators

Literacy Coach

Reading Teachers

Content Area Teachers

Updated 10/25/2013 8


District North Star Goal: 75% of students who are below grade level in reading and math are caught up within three years.

Related Building Goal: Increase the number of students who meet MSP standards by having 75% of students achieve their annual growth target on their math

MAP tests for 2013-2014.

Rationale for Goal: To prepare our students for the 10th

grade HSPE

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Offer double math classes to

students below the 30th

percentile.

Place students in math lab classes by analyzing students'

test history and by teacher recommendations.


Year

Principal

Math Department

Chairperson

Continue to work towards

expecting students below

grade level to achieve annual

growth plus sufficient

“catch- up growth”to be at

grade level before leaving

middle school.

Math teachers will attend Staff Development workshops

and collaborate in their PLC’s. The teachers will focus on

data analysis, diagnostic testing, curriculum coordination,

pacing, the improvement of the quality of work given to

students, the improvement of instruction, and PERRR. 7th

grade teachers will focus on implementing the new Holt

compression model.


Formative assessments

2013-2014 School

Year

Principal

Math Department

Chairperson

Math Lab Teachers

Continue to improve the

quaility of instruction and

the quality of work given to

students.

Math teachers will attend Staff Development Workshops

and district-wide math cadres which will focus on

teaching to the Common Core Standards, following the

pacing guides, implementing the compression model and

the improvement of instructional skills through PERRR.


Reflective conversations

between teachers and

administrators

2013-2014 School

Year

Administrators

Math Department

Chairperson

Math Teachers

Coordinate the high school

level math curriculum

between the middle and high

schools

Algebra, Honors Algebra and Honors Geometry teachers

will meet with KaHS and SHS math teachers to coordinate

the high school level math curriculum between the middle

school and high school.

Math MAP and MSP test

results

Grades

2013-2014 School

Year

Principal

High School Level Math

Teachers

Encourage students to take

more rigorous math courses

at the earliest grade possible

A letter sent home with registration forms in the spring to

100% of all incoming middle school students inviting

them to be in the honors and high school level math

courses.

The number of students who

enroll in honors and high

school level math classes

2013-2014 School

Year

Principal

Updated 10/25/2013 9


District North Star Goal: Professional development, training, and growth opportunities for staff are offered on a continual basis.

Related Building Goal: Teachers will meet weekly with their PLC’s to improve instruction and develop rigorous activities for their students.

Rationale for Goal: Improved instruction and more rigorous assignments will lead to increased learning which will lead to better MAP and MSP scores.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Provide the purpose of each

lesson to students

Teachers will state the purpose of their lesson at the

beginning of each period and have it posted in the

classroom for everyone to see

Observations in classrooms

Post Observation Conferences

Learning walks

2013-2014 School

Year

Administrators and

teachers

Students will be engaged in

each lesson

Teachers and students are actively participating in the

learning and are focused on the lesson



Learning walks

2013-2014 School

Year

Administrators and

teachers

Reduce the number of non-

relevant and non-rigorous

activities

Teachers will provide students with rigorous activities that

relate to the Common Core Standards for their curricular

area



Learning walks

2013-2014 School

Year

Administrators and

teachers

Teachers will provide

rigorous lessons for lasting

results.

Students will develop the capacity to understand content

that is complex, provocative, ambiguous, and personally

and emotionally challenging

MAP and MSP test scores


Post Observations Conferences

Learning Walks

2013-2014 School

Year

Administrators and

teachers

Teachers will develop

positive working

relationships with their

students

Teachers will interact with students in an enthusiastic and

caring way while nurturing a positive learning

environment in their classrooms


Post Observations Conferences

Learning Walks

2013-2014 School

Year

Administrators and

teachers

Develop pre and post

assessments to find out what

students already know and

evaluate what they learned

Teachers will work with their PLC members to develop

formative assessments


Year

PLC Leaders

Improve instructional

techniques

Release time to take learning walks in other teachers’

classrooms

Discussion between

participating teachers to

evaluate the effectiveness of

the observed lesson

2013-2014 School

Year

Administrators

Literacy Coach

Teachers

Coordinate the curriculum

for all subject areas from

sixth through eighth grades

Teachers will work with their PLC members and

curriculum leaders to coordinate curriculum and pacing

during weekly PLC meetings and periodic curriculum

workshops


Year

Principal

Literacy Coach

PLC Leaders

Updated 10/25/2013 10

STRATEGY/ACTION

(New)


(Address opportunities for observation &

practice/feedback & reflection)

ASSESSMENT &


RESPONSIBLE

Provide a refresher

workshop for teachers on

how to use the Make Your

Day citizenship program

effectively

Staff Development Workshops that focus on the Make

Your Day program and staff meetings to communicate and

collaborate on issues as they arise

Track the number of discipline

referrals and compare them to

previous years

2013-2014 School

Year

Administrators

MYD committee

Staff Members

Allow teachers to choose

their own professional

learning communities

(PLC's) to analyze data,

coordinate curriculum, and

work on PERRR

All teachers will belong to a PLC. They will meet

weekly. They will supply an agenda before the meeting

and minutes after the meeting. They will focus on data

analysis, curriculum coordination, pacing, formative

assessments, the improvement of the quality of work

given to students, the improvement of instruction, and

PERRR

The principal will review the

agendas and minutes each

week

2013-2014 School

Year

Principal

Literacy Coach

PLC Leaders

Teachers will develop

Professional Growth Plans

(PGP) through the TPEP

evaluation process

Teachers will meet with their PGP team members to focus

on one or more goals from the TPEP evaluation form and

develop professional growth plans that focus on the

improvement of instruction

Review and evaluate PGP’s 2013-2014 School

Year

Principal

PLC Leaders

Updated 10/25/2013 11


District North Star Goal: Ninety percent of students report they feel safe at school on our annual student safety survey.

Related Building Goal: Every student will develop a relationship with a trusted adult to whom he/she can go for assistance when needed.

Rationale for Goal: Having a trusted adult to whom they can go will help students feel safe at school and will result in improved results on the annual student safety

survey.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Staff members will review

the student safety survey

results and develop

strategies to build better

relationships with students

Staff members will participate in an August workshop

where student survey results are reviewed and discussed.

Staff members will then meet with their PLC’s to develop

specific relationship-building strategies. PLC leaders will

submit their PLC’s plans to the principal for approval.

Annual Student Safety Survey 2013-2014 School

Year

Administrators,

Counselors and Teachers

Staff members will mail

home KEA sponsored

“Positive Posts” postcards to

students

The “Positive Posts” postcards will be introduced at the

August workshop and teachers will work with their PLC’s

to develop a plan for each teacher to mail home at least 1

postcard per week.


Year

Administrators,

Counselors and Teachers

Every student will

participate in a three day

anti-bullying workshop

where reporting bullying to a

trusted adult is emphasized

In September, SARC (Support, Advocacy & Resource

Center), AWARE (the Illusions and Deceptions

curriculum) and our counselors will present anti-bullying,

harassment and internet safety workshops in every 6th

, 7th

and 8th

grade classroom. At the end of each workshop,

students will identify a trusted adult to whom they can go

if they feel like their safety is in jeopardy.


Year

Counselors and SARC

In the spring, the Counselors

will visit the elementary

schools of every incoming

6th

grader to give students

two adults to whom they can

go when they get to middle

school.

Counslors will meet with 5th

graders at our feeder

elementary schools. They will present information about

Desert Hills. They will instruct students to come up to

them at least 5 times during the first month of school, tell

the counselors their first and last names, and then wait for

the counselors to ask them a question.


Year

Counselors

The Leadership class will

conduct an anti-bullying

campaign during the month

of March.

The Leadership class will make a daily announcement

during the month of March giving students tips to avoid

bullying and encouraging students to report any bullying

to their trusted adult.


Year

Kim Murphy

Updated 10/25/2013 12


FAMILY AND COMMUNITY INVOLVEMENT

1) Open House

2) Arena Conferences

3) Priority Conferences

4) Student Led Conferences

5) Before and After School Tutoring

6) Math Night

7) Book Fairs

8) Assemblies

9) Picture Day

10) Athletic Events

11) Field Trips

12) Junior Achievement

13) College Ed Curriculum

14) Science Fair

15) Engineering Week

16) Hoops for Heart

17) Fundraising Activities

18) Technology Night

19) National Junior Honor Society

Our goal is to have parents increasingly support the academic performance of their children. Desert Hills has advertised the use of the parent portal

in many ways. We have also given out a pamphlet to all students and parents that describes how to use the Parent Portal (Power School), our Holt

on-line math curriculum website, our mealtime/student fees online program and our Destiny on-line library program. We have evidence based on

staff surveys, our own monitoring, and required district practices that our school operates on the following characteristics of high performing schools:

Clear and Shared Focus

High Standards and Expectations

Effective School Leadership

High Levels of Communication and Collaboration

Alignment of Curriculum, Instruction, and Assessment with Standards

Frequent Monitoring of Teaching and Learning

Focused Professional Development

Supportive Learning Environment

High Levels of Parent and Community Involvement

Use of the instructional elements of purpose, engagement, rigor, results and relationships

Updated 10/25/2013 13

Building-Level Technology and Learning Implementation Plan – 3 Year

Name of School: Desert Hills Middle School

Grades: MS (6-8)

School Improvement Goal: Raise Building MSP Scores by 5% per Year

Technology and Learning Strategy: Use Technology to Support Problem Solving, Reading and Writing Across the Curriculum

Rationale: A Study of 55 New York State school districts found that “increased technology usage supports, facilitates and encourages student achievement.” (Mann & Schaffer,

1997). (from NCREL website: http://www.ncrel.org/tplan/cbtl/phase3.htm)

School Year

Activity

Person(s)

Responsible

Hardware

(HW), Software

(SW), & Tech

Support

(TS) Needs

Professional

Development

(PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools

What actions will occur?

What steps will staff take to

achieve this goal?

Who will provide

leadership? Who will

do the work to make

sure that this activity

occurs?

What HW, SW and TS

are needed to reach

this goal? Include

quantities and

distribution.

What professional

development does the staff

need in order to take the steps

to

achieve this goal?

What is the cost of the additional HW, SW,

TS and PD needed to reach this goal? What

are the possible funding sources? Include

building and district sources, as well as

grants.

How will you

evaluate the

implementation of this

strategy? What tool(s) will

you use?

Year 1:

2013-2014

Improvement of

Instructional

Techniques

Literacy Coach

Site Council

PLC Leaders

None Staff Development

Workshops and Weekly

PLC Meetings

Professional Development

Opportunities - $3300

Principal Observation

Classroom Assessment

MSP Scores

Use Technology

(Hardware & Software)

to enhance instruction

and learning in the

classroom.

Teachers

Computer Techs

Library/Media Center

10 Replacement

Bulbs

8 New

Replacement

Printers

10 i-pads for

teachers and the

programs necessary

for them to interact

with computers

Workshops on how to use

i-pads effectively in the

classroom

10 Bulbs - $2500 (Building Budget)

8 Printers - $2400 (Building Budget)

i-pads – $5000 (Building Budget)


Teacher Feedback

Assess utilization and

effectiveness of

Technology Purchases

Site Council Computer Techs

Maintenance To be determined by

Technology Survey results

Analyze Data in PLC’s

Tech Survey

Site Council Review

http://www.ncrel.org/tplan/cbtl/phase3.htm

Updated 10/25/2013 14

Year 2:

2014-2015

Meet Needs of Year 1

Technology Assessment Teams and Site

Council

Computer Techs


Assessment Unknown Tech Survey

Continue to use

Technology (Hardware

& Software) to enhance

instruction and learning

in the classroom.

Teams and Site

Council

Computer Techs

10 Replacement

Bulbs

10 ipads

8 New

Replacement

Printers

3 digital cameras

3 video cameras



classroom


digital and video cameras


10 i-pads - $5000 (Building Budget)


3 digital cameras - $1000 (Building

Budget)

3 video cameras - $1200 (Building

Budget)


Teacher Feedback

Year 3:

2015-2016

Meet Needs of Year 1

Technology Assessment Teams and Site

Council

Computer Techs


Technology Survey results Unknown Tech Survey

Continue to use

Technology (Hardware

& Software) to enhance

instruction and learning

in the classroom.

Teams and Site

Council Computer Techs

10 Replacement

Bulbs

10 ipads

8 New

Replacement

Printers



classroom


10 i-pads - $5000 (Building Budget)



Teacher Feedback

SIP Team Leader Completing This Form: Steve Jones Completion Date: 9/5/13

Other SIP Team Participants: Dave Phillips, Carla Zoerb, Kim Murphy, Matt Patterson, Lydia Behrens, Dan Meyer, Ann Wilson

Updated 10/25/2013 15


TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:

1. STUDENT SELECTION: Targeted Assistance Schools only

Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.

Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite

sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the

greatest academic needs. Eligible students receive LAP services in reading at Desert Hills. Students are identified in the spring according to their most

recent MAP (Measures of Academic Progress) and MSP (Measurement of Student Progress) scores. Student MSP scores are reexamined in August when the

previous spring’s scores are available from the State. Once all scores have been carefully examined, students are given a final placement into the LAP

classes. Student scores are also carefully examined after the fall and winter MAP tests and adjustments are made to the LAP classes as needed. Students who

score in level one or two on the MSP and/or score below the 30th percentile on the MAP are placed in the LAP classes.

2. MONITORING AND EVALUATION OF STUDENT PROGRESS

Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any

locally developed and selected assessments. In addition to the MSP, students in the LAP classes take the MAP test in September and April to check on

progress. The LAP teachers also use formative assessments to check the students' understanding on each concept taught.

Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.

MAP scores are carefully examined twice a year to assure appropriate placement and progress.

Describe how student assessment and progress results will be shared with parents. Parents receive MAP scores, MSP scores, and the students' learning

plans through the mail each year. Parents also access the Parent Portal to check on their child's progress and attend conferences at various times throughout

the school year.

3. STAFF DEVELOPMENT

Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic

learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the

staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is

ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. Staff members involved with the

LAP classes attend summer reading workshops, weekly professional learning communities, quarterly curriculum workshops and quarterly staff development

workshops. In these meetings and workshops, staff members work on improving their instructional techniques, analyzing student data, and aligning

curriculum with the Common Core Standards.

Updated 10/25/2013 16

4. PARENT, FAMILY AND COMMUNITY PARTICIPATION

Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to

communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the

Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.

Each parent or guardian receives a Student Learning Plan for their child. The Student Learning Plan and accompanying letter reports the MSP and MAP

scores and explains what they mean. The plan also includes interventions taken by the school along with suggestions on what can be done at home by the

student and parent to help the student be successful. Teachers of LAP classes also meet with parents at conferences and send regular e-mails to keep parents

up-to-date on their child's progress.

5. COORDINATION/INTEGRATION

Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and

community that provide services to children and families. At Desert Hills we coordinate our efforts with a number of community organizations such as

ESD 123 (Intervention Specialist), Lutheran Social Services, Support, Advocacy & Resource Center, InvestEd Foundation, Attendance Matters (a United

Way organization) and the Homeless Liaison.

Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)

Desert Hills corrdinates its LAP services with the KSD Federal Programs Office and Bilingual Office

Describe how your program will coordinate transitions for preschool children into the elementary program. N/A

Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Desert Hills supports

students in their transition from middle school to high school by inviting 8th grade students to attend a "Discovery Day" at each of the high schools where they

can learn about various activities and programs. The principal of Desert Hills meets representatives from the local high schools to discuss what future classes

would be appropriate for students who are currently receiving LAP services. Students are also visited in their science classes by counselors from the three

local high schools, Delta High (the STEM school), and Phoenix High (a project based high school).

Describe coordination with other community programs or agencies. I n addition to the above, Desert Hills has partnerships with Junior Achievement and

the PNNL engineers who do regular classroom presentations.

Highlands Middle School


2013-2014

10/25/2013 2

School: Highlands Middle School School Year: 2013-2014

SCHOOL INFORMATION

1. Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number

and percentage of low income, bilingual, and migrant students. Highlands Middle School was built in 1959 as a junior high school

serving grades 7-9. An addition to the building came in 1963. The school was remodeled in 1994 and currently serves approximately 895

students in grades six through eight. We are a Response To Intervention (RTI) school and we have gone to a school-wide Standards

Referenced Grading System (SBGS). Highlands is a school steeped in tradition and history. The staffing changes that have taken place

coupled with the Highlands history, present opportunities, resources and challenges, are unique.

Highlands currently has the following characteristics:

* KSD Dual Language Program for 6th

– 8th

grade students

* Intervention and enrichment opportunities to meet the needs of ALL students (RTI)

* Building Wide Citizenship Program (Make Your Day)

* Strong athletic and activity program for 7th

and 8th

graders

* GEAR UP for 8th

graders

* 6th

Grade WEB Transition program

* Active parent group and Action Team for Partnership

* Model Classroom for Guided Language Acquisition Design (GLAD)

* KSD Middle School Autism program

10/25/2013 3

2012-2013 School Enrollment Summary (as of 9/18/2012):

Grade Level Total in

Grade

American Indian or

Alaskan Native

Asian

Black (not of

Hispanic Origin)

Hispanic

White (not of

Hispanic

Origin)

Native

Hawaiian or

Pacific

Islander

Multiracial

6

310

5

6

6

138

140

4

11

7

324

2

8

8

151

147

1

7

8

313

1

7

13

141

146

0

5

Total

947

8

21

27

430

433

5

23

10/25/2013 4


a. Staff Surveys (38 Surveys Returned)-The upcoming summary was given to staff in the Spring of 2013. The feedback is being

used to plan out professional development and set goals for the 2013-2014 school year. The results were shared with staff at

our back to school professional development along with last year’s School Improvement Plan and how we did meeting our

goals.

3rd Year In a Row staff has identified family involvement as “approaching standard.”

10/25/2013 5

B. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have

been identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

3.

Insert the summaries for your school for AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading

Assessments, MSP Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special

Education. (Summarize the strengths and weaknesses of your current program based on building data).

A major goal in our School Improvement Plan is that all students achieve their annual growth. The Kennewick School District

goal is that Highlands Middle School is to rank in the 75% nationally when compared to other middle schools using MAP as an

assessment tool. Below is a chart that shows the annual growth of Highland’s students in reading and math and where they rank

nationally.

Percent of students

achieving annual growth

in reading.

National Percentile Rank of

Highlands Middle School in

reading.

Percent of students

achieving annual

growth in math.

National Percentile Rank

of Highlands Middle

School in math.

6th Grade 58% 65% 50% 40%

7th Grade 60% 80% 56% 60%

8th Grade 60% 85% 68% 90%

***This is based off of annual growth for students in 6-8.***

4. Professional Development: What needs have been identified for professional development for certificated and classified staff that will be

addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

5.

Curriculum and Instruction: What needs have been identified and will be addressed in this plan?

Please see attached goal areas.

10/25/2013 6

STUDENT ACHIEVEMENT DATA Highlands Middle School


2008 2009 2010 2011 2012 2013

6 MAP Testing 40 52 53 47 49 45

7 MAP Testing 53 45 53 47 53 48




2008 2009 2010 2011 2012 2013

6 MAP Testing 44 51 47 42 34 35

7 MAP Testing 48 47 57 52 41 37




2008 2009 *2010 *2011 *2012 *2013

6 Reading 54 60 46 54 59 46

6 Mathematics 33 40 37 35 32 27

7 Reading 54 46 50 37 60 54

7 Writing 60 57 68 57 55 50

7 Mathematics 41 45 48 38 36 33

8 Reading 54 58 58 52 57 44

8 Mathematics 43 45 32 27 42 46



No X x x x No No

No (If NO, what categories?) Reading

& Math

Reading

& Math

10/25/2013 7

2012-13 MSP/HSPE Results Highlands Middle School


6th Grade 46.1% 27.3%

7th Grade 53.8% 33.3% 50.0%

8th Grade 44.4% 29.2%

46.0%


All Grades 94.7% 100.0%


Enrollment


936


957


Male 478 51.1%

Female 458 48.9%



Asian 21 2.2%

Native Hawaiian / Other Pacific Islander 5 0.5%


Black / African American 24 2.6%

Hispanic / Latino of any race(s) 415 44.3%

White 452 48.3%


Special Programs




Migrant (May 2013) 157 16.4%

Section 504 (May 2013) 7 0.7%



Unexcused Absence Rate (2012-13) 12,842 7.7%


Classroom Teachers

48


10

Teachers with at least a Master's Degree 83.3%


47


0.0%


0.0%


449



99.1%





10/25/2013 8




0.9%


N/A


N/A


N/A


N/A

10/25/2013 9


School: Highlands Middle School

District Strategic Plan Goal: 90% of students report they feel safe at school on our annual student safety survey.

Related Building Goal: 90% of students report they have a trusted adult they can go to for help at Highlands Middle School.

Rationale for Goal:

Students must feel safe and like they belong before authentic learning can occur. Last year, HMS scored 85% on the district survey question

related to having a trusted adult that they can go to.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Effective/Consistent Make

Your Day Implementation

E-mail Staff reminders about Make Your Day.

Conduct New Staff Learning walks to learn more about

MYD.

Conduct Focus On Instruction MYD training for new

staff.

Establish MYD on 1st day of school.

Share Automatic Step 4 info with staff at monthly

meetings.

Annual Student Safety Survey

Monthly Automatic Step 4

data

Ongoing All staff

Steve Naccarato

WEB Transition Program Continue to build a culture of caring for students by

providing leadership opportunities/training for WEB

student leaders.

Get another staff member trained for WEB.


Observations of WEB lessons

WEB leader survey

August and

monthly meetings

with WEB leaders

Stacy Rhoades

Sharing data with staff

about school safety

Conduct staff meetings.

Create and distribute handouts for staff.

Analyze data of incidents and occurrence to better

understand when/how situations are occurring.

PowerSchool exports of

school discipline

Monthly Steve Naccarato

Ovation Company Student

Program

Conduct an all school program encompassing anti-

bullying, empathy, compassion and understanding

amongst students and staff..

School discipline data Monthly Stacy Rhoades

Trusting Adult Lesson and

Activity

Facilitate a lesson on identifying trusted adults at school

through enhancement classes.

Emphasize relationships with students with all staff at

every opportunity.

Looking in student planners


Lesson-Spring

2014

Survey-Spring

2014

Alyssa St. Hilaire


home “Good News”

postcards.

Write “good news” postcards at Wednesday grade level

meetings with the goal of mailing at least one a week.

Annual Student Safety Survey Weekly All staff

HUP TUP Awards Implement monthly positive incentive awards to students

nominated by staff in three areas of excellence via ASB.

Annual Student Safety Survey Monthly Leadership class

10/25/2013 10



District Strategic Plan Goal: 75% of students who are below grade level in reading and math are caught up within three years.

Related Building Goal: 20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment during

the 2013-2014 school year.

Rationale for Goal:

While several students have already screened out of this cohort, HMS still has 60 math students and 25 reading students remaining. Through

intensive interventions, students will gain more than a year of growth and be at grade level within this last year of the studied cohort.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Systematic RTI

Implementation in

Reading and Math

Screen all kids under 40% on MAP.

Create RTI Time (tier 2 and 3 supports) in the

master schedule.

Progress Monitor all Tier 3 students

Screen specific skills in Tier 3 (addition,

subtraction, division, multiplication, decoding,

comprehension, fluency).

Corrective Math Screeners

Corrective Reading

Screeners

Reading Mastery Screeners

MAP Data

Every 3 weeks

Fall, Winter,

Spring

Math/Reading Coaches

Tier 3 teachers

PLC Work-Focus on

Results (from PERR) and

Interventions during Tier

1 and 2 time.

Participation in Professional Learning Communities.

Teachers will prepare Tier 2 interventions based on

assessment results and utilize RTI time to

administer interventions.

Common Assessment

Analysis and response to

the results.

Ongoing All teachers

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE

Data Analysis of cohort

students

Reading and Math coaches will have a heightened

awareness of the cohort students. They will identify

the students and share this information with their

reading and math teachers.

RTI data meetings

Every 3 weeks Heather Shulman

Seth Powers

6th grade Reading and

Math teachers After School Program Provide tutoring opportunities

Communicate regularly between the afterschool

program and HMS teachers on student progress.

Increased involvement and

student achievement of the

kids involved in the

program.

Ongoing Julie Thompson

Colleen Yahyaoui

Gear Up Tutors

Building rapport with

cohort students

Each 6th grade teacher will select 3-5 students in the

cohort to make daily connections and positive

relationships with them.

2014 MAP Data Ongoing All 6th grade teachers

10/25/2013 11



District Strategic Plan Goal: 75% of students are enrolled in Algebra as an 8

th grader

Related Building Goal: 55% of students are enrolled in Algebra as in 8th

grader in 2014-2015.

Rationale for Goal:

This is our 2nd

year of implementing the accelerated/compression math model. While we are following district guidelines, we continue to look at

ways of increasing the number of students in the compression model.

STRATEGY/ACTION

(New)



ASSESSMENT &


RESPONSIBLE

Placement of 6th grade

students in Course 2

Using various data points, students are placed in

Course 2 as sixth graders.

Quarter Grades

MAP growth

Ongoing Administrators and

Seth Powers Data Analysis of students

enrolled in Course 2 last

year compared to Course

1 students.

Looking at MAP Growth and grades of these

students.

Studying pacing guides and grade level standards

MAP growth Ongoing Administrators and 6th

grade teachers

Learning walks of

compression classes

Helping staff improve on their instruction of the

compression model

Quarter Grades

MAP growth

Ongoing Seth Powers

District facilitated

trainings (math cadre)

Coordination for these training will occur at the

district level.

Learning walks Three times a

year

Kathy Fisk

10/25/2013 12



District Strategic Plan Goal: The Kennewick School District is in the 75% of all districts in achieving annual growth for its students.

Related Building Goal: 61% of 6th

graders in reading and 65% of 6th

graders in math will make annual growth for the 2013-2014 school year.

61% of 7th

graders in math will make annual growth for the 2013-2014 school year.

Rationale for Goal:

Even if kids are low or behind, we can expect them to make a year’s growth while in our classes. The following % are needed to make the 75%

of all NWEA schools. For the last two years we made all areas except 6th

grade math. The above goal would represent an increase of 3% growth

in reading and 15% growth in math from last year’s MAP results.

Reading Math

6th

Grade 58% 50%

7th

Grade 60% 56%

8th

Grade 60% 68%

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Focused PLC work Development of a PLC notebook with SMART

goals, common assessments, data analysis, focus on

learning standards, etc.

Student Achievement Data

(Common Assessment

results, Quarter graders)


Improvements to

Standards Referenced

Grading

PD on grade book

Ongoing conversations about assessment and best

practices.

Giving feedback to teachers on their grading

practices.

Quarterly Grade Analysis 2013-2014 school

year

All teachers

Continued work on RTI

model

-two RTI periods

-Tier 3 is building driven

with 2 LAP coaches

-Tier 1 and 2 are PLC

driven

Wednesday release time to improve Tier 1 and 2

interventions

Training for Tier 3 reading teachers with Cindi

Caniglia

Common Assessments

Student Grade Data

MAP Growth Data

Fall, Winter and

Spring checkups

on MAP

Progress

Monitoring

All teachers

TIPS Homework Sending weekly TIPS assignments to families to

families in 6th and 7

th grade.

Students grades and

common assessment data

Weekly 7th and 8

th Grade

Teachers

Create a systematic

curriculum/alignment for

all

enrichment/interventions

that are occurring during

RTI time.

Support and enrich grade level core content.

Rigorous and challenging students to go to the next

level.

Implement Tier 3 interventions with fidelity.

Common Assessment

Analysis and Data


10/25/2013 13

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE

Consultant Visits with

Cyndi Caniglia

Participate in monthly learning walks with Cyndi

Caniglia

Progress monitoring of Tier

3 students

Progress

monitoring

Annual MAP

Growth

Tier 3 teachers, Alyssa

St. Hilaire, Heather

Shulman, Seth Powers

LAP Learning Coaches Tracking LAP students and making needed

interventions for our LAP identified students.

Progress monitoring and

movement of RTI students

Every 3 weeks Heather Shulman

Seth Powers

TPEP will be central to

our conversations with

our staff around good

instruction

Using the Danielson’s Rubric and the KSD

Modules, we will continue to train our staff on their

understanding of TPEP through staff meetings, early

releases, as well as our daily learning walks.

Formal and informal

teacher observation.

Participation in our staff

development activities.

On-going

throughout the

2013-2014 school

year

All teachers

Afterschool Program Referring kids to afterschool program, learning

about the program, getting staff involved.

Grade data on kids

attending the program.

Winter and

Spring check ups

Julie Thompson

Colleen Yahyaoui

GEAR UP Tutors

10/25/2013 14



District Strategic Plan Goal: Professional development, training, and growth opportunities for staff are offered on a continual basis.

Related Building Goal: HMS staff will participate in job embedded professional development through Professional Learning Communities.

Rationale for Goal:

Professional development must be job embedded and frequent to improve student learning.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &

EVALUATION TIMELINE PERSON RESPONSIBLE

Building Level PD

Opportunities

Monthly Staff Meetings

focus on improving

instruction and

assessment.

Modeling best practices at monthly staff meetings

for staff to utilize in their classrooms including

GLAD strategies, assessment practices and using PS

with Standards Referenced Grading.

Learning walks,

conversations with

teachers, agendas from staff

meetings

2013-2014

School Year

Alyssa St. Hilaire

PLC work

Work/plan together

Data Analysis

RTI

Standards Referenced Grading

PLC notebooks, common

assessment data, minutes

from PLC meetings,

increased student

achievement.

2013-2014

School Year

PLC members

GLAD Model Classroom

Creating and displaying bulletin boards of GLAD

strategies

Sending monthly e-mails with GLAD suggestions.

Participating in “make it and take it” opportunities.

Learning walks,

conversations with

teachers, e-mails, meeting

agendas

2013-2014

School Year

Becky Beardsley

GLAD Coach Learning

Walks

Conducting weekly learning walks to enhance

GLAD implementation and support for GLAD

teachers.

Learning walks 2013-2014

School Year

Cory Kelly

Strategies for ELL

learners

Providing continuous information for reaching our

ELL learners.

Learning walks,

conversations with

teachers, meeting agendas

2013-2014

School Year

Blanca Harvey

RTI Planning and

Implementation

Utilize Wed. collaboration time to improve

interventions and meet needs of the students.

PLC notebooks, improved

student achievement

Weekly All teachers

District facilitated

trainings (math cadre,

science cadre,etc.)

Coordination for these training will occur at the

district level.

Implementing the 8th Grade Algebra Goal.

Implementing Common Core Standards in

Language Arts Classes.

Learning walks Three times a

year

Kathy Fisk & Liz Dale

10/25/2013 15

Implementation of TI

Math Forward

Curriculum and

Calculators

Training and Coaching Sessions on TI Calculators

and MathForward Curriculum.

Student Achievement Data 2013-2014

School Year

GEAR UP and Math

Teachers

TPEP Participate in TPEP Pilot Process (30 staff

members)

Pre Assessment, evaluation,

reflective conversation

Quarterly Staff and

Administration

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE

PEAK Training for 8th

grade teachers

Providing “Teaching For Excellence” Peak

Learning Summer Institute to GEAR UP cohort

teachers.

Implementation of

strategies and student

engagement during learning

walks.

Summer 2013 GEAR UP

Spring Board Training for

8th grade teacher

Providing training for Spring Board Curriculum and

implementation.

Implementation of

strategies and student

engagement during learning

walks.

Summer 2013 GEAR UP

ELL Training with Alma

Chacón

Three afternoon training sessions will focus on

vocabulary acquisition and instructional strategies

for our struggling ELL students

MSP Scores and AMAO

results

Training is Fall

2013 with

implementation

throughout the

year

Maria Hendrickson

Alma Chacón

10/25/2013 16


• Please see the attached ATP One Year Plan at the end of this document.

Building Goal: 60% of HMS staff will identify that family involvement is meeting standard on annual staff survey.

Rationale for Goal:

For the past three years, staff has identified that we are approaching standard on family involvement on the annual staff survey.

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE Open House before school

starts

SDMC discussed, voted and approved moving Open

House to before school for the 2013-2014 school year. Feedback from staff and

parents

August 2013 SDMC Chair

TIPS Homework Sending weekly TIPS assignments to families to families

in 6th and 7th grade. Students grades and

common assessment data

Weekly 7th and 8th Grade

Teachers Middle School Success

Night

Planning a family engagement evening to help families

understand what a successful student looks like and how to

support them.

Parent Sign Ins and Survey

results

September 2013 Erin Easton and ATP

Quarterly Newsletters for

parents

Sending quarterly newsletters home to families with

upcoming events and other important information. Parents feedback Quarterly Jeri Halliday


home “Good News”

postcards.

Write “good news” postcards at Wednesday grade level

meetings with the goal of mailing at least one a week. Annual Student Safety

Survey

Weekly All staff

College Campus Tours for

parents

Providing parents the opportunities to take college campus

tours. Parent Surveys Throughout

School Year

GEAR UP Staff

School Facebook Page Providing information to parents through social media

outlets. Parent feedback Weekly Alyssa St. Hilaire

Increasing fall conference

attendance

Set up shared Outlook calendar so teachers and office staff

can simultaneously schedule conferences. Conference attendance

(didn’t keep info from last

year so this year will be a

baseline for us)

Fall 2013 All staff

Parent E-mail address Obtain 300 family e-mail addresses and input in

PowerSchool Increase in parent e-mail

communication

2013-14 School

Year

Leadership Class

Increase “likes” on Facebook

to 500

Obtain about 250 “likes” on HMS Facebook Page Increase in parent

communication

2013-14 School

Year

Leadership Class

10/25/2013 17

Building Goal:

Rationale for Goal:

MSP Scores From % To %

6th grade Math 27 35



6th grade Reading 46 50



MSP scores for the 2012-2013 took a dip and did not follow the state trend lines.

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE

Data Analysis of Test

Results

With PLCs, break down strands of MSP to

improve instruction and target interventions for

2013-2014

2014 MSP Results Training in Fall

MSP in Spring

Alyssa St. Hilaire

Bev Henderson

Reading and Math

PLC members

Data analysis of

“bubble” students

In PLCs, identify the L2 students and target

interventions with them so they pass the MSP in

2014.

2014 MSP Results All year Alyssa St. Hilaire

PLC Members

Improve testing

environment of MSP

test takers

Create a testing schedule that is effective,

efficient for students.

2014 MSP Results April/May 2014 Alyssa St. Hilaire

Mark German

Larry Roberts

Create a test prep

intervention in Tier 2

that occurs during RTI

time.

“Bubble” students that are identified in Tier 2

will have targeted test prep opportunities.

Common Assessment

Analysis and Data

All year All teachers

10/25/2013 18

Building Goal: Increase student attendance through education and positive incentives.

Rationale for Goal:

HMS is participating in the United WAY Attendance Matter Campaign for the 2013-2014 School Year to improve

student attendance.

STRATEGY/ACTION

(New)



ASSESSMENT &

EVALUATION TIMELINE

PERSON

RESPONSIBLE

Attendance Matters Attendance Matters kick-off mtg @United Way

8/7/13

Increased student

attendance

8-7-13 Steve Naccarato/HMS

Admin

Attendance Matters HMS Website updated w/Attendance Matters

info 8/30/13

Increased student

attendance

Attendance Matters Poster Display w/info sheet @Open House

Increased student

attendance

8/22/13 Naccarato

Attendance Matters Attendance Matters factoids/Daily

announcements starting

Increased student

attendance

September Office Staff

Attendance Matters Mailers sent home

Increased student

attendance

9/13/13 Office Staff

Attendance Matters Traveling Poster show in cafeteria

Increased student

attendance

9/6/13-9/13/13 Steve Naccarato

Attendance Matters Order form for Dairy Queen coupons to United

Way

Increased student

attendance

9/11/13 Steve Naccarato

Attendance Matters Leadership students will be going into RTI &

Health classes to have students sign Pledge

forms &

Wristlets handed out

Increased student

attendance

1st Quarter Stacy Rhoades, Julie

Maciboba and the

Leadership Class

Attendance Matters Bi-weekly “checks” for students wearing

Wristlets & handing out DQ coupons

Increased student

attendance

Weekly Administration

Attendance Matters On-going monitoring of students’ attendance

w/the assistance of the Truancy/Home visitor(s)

fro13m BFJJC

Increased student

attendance

Steve Naccarato

Lori Sams

Attendance Matters 3-Rivers Health Forum Increased student

attendance

November Steve Naccarato

10/25/2013 19

School: Highlands Middle School School Year: 2013-2014






greatest academic needs.

Students will receive LAP services based on the following criteria:

Measure Student Progress (MSP)

NWEA Measure of Academic Progress (MAP) for reading and math:

Washington Language Proficiency Test (WLPTII)

Teacher Recommendation

Placement screeners from Corrective Math, Corrective Reading, Reading Mastery and Read to Achieve


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any

locally developed and selected assessments.

NWEA MAP Reading and Math Assessment

Common Assessments

MSP 6th, 7th, and 8th



Teacher collaboration

Time and Focus reports

NWEA MAP Reading and Math Assessment

MSP

Common Assessments


Describe how student assessment and progress results will be shared with parents.

NWEA MAP Tests will be sent home to parents annually.

MSP for all grade levels will be sent home to parents annually.

Parents will have access to Parent Portal on the district's web-site.

Student Learning Plans will be used and communicated to parents.

10/25/2013 20

Parent/Teacher conferences will be scheduled to communicate student progress.

Communication will be provided in the parent(s) native language as needed.

Weekly TIPS Homework Assignments.

Parents can access information on our school’s website.





ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.

GLAD Training

Collaboration through Learning Walks.

TI MathFoward Training for math teachers.

SpringBoard training for Honors Language Arts Teachers.

ELL Strategies with Alma Chacón for Core Content Teachers.

Training with Cyndi Caniglia in direct instruction for Tier 3 reading teachers.

Through professional learning communities, teachers will strengthen their understanding of state standards; Standards Referenced Grading and

placing students in appropriate interventions.





Parent Advisory Committee (PAC) meetings.

Action Team for Partnerships (ATP)

Parent Teacher Organization (PTO) meetings.

The Federal Programs office provides a migrant home visitor.

The Federal Programs office provides an immigrant support services.

The Federal Programs office provides a written translator and oral interpreter for school use.

We provide interpreters as needed.

We provide communication in Spanish as needed for issues surrounding discipline and attendance.



community that provide services to children and families.


We’ve consolidated our programs (Sped, ELL, LAP) into teams who share a common focus. We believe this maximizes the impact of all our

10/25/2013 21

programs.

LAP is meeting weekly to discuss student progress and curricular needs.

We utilize the GLAD Model Classroom

We work with the migrant bilingual coordinator

The Federal Programs supports various conferences for our staff.

The Special Education office supports staff to attend the special education conference and various curricular workshops.

Both Special Education and Federal Programs hold monthly meeting for our staff.

Describe how your program will coordinate transitions for preschool children into the elementary program. N/A

Describe how your plan will support successful transition from elementary to middle school or middle school to high school.

Visitations are made to 5th grade students by our administrative team and counselors.

We plan to work with our feeder elementary schools and high schools to coordinate curriculum and subject area expectations.

We hold 6th grade orientation in the fall using the WEB curriculum.

We hold special education transition meetings with feeder elementary and high schools to help smooth the transition for our special education

students.

Describe coordination with other community programs or agencies.

We coordinate with Lourdes Counseling center when students emotional needs require outside interventions.

Administration Match funds generated by Medicaid referrals have added supplemental funds to our staff for a wide variety of needs.

When the need arises, we use Child Protective Services and local law enforcement as well.

Department of Child and Family Services are used to establish transportation needs for homeless children.

Community Action Committee provides services and collaboration with agencies for family and students at-risk.

Local Churches provide school supplies, clothing, financial, and meals for students and families.

Educational Services District (ESD 123) collaborates with the school districts to address homeless students.

Enterprise for Progress in the Community (EPIC) provides a shelter for students in situations of abuse, runaways and at-risk students.

10/25/2013 22

Date last updated: September ‘13

SCHOOL NAME ONE-YEAR ACTION PLAN

FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS School: Highlands Middle School School Year: 2013 - 2014

Goal 1 – Mathematics: 20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment

during the 2013-2014 school year

Desired result(s) for THIS goal: Students will increase their math proficiency levels from the

current rate to a rate of 75% on NWEA standardized test. How will you measure the result(s)?

Scores from NWEA MAP testing for grades

6,7, & 8.

Organize and schedule the family and community involvement activities to support THIS goal.

ACTIVITIES

(2 or more, continuing or new)

TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)

WHAT NEEDS TO BE DONE FOR

EACH ACTIVITY & WHEN

PERSONS IN

CHARGE AND

HELPING

TIPS 2 & 4 2013 – 2014

School Year

6th

, 7th

, & 8th

6th

, 7th

, and some 8th

grade teachers are sending home

TIPS homework once a week.

HMS Teachers

Creating Instructions and Encouraging

Parents to sign up on Parent Portal to get

weekly grade updates for their students

1, 2 September –

June

6th

, 7th

, & 8th Create instructions on how to access the Parent Portal

Encourage Teachers to talk with parents to access the

Parent Portal

Pass out instructions at different school events.

Put a laptop computer in the office for the parents to

register with Parent Portal

ATP Members

Family “Getting ready for Testing” Night

at Dairy Queen

1,2,3,4 &

6

Second week in

April

6th

, 7th

, & 8th Have resources and helpful hints on who parents can

help their students get ready to do their best on the

MSP and MAP tests

HMS staff

Middle School and Beyond 1,2,3,4 &

6

September 2013 6th

, 7th

, & 8th Each of the topics needs to be planned and developed

for this event:

Workshop for parents with four main topics:

Attendance (setting routines, getting up in the morning,

eating, getting to school, getting rid of TVs/Electronics

out of bedrooms, etc.)

Transitions (making transitions from elementary to

middle, between grades, middle to high)

Prepared with Supplies (what students need every day

to be prepared for school)

Organization

Power School and accessing grades

ATP, HMS Staff

10/25/2013 23

Notes: There should only be three sessions, and rotate

groups of parents through, it is confusing for parents to

have to choose.

-Have an ice cream “social” to accompany the night.

-Raffle prizes as incentives

-Send flyers home a week before and a day before.

-Greet parents dropping off their students and give

them information on the event and a treat.

10/25/2013 24




Goal 2 – Reading: 20% of students identified in the 2013-2014 cohort will make expected catch up growth and be above the 40% on the MAP assessment

during the 2013-2014 school year..

Desired result(s) for THIS goal: The students will increase their reading proficiency levels from

the current rate to a rate of 75% on NWEA standardized test. How will you measure the result(s)?

Scores from NWEA MAP testing for grades

6,7, & 8.


ACTIVITIES


TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN

CHARGE AND

HELPING

TIPS 2 & 4 2013 – 2014

School Year

6th

, 7th

, & 8th

6th

, 7th

, and some 8th

grade teachers are sending home

TIPS homework once a week.

HMS Teachers

Family “Getting ready for Testing” Night 1,2,3,4 &

6

April 6th

, 7th



MSP and MAP tests

GEAR UP, HMS staff


6

September 2013 6th

, 7th


for this event:









Organization




have to choose.






ATP, HMS Staff

10/25/2013 25




Goal 3 – Non-Academic: Middle School and High School Readiness

Desired result(s) for THIS goal: Students and Parents work together to achieve academic

success. Students and Parent are better prepared for the routines, rigor, and challenges of

Middle and High School.

How will you measure the result(s)?

Annual student survey results

Parent survey results

Number of parents using the Parent Portal

Attendance at Events

Teacher Survey Results


ACTIVITIES


TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN

CHARGE AND

HELPING




1, 2 February – June 6th

, 7th



Parent Portal




ATP Members


6

September 2013 6th

, 7th


for this event:









Organization




have to choose.






ATP, HMS Staff

10/25/2013 26

Open House 1, 2, 3 &

6

August 2014 6th

, 7th

, & 8th -Meet with Administration prior to the beginning of

school to plan Open House.

-Need to have more stations for people to pick up

schedules.

-Collaborate with HMS Staff

Organize student schedules and where students can

pick them up

-Create a schedule for where parents and students need

to go to meet their teachers and how long each session

will go (idea: Grade Level content in different rooms,

i.e. all 8th

grade LA teachers in one room)

-Teachers create a supply list to hand out to the parents

HMS Staff

ATP

PTO

10/25/2013 27



FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS School: Highlands Middle School School Year: 2013-2014

Goal 4 – Partnerships: To create an environment that welcomes families, community, students and faculty.

Desired result(s) for THIS goal: A school where parents and community members feel welcome

and valued as they positively contribute to the learning environment alongside students and

educators.

How will you measure the result(s)?

Periodic parent/student/educator surveys

Attendance at events


ACTIVITIES


TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN

CHARGE AND

HELPING

Family “Getting ready for Testing” Night 1,2,3,4 &

6

April 6th

, 7th



MSP and MAP tests

GEAR UP, HMS staff




1, 2 February – June 6th

, 7th



Parent Portal




ATP Members

PTO sponsored Fair Parade Float 2,5,& 6 August 6th

, 7th

, & 8th Complete registration. Using Larry’s Truck for the

float. Gather volunteers. Find someone to wear Mascot

uniform. Buy candy, we got 80lbs last year, need to

get more. Get water and ice to drink. Create posters for

the sides of the truck.

Larry Roberts

Alyssa St. Hilaire

HMS Staff


6

September 2013 6th, 7th, & 8th Each of the topics needs to be planned and developed

for this event:









Organization



ATP, HMS Staff

HMS Band

Leadership Students:

Translators and

Childcare

10/25/2013 28


have to choose.






Horse Heaven Hills Middle School


2013-2014

Updated 10/25/2013

2

School: Horse Heaven Middle School School Year: 2013-2014

SCHOOL INFORMATION



Horse Heaven Hills Middle School serves approximately 969 students in grades 6, 7, and 8. The 90 staff members share a common mission:to

empower each other with knowledge and skills to achieve success today and tomorrow. As of October 2012, our student body included 30%

minority students with 44.1% of the student body eligible for free or reduced meals. 40 of our students qualify for bi-lingual support.

Approximately 10% of our students qualify for special education, including a fully staffed and equipped life skills program. Special education

services are delivered in a variety of ways, but, as a school, we are committed to using an inclusion model. Higher functioning special education

students are placed in general education classrooms and supported by a special education teacher. The Sped teacher modifies the curriculum

when and if necessary. The Inclusion model places special education students in the least restrictive environment benefitting all parties.

At Horse Heaven Hills our major programatic emphasis is to ensure that all students achieve grade level status in reading and math. The

Response to Intervention (RTI) model is used to determine appropriate interventions for students. Multiple data points and teacher observations

are used to determine which students need these interventions. Tier II students receive their primary instruction in the core curriculum with

additional support provided in Content Reading History and/or Math Lab classes. Students who historically score between the 20 to the 50

percentiles on the reading MAP are scheduled into Content Reading History classes. Teachers use the social studies content to teach and practice

the specific reading skills of fluency, comprehension, summarization and vocabulary. Students historically scoring between the 20 to the 50

percentiles in math are scheduled into a Math Lab in place of an elective. In addition to Tier II students (Content Reading and Math Lab) we

have Tier III students who receive instruction in the replacement curriculums of Corrective Math and Corrective Reading.These students

historically score below the 20th

percentile on the reading and/or math MAP. These classes are limited to 24 students with a teacher and a

paraeducator.

To the extent possible, our master schedule provides common planning time for subject-area PLC's to meet daily. Meeting during Wednesday

teaming time allows teachers to develop common learning experiences for students, create common assessments, and analyze performance data.

The teams also design other interventions for those students who are not achieving academically. Sixth grade offers a Directed Study class as

part of the exploratory rotation. This class is designed to support those students who are having major difficulties transitioning to middle school

and/or are intentional non-learners.

Lunch time intervention is provided at each grade level to assist students in completing assignments and mastering standards. 6th

grade also

offers after school interventions. Science teachers in grades 6-8 have adopted a common notebook system to support students with organization

and study habits.

Updated 10/25/2013

3


a. Staff Surveys: We will continue to collect data on our Tier II and Tier III programs to monitor the effect they are having on student growth.

We will use fall-to-spring MAP scores to monitor progress towards goal number 7 for the District: The Kennewick School District is in

the seventy-fifth percentile of all districts in achieving annual growth for its students. Student achievement data for our tiered classes

during the 2012-2013 school year as measured by the MAP from fall to spring was:

6th

grade Corrective Reading 70.6% made Expected Growth(95% nationally)

6th

grade Content Reading 60.9% made Expected Growth(77% nationally)

7th

grade Corrective Reading 88.2 made Expected Growth(99% nationally)

7th


8th


6th

grade Corrective Math 52% made Expected Growth(45% nationally)

6th

grade Math Labs 57.67% made Expected Growth(60% nationally)

7th

grade Corrective Math 73.7% made Expected Growth(95% nationally)

7th


8th



identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

Parent representatives on our Site Council, as well as members of our PTO, continue to give us feedback on the following topics:

Attendance Matters-both groups felt two absences per quarter was an acceptable maximum. However most parents of the PTO felt

pre-arranged absences should not count against a student. Parents and staff on Site Council felt pre-arranged absences should be

included. The decision was made by the building principal to have the maximum absences per quarter be two regardless if the

absence was pre-arranged or not. Those students who do not exceed more than 2 absences per quarter will receive an Attendance

Matters lanyard at the end of the semester.

School Wide Behavior Plan-during the spring of 2013 the parents on Site Council were asked their opinion of adopting the Make

Your Day discipline program. All parents on Site Council were against the adoption of this program. Parents on the PTO were

satisfied with the recommendations made by the School Wide Behavior Committee (see #6 Clarify Needs…) and did not see a need

to adopt the Make Your Day program.

To increase family involvement at HHH a Family Math Night was held on November 29, 2012 and had approximately 100 students and

family members in attendance. A Family Science Night was held February 26, 2013. The PTO worked with Southgate Elementary to

encourage the partnership with one of our feeder elementary schools. The night was very successful with over 200 students and families in

attendance. Both Family Nights are on the calendar for this year with the goal of exceeding attendance numbers. .

Our Leadership Class will continue their work to help us increase our involvement with the community by:

Organizing a Veteran’s Day Assembly honoring veterans from the community

Educating students and parents about the Attendance Matters Campaign

Helping students understand the importance of perseverance by co-sponsoring with the ASB Eddie Williams, a motivational speaker

Updated 10/25/2013

4

Organizing a presentation during the month of January stressing the importance of inclusion and the negative effects of bullying.

Community members will be asked to speak at the presentation

Participating in Read Across America with our feeder elementary schools

Supporting the ASB in their community service project (Second Harvest)

Junior Achievement is an additional way the community is involved at HHH. Flexible scheduling will continue to be used for parents to

conference with teachers. Good News postcards are available for all staff to send home and a quarterly newsletter informing and

encouraging parent participation will be used. The PTO has developed a volunteer data-base of HHH parents for staff to use.

3. Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,

WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special


70% of 6th graders met the standard in reading. Math scores of those meeting standard dropped several points down to the 40th percentile. 67%

of 7th graders were proficient in reading. Math scores for those meeting standard increased two points to the 62nd percentile. 7th grade saw a

drop in writing with 76% of students meeting standard. This is a drop of 10 percentage points but does mirror the downward trend seen across

the district and state. 67% of 8th grade students achieved proficiency in reading, while math scores went down 2 points with 48 percent of

students achieving standard. Science scores at 8th

followed the district trend with a slight drop in scores having 67% of students achieving

standard.

Math continues to be our challenge. At sixth grade the compression model did not show the improvement in student scores we thought it would

help produce. This year we will focus on the students who have not made expected growth in math since third grade (District goal #7). These 25

students have been placed in Holt Course1for their general math class. Their second math class is either a traditional Math Lab which helps build

concepts and skills from the Holt curriculum or a Corrective Math class which works primarily on skill development (multiplication, division,

fractions…). A para-ed is assigned to support students in both classes. In addition, an eighth grade math teacher will provide addition support on

Wednesdays as part of the twenty-nine year mentor program.

Our implementation of Response to Intervention (RTI) for students, who have difficulty demonstrating mastery of the core curriculum will

continue this year. All tiered classes are capped at twenty-four students. When possible a pare-ed is assigned for extra support. Corrective

Reading students are also placed in Tier II Content Reading History. Students in eighth grade needing Tier III interventions in reading have been

placed in a reading block for targeted assistance from both the teacher and a pare ed. Those eighth grade students needing Tier III interventions

in math are in an intensive math class working from Holt Course 3 and receive an additional period of Math Lab.


will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

Content areas at each grade level are working towards instituting the district grading policy. Weekly PLC meetings as well as monthly

content meetings are used to decide what practice work and assessments will be recorded. All content areas will have their grading practices

aligned to the district policy by 2014-2015.

Updated 10/25/2013

5

In the spring of 2013 the book The Skillful Teacher Building Your Teaching Skills was purchased for all faculty members as a source for

continued professional development. Chapter 12, Expectations, will be the focus for this school year. During the District Professional Days

training has been and will continue to be centered on questioning techniques, use of wait time and responding to students. These areas were

chosen for several reasons. One being that questioning and discourse are the only instructional strategies in the Danielson Framework used in

our TPEP model. Second, research has shown that up to 80% of what happens in the classroom is the questioning and discourse between

students and the teacher (Marzano). Teachers have been placed in Action Research Teams and will visit each other to collect data in those

three areas. Student improvement in attendance, grades, and/or anecdotal notes on behavior and motivation will used as soft data for teachers

to self-reflect on the effect their practice in the 3 focus areas has on students. Site Council voted to use their funds to pay teachers for making

classroom visits during their prep period.


Teachers will focus on using effective questioning techniques, wait time and responding to students as described in section 4. Staff has

developed a set of responses which have been made into a poster for each class. The poster will serve as a tool to help students respond in an

appropriate manner to questions asked in class (i.e. a student may not respond “I don’t know”. They may respond “I don’t know yet, please

come back to me”). PLC's will meet three times a month to develop and analyze the results of common assessments. They will provide

corrective teaching and opportunities for students to retest. Monthly content meetings for 6-8 teachers of Language Arts, Math and Science

will focus on aligning grading practices and discussing and implementing interventions for those students targeted to make expected growth.

The expectation is that once a semester each grade level PLC will work together to offer strategic interventions and extensions for all

students. This approach should provide for more intentional differentiation of instruction and assessment for all students and should ensure

the appropriate level of rigor for everyone. Release time will be provided for Reading and Language Arts teachers to continue their work in

backwards planning of units in the new curriculum. During monthly content meetings math teachers will investigate different delivery models

for math labs with the implementation to begin in 2013-2014.


Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received

input from the staff and parents as the plan was developed, and matched the solutions to priority needs.

After staff discussion of a need to review the discipline program used at HHH-based on Love & Logic- a School Wide Discipline Committee

was formed. The committee was comprised of certificated & classified staff. The committee gathered information from grade levels,

classified staff and parents on what was desired for consistent student expectations, discipline and encouragement. Members of the committee

researched established discipline programs such as CHAMPS, Make Your Day as well as middle school plans found on the internet.

Members also visited Desert Hills Middle School to see Make Your Day in action. Ultimately the committee crafted the following

expectations, discipline system and reward system:

Rewards: Staff members will give Golden Horseshoe slips to students who exhibit qualities of a citizen of good character. Golden Horseshoe

slips will be turned in at lunch time. Slips will be drawn at least once a month for rewards such as front of the lunch line passes, free

attendance to socials, gift cards to local businesses. The PTO has provided some funding to purchase $5 gift certificates through the first

semester. The will work on getting donations from local businesses for rewards second semester.

Updated 10/25/2013

6

Expectations-written in our student planner and reviewed periodically throughout the school year.

Hallways Classroom Commons Bathrooms School-wide

Be

Sa

fe

-Enter and exit through

assigned door

-Walk in all areas

-Be aware of others

around you as you use

your locker

-Walk on the right side

of the hallway

-Enter room quietly.

-Keep hands, feet, and

objects to yourself

-Touch only your

own food.

-Request permission

to leave

-Wait for cue to be

dismissed

-At breakfast keep

backpacks on the

stage

-Use the facilities in

an appropriate

manner

-Only enter the

bathroom with a pass

from a staff member

-Enter and exit all areas quietly

-Sit in the gym and commons where

directed

-Remain quiet when expected during

assembly performances

-Sign out and in when leaving a classroom

with name and correct time

-Participate in all drills following

instructions

Be

Res

po

nsi

ble

-Move to destination

with purpose

-Get materials for class

during passing time

-Use only your locker

--Keep your

combination to yourself

-If you drop something

pick it up

-Come prepared with the

materials required by each

teacher

-Find out what you missed

the day you return

-Participate in class by

raising your hand and

waiting to be called on

-Be on time

-Enter for breakfast at

7:30

-Be aware of your

account balance

-Clean up after

yourself

-Dispose of trash in

the provided

receptacle

-Dispose of trash in

the provided

receptacles

-Do what you need to

do and return to class

as quickly as possible

-Come to school every day on time

-When absent, bring your note the next day

-Pay debts or fines on time

-Keep valuables and money secure

-Have a pass to be out of class

-Cell phones and MP3 players turned off

and kept in your locker

-Dress in a manner that shows self-respect

Be

Res

pec

tfu

l

-Use your inside voice

-Comply with personal

displays of affection

(PDA) guidelines

-Be in the hallways

before school only if

you have a note from a

staff member

-Speak at appropriate times

-Take care of school

property assigned to you;

textbooks, lockers, etc.

-Follow directions first time

given

-Reply with kindness &

respect

-Use your inside

voice

-Exit as directed by

staff

-Honor the privacy of

others

-Use your inside

voice

-Report anything out

of order to a staff

member

-Treat others how you should be treated.

-Use polite language with ALL staff and

students including substitutes and other

guests

-Wait in assigned areas for 6th

, 7th

8th

prior

to start of school

-Leave campus within 10 minutes of

dismissal of school

Be

Po

siti

ve -Speak politely and

quietly to each other

-Hold the door for other

students and staff

-Be helpful to others

-Do your best at all times

-Support the

accomplishments of your

classmates

-Treat the cafeteria

workers kindly

-Move through the

lines quickly

-Maintain personal

hygiene

-Represent H3MS with pride on field trips,

athletics, and other events

-Applaud politely when appropriate

-Stand during the pledge to the flag and

moment of silence

Updated 10/25/2013

7

STUDENT ACHIEVEMENT DATA Horse Heaven Hills Middle School


2008 2009 2010 2011 2012 2013

6 MAP Testing 66 76 72 68 61 67

7 MAP Testing 73 70 72 76 73 64




2008 2009 2010 2011 2012 2013

6 MAP Testing 65 63 64 65 55 56

7 MAP Testing 64 67 65 70 57 53




2008 2009 *2010 *2011 *2012 *2013

6 Reading 78 73 66 66 68 70

6 Mathematics 46 55 38 51 48 40

7 Reading 73 67 67 60 79 67

7 Writing 76 69 75 85 86 76

7 Mathematics 57 56 55 62 60 62

8 Reading 62 71 79 77 73 67

8 Mathematics 61 59 48 44 50 48



Yes x x x x No No


& Math

Reading

& Math

Updated 10/25/2013

8

2012-13 MSP/HSPE Results Horse Heaven Hills


6th Grade 70.4% 39.7%

7th Grade 67.3% 62.3% 76.3%

8th Grade 66.7% 47.6%

67.0%


All Grades 96.3% 100.0%


Enrollment


944


947


Male 499 52.9%

Female 445 47.1%



Asian 14 1.5%




White 670 71.0%


Special Programs




Migrant (May 2013) 55 5.8%

Section 504 (May 2013) 16 1.7%



Unexcused Absence Rate (2012-13) 2,546 1.5%


Classroom Teachers

46


12.4



42


0.0%


0.0%





Updated 10/25/2013

9




386



99.0%


1.0%


N/A


N/A


N/A


N/A

Updated 10/25/2013

10


School: Horse Heaven Middle School

District Strategic Plan Goal: The Kennewick School District is in the 75th percentile of all districts achieving annual MAP growth in reading.

Related Building Goal: 61% of sixth graders, 58% of 7th graders, and 57% of 8th graders will meet their individual MAP growth target as measured from

fall 2013 to spring 2014.

Rationale for Goal: We need to sustain growth in reading from 6th to 7th to 8th grades and help those below standard to make catch-up growth.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Provide Content Reading

History classes as a support

class for students

historically scoring between

20th to50th percentiles on

MAP.

Content Reading History classes will serve as a Tier II

intervention to help students master the learning

objectives of the core curriculum. The focus will be

providing extra practice with fluency, comprehension

and summarization to help close performance gaps.

Teachers will be given release time for curriculum

planning and to analyze MAP data.

Classroom based assessments

to monitor progress.

Continued improvement in

percentage of students

achieving expected growth

based on MAP scores from

fall to spring will measure our

overall success.

13-14 school year Reading teachers,

administrators, Lori Russo

will serve as literacy coach,

para-educators will assist

in each class.

Provide Corrective Reading

for those students

historically scoring below

the 20th percentile on the

MAP.

Corrective Reading will be the Tier 3 intervention for

students scoring in the first quartile. The primary focus

will be on decoding and comprehension skills. Literacy

Coach will assist with implementation..

Corrective Reading

assessments to monitor

progress



achieving expected growth



overall success.


administrators, Lori Russo

will serve as literacy coach,

para-educators will assist

in each class.

Reading PLC's at each

grade level will teach and

measure progress on

identified power standards.

Reading PLC's will meet at least three times a month to

ensure that expectations and curriculum are uniform at

each grade level. They will develop common formative

and summative assessments and analyze student

performance data and publish their results.

Teachers at each grade level

will use common formative

and summative classroom-

based assessments to measure

progress with reading skills.

13-14 school year

Reading teachers,

administrators at each

grade level will monitor

progress of PLC work

Administrators will help

teachers analyze student

performance data.

Provide on-going training and support for teachers to use

the NWEA reports from the new testing system.

Administrators will meet with PLC's twice quarterly to

observe teams analyze common formative and

summative assessments. Results of common assessments

will be shared at monthly content meetings.

Reading instruction in core

classes will be differentiated

to address individual student

skill deficits. Grades will

reflect mastery of power

standards.


administrators

Updated 10/25/2013

11

STRATEGY/ACTION

(Maintenance)


(Address opportunities for observation &


ASSESSMENT &


RESPONSIBLE

Provide common planning

time for reading teachers

Teachers will have daily time to collaborate in order to

standardize the learning targets, develop common

assessments and evaluate the results of their instruction.

Principal observation and

teacher anecdotal reporting of

how the collaboration time is

used. Common assessments

will evaluate mastery of

essential learning targets.

Spring assessment will

demonstrate an increase in the


performing at grade level.

13-14 school year Administrators, reading

teachers

Updated 10/25/2013

12

School: Horse Heaven Middle School School Year: 2013-2014 District Strategic Plan Goal: The Kennewick School District is in the 75th percentile of all districts achieving annual MAP growth in math. Algebra 1-2 will

become the standard 8th grade math course. 90% of students will meet grade level standards in math.

Related Building Goal: 65% of 6th graders, 61% of 7th graders, and 60% of 8th graders will make their individual annual MAP growth target in math as

measured from fall 2021 to spring 2013.

Rationale for Goal: This goal will keep us focused on continuous improvement and work to close learning gaps.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Provide Math Lab classes

for those students who

historically score between

the 20th to 50th

percentiles

on the MAP

Math Lab classes will serve as a Tier II intervention to

help support students master standards in the core Holt

curriculum. In addition these classes will focus on

mastery of 2-3 skill areas identified by multiple data

points (MAP, MSP, Classroom Based Assessments).

Classroom based assessments




achieving catch-up growth



overall success.

13-14 school year Math teachers,

administrators, Math

Coach and para-educators

will assist in each class.

Provided Corrective Math

classes for those students

who historically score

below the 20th percentile on

the MAP.

Corrective Math teachers will be given time to discuss

the curriculum and placement of students.

Corrective Math assessments




achieving catch-up growth



overall success.

13-14 school year Math teachers,

administrators, Math

Coach and para-educators

will assist in each class.

Continue to support and

monitor the work of math

PLC's at each grade level

Provide time for PLC's to meet and employ best

practices. Grade level administrators will guide PLC's in

data analysis and decisions about interventions for low-

performing students. Support for PLC work will also be

provided from the district math curriculum director at

Cadre meetings and other trainings.

PLC's will create, administer,

and analyze common

assessments. They will

provide interventions to assure

that all students master the

identified power standards..

13-14 school year math teachers,

administrators and district

math coordinator

Whenever possible provide

common planning time for

math teachers

Teachers will have daily time to collaborate in order to

standardize the learning targets, develop common

assessments and evaluate the results of their instruction.

Common assessments will

evaluate mastery of essential

learning targets. Spring

assessment will demonstrate

an increase in the percentage

of students performing at

grade level.

13-14 school year Administrators, math

teachers

Investigate different

delivery models for math

labs

During monthly math meetings study models found on

the internet which will support the CCSS and SBAC and

help students make expected growth

An increase in percent of

students making expected

growth on the MAP

13-14 school year Administrators and math

teachers

Updated 10/25/2013

13



Related Building Goal: Provide training and implementation support for the Teacher Principal Evaluation Project (TPEP).

Rationale for Goal: The TPEP is mandated to be in full implementation by the 2014-2015 school year.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Certificated staff will form

Action Research Teams

centered on the effects of

questioning techniques, wait

time and responding to

students and understand

how they support Domains

2 & 3 of Danielson’s

Framework

The book The Skillful Teacher was purchased for each

teacher in the spring of 2013. Chapter 12 on expectations

will be the focus of a faculty book study. District

Professional Development days will be used to study and

discuss the chapter and form Action Research

Teams. Teams will make classroom visits to record data on

questioning, wait time and how teachers respond to students

Data collected during

classroom visits will be used

to see if teachers improve

their use of questioning

techniques, wait time and

responding to students.

Attendance and grades will

be examined to see what

effect the above has on

students. Teacher anecdotal

records will be used as well.

13-14 school

year

Administration and

faculty

HHH will house a GLAD

Model classroom and host

building refreshers

Staff can observe in the model classroom to help hone their

GLAD strategies and/or attend building refreshers. Staff

workroom will have an area designated for GLAD updates

Anecdotal evidence by

teachers, administration and

district trainers on use and

increase of GLAD strategies

used in classrooms

13-14 school

year

Natalie Maiuri and district

GLAD trainers

District Training Modules

will be presented

certificated staff to develop

their knowledge and

understanding of TPEP

Our district representative will present all 11 modules as

outlined in our plan developed in June of 2013

Assessments provided in the

modules (card sort,

Jeopardy..) will be used to

gauge level of understanding

13-14 school

year

Vicki Eccelston and

building administrators

Updated 10/25/2013

14


District Strategic Plan Goal: safety

Related Building Goal: Students will report they have a trusted adult they can talk to when they have a concern will increase to 90% or higher on the

district Safety Survey

Rationale for Goal: Students must feel safe at school in order to learn

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Intentionally introduce more

staff members to students

All teachers participated in the August 6th

grade

orientation (a 7th

& 8th

science teacher helped in the 6th

grade science classes…)

Staff members will be introduced and “spotlighted”

during morning video announcements

Leadership class will make a “Staff Tree” to be displayed

in the commons

KSD Middle School Safety

Survey will show this goal to

be at or above 90%

2013-2014 Administration, staff and

Leadership class

Bullying Presentations made

to 6th

graders

What is bullying and how to properly respond KSD Middle School Safety


be at or above 90%

September 2013 Kelley Hawkins

7th

grade Sexual Harassment

Presentations

What is sexual harassment and how to properly respond KSD Middle School Safety


be at or above 90%

October 2013 SARC

8th

grade Bullying

presentations

What is bullying and how to properly respond September 2013 Patti Ostby

Motivational Speaker ASB and Leadership class will host Eddie Williams to

speak to the student body on making good choices,

perseverance and the importance of having a trusted adult



be at or above 90%

October 2013 Tammy Hutchinson, Tim

Litzenberger and

Leadership students

Trusted Adult Training for

HHH staff

How adults can respond to students who report bullying,

harassment and other concerns



be at or above 90%

2013-2014 Kelley Hawkins and Patti

Ostby

Tolerance Assembly

stressing trusted adult

A school wide tolerance assembly will be held to

encourage students to help each other in times of bullying

or harassment and to tell a trusted adult



be at or above 90%

January 2014 Tammy Hutchison, Tim

Litzenberger and

Leadership/ASB students

Health classes will discuss

the importance of talking to

a trusted adult

In 6th grade when we talk about Building skills and Decision

Making.

In 7th grade, when we talk about Mental/Emotional Health, Self

Esteem, and Managing stress.

In 8th grade, when we talk about Conflict Resolution, Bullies,

and Violence.



be at or above 90%

1st and 3

rd quarters Health teachers

Updated 10/25/2013

15


During the 2012-1-13 school year the H3MS staff developed a new mission statement: “Empowering each other with knowledge and skills to

achieve success today and tomorrow.”

One focus this year will be to apply the mission statement through our Action Research Teams working to help each other improve

our instructional skills in the areas of questioning, wait time and responding to students. The other focus will be to help each other

develop a deeper understanding of the TPEP process and the value it has as a tool to increase individual teaching skills and impact

student learning. These goals support elements of the nine characteristics of high performing schools; high levels of collaboration

and communication; a clear and shared focus; high standards and expectations for all students; focused professional development.

Updated 10/25/2013

16







greatest academic needs. At the beginning of the school year students take the Measure Of Academic Progress. Students are rank ordered by scores.

Students are also rank-ordered by their scores on the previous year's MSP test. These scores are weighted to identify the students with the greatest

deficiencies. Students who are already receiving special education are eliminated from this list. Teacher recommendations and student grades are also given

consideration to determine eligibility. The district has also supplied the names of students who are targeted to make expected growth (Goal #7). These

students have been strategically placed in small reading and/or math classes so teachers can provide necessary support.


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any

locally developed and selected assessments. Teachers in core academic subjects develop common formative and summative assessments to determine

individual student progress. Students who have not demonstrated mastery have an opportunity for extra help and re-assessment. The MAP is given mid-year

to evaluate progress also.

Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided. Students who are below the 50% on the MAP test are screened for placement in Tier 2 or Tier 3 intervention classes. Students who continue to

struggle will also be invited or required to attend tutorial sessions at lunch or after school.

Describe how student assessment and progress results will be shared with parents. Assessment results are mailed home and also discussed during

November conferences. Individual student learning plans are also developed and shared with parents for those students who have not achieved standard on the

state assessments. Progress reports and/or report cards are sent every 4 1/2 weeks. Parents are provided access to student grade and attendance records

through Parent Portal. School computers are made available if parents do not have a computer at home. Teachers use email and phone messages to regularly

communicate with parents as well. Parent conferences will be scheduled as needed.





ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. HHH is engaged in continuous

professional development with Professional Learning Communities. Teacher teams (PLC's) are organized by grade level subjects and most have common

planning time each day. Teachers receive ongoing training and support for developing lessons aligned to state standards, creating common assessments, and

analyzing student performance data. HHH teachers receive regular support from certified GLAD trainers, and several teachers at each grade level have been trained in GLAD instructional

Updated 10/25/2013

17

strategies. This year we have a GLAD Model Classroom which will allow teachers to observe GLAD strategies in practice. We will be hosting two GLAD

refresher classes in our building. This training promotes research-based strategies targeted for second language learners. The GLAD trainers spent two half

day sessions with staff (August and October) reviewing the different levels of language acquisition and instructing teachers on how to write questions at the

various levels of Bloom’s Taxonomy for each of the language acquisition levels. This work will be part of our District Professional Days for the remainder of

the year.





Each May we hold an orientation program for parents and incoming 6th graders for the following year. Then, again in August, we have another

orientation program to welcome students to Horse Heaven Hills. We provide Spanish translation at these meetings. We explain how parents can

best communicate with the school, and we demonstrate Parent Portal that allows parents to access student grades. Parents who do not have

computers at home can access this information at the public library, in our school library, or request that the school send a progress report home

on a regular basis with the student or via the mail. Conference calls to parents with a translator are frequently used. Early in September we hold

an evening Open House where parents meet all the teachers. A Spanish interpreter is available during the day to make phone calls home to

parents. She also interprets during formal parent conferences in November or whenever teachers need to meet with parents. The school creates

Student Learning Plans for all who have not met standards and these are mailed home. Teachers follow up with phone calls to discuss specific

academic interventions that are recommended. Our PTO works to promote parent involvement by supporting Family Science and Family Math

nights.



community that provide services to children and families. We regularly coordinate our interventions as needed with Child Protective Services, Juvenile

Justice Center, Kennewick police department, Benton County Sherriff’s office, Benton County Health Department, Sexual Assault Response Center,

Lutheran Social Services, and Lourdes Counseling Center.

Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.) We have an administrator designated as an ESL coordinator who works with teachers to meet the programmatic needs of migrant and bilingual

students. Special education teachers work closely with general ed teachers to address student needs. Our building Site Council monitors the

coordination of all programs along with the administration. We have a building Student Assistance Team that meets each Friday to discuss ways

to help at- risk students who have been referred.

Describe how your program will coordinate transitions for preschool children into the elementary program.

Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Counselors work with

7th and 8th grade students to discuss preparation for high school. High school counselors give pre-registration talks to help students make informed decisions

about their high school programs. College Bound scholarship information is given to eligible students and their families. The counselor meets with all 7th and

Updated 10/25/2013

18

8th grade students eligible for the College Bound scholarship and explains the program. She assists parents to enroll their students in this program. Each high

school sponsors a Discovery Day where students and their parents can go to learn more about high school offerings. In addition, they hold parent information

nights. Delta and Phoenix High Schools present to 8th grade students. Teachers and counselors make specific program recommendations for placement in high

school courses.

Describe coordination with other community programs or agencies. In addition to the community agencies mentioned above, we have access to Invest

Ed funds to help pay for sports physicals or fees and supplies for low-income students. We access the services of the district Students In Transition

Coordinator if needed. Our health/fitness department is working with local merchants to provide athletic shoes/supplies to enable better participation in fitness

class and extra-curricular sports. PTO provides assistance for students to attend field trips or participate in school programs. Community charities provide

school supplies each year.

Kamiakin High School


2013-2014

10/25/2013 2

School: Kamiakin High School School Year: 2013-2014

SCHOOL INFORMATION



Kamiakin High School is a comprehensive high school, located on a 30-acre campus in Kennewick, Washington. Kamiakin serves just under

1700 students in grades 9-12. The campus style facility houses over 60 academic classrooms along with the library, gymnasiums, cafeteria,

administrative and counseling offices, vocational areas, and computer labs.

Seventy-seven teachers, four counselors, and four administrators plus a number of secretaries and paraeducators work with the students each

year.

Kamiakin High School traditionally has served a predominantly White population, but over the last six years, the percentage of Hispanic

students in Kamiakin High School has over tripled from 5.8 % to 17.3%, while the White population has declined from 87.6 % to 74.5%. Asian,

Black, and Native Americans comprise the rest of the student population. Another change in the demographics at Kamiakin involves the

percentage of students who qualify for free and reduced lunch. In the last six years, the percentage of students receiving services has grown from

18.4% to over 28%.

The school offers a wide variety of courses and specialty fields of study. A.P. classes, advanced math and science courses, a complete special

services program, and fourth and fifth year world languages are offered. Kamiakin works closely with the Tri Tech Skills Center and

community businesses to provide students an array of training opportunities.

The “Home of the Braves” also offers a variety of co-curricular programs, including nineteen varsity athletic sports, vocal and instrumental

music, theater, and an assortment of special interest activities. The motto, “Be the Best You Can Be,” describes the school’s focus of continual

striving toward excellence for all.


a. • Student Survey

The students of Kamiakin feel that they are encouraged and perform to the best of their ability. Students take

particular pride in having a reputation as an excellent academic school and an outstanding athletic school. Students

say that their class experiences usually revolve around worksheets, reading and whole group lecture.

• Staff Survey

The staff of Kamiakin feels that they belong. They are looking to form partnerships with the community to improve

student learning. Kamiakin staff feels that they challenge students academically. They acknowledge that the student

population is changing and want professional development to work with students from diverse backgrounds.

10/25/2013 3

b. Family and Community Involvement: Using Parent Surveys and other parental input, what needs have been identified?

Staff have reviewed Survey Data as part of annual goal setting. (See Below)

3. Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, HSPE Trend, and ITBS Trend

and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and

weaknesses of your current program based on building data).



See attached Accreditation Report





input from the staff and parents as the plan was developed, and matched the solutions to primary needs.


10/25/2013 4

STUDENT ACHIEVEMENT DATA Kamiakin High School

MEASURES OF ACADEMIC PROGRESS READING


2008 2009 2010 2011 2012 2013

9 MAP Testing 65 70 68 71 74 75

10 MAP Testing 70 66 66 66 72 80

Standard for MAP Testing is the 50th percentile and above



2008 2009 2010 2011 2012 2013

9 MAP Testing 56 67 74 74 76 74

10 MAP Testing 63 68 63 74 70 75


WASHINGTON ASSESSMENT OF STUDENT LEARNING/*HIGH SCHOOL PROFIENCY EXAMS


2008 2009 *2010 *2011 *2012 *2013

10 Reading 90 89 87 90 87 90

10 Writing 96 87 88 90 87 82

10 Mathematics 65 54 51 EOC Yr 1 33 EOC Yr 2 67

EOC Yr 1 94 EOC Yr 2 71

EOC Yr 1 83 EOC Yr 2 92

10 Science 42 41 45 57 EOC 63 EOC 84 Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing


Yes X x x x No No

No (If NO, what categories?) Reading Reading/

Math

10/25/2013 5

2012-13 MSP/HSPE Results Kamiakin


10th Grade

89.5% See EOC

below 82.4%

See EOC below


All Grades 83.6% 94.9%

Grade Level * EOC Biology

All Grades 83.8%


Enrollment


1,654


1,588


Male 811 49.0%

Female 843 51.0%



Asian 39 2.4%



Black 56 3.4%

Hispanic 233 14.1%

White 1,287 77.8%


Special Programs




Migrant (May 2013) 69 4.3%

Section 504 (May 2013) 24 1.5%



Adjusted 4-Year Cohort Graduation Rate (Class of 2012)

87.0%

Adjusted 5-year Cohort Graduation Rate (Class of 2011)

87.8%

College/University enrollment rates of graduates


Classroom Teachers

77


14.2



59


0.0%


0.0%




http://erdcdata.wa.gov/

10/25/2013 6




526



97.9%


2.1%


N/A


N/A


97.9%


2.1%

10/25/2013 7


District Strategic Plan Goal: 90% of students report that they feel safe at school on our annual student safety survey.

Related Building Goal: 90% of students report that they feel safe at school

Rationale for Goal: Safety is a cornerstone need for students to achieve at high academic levels.

STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE

90% of Kamiakin High

School students will report

that they feel safe at school

on the annual district safety

survey.

Emphasize student safety issues being handled in a timely manner

Survey results

2013-2014 Osborn

Isley

Security


School students will report

that they have a trusted

adult with whom they could

confide in.

Emphasize relationships with students with all staff at every opportunity

Promote Open House for staff and student attendance to build bridges with community

Create a sub-committee/PLC to focus on the trusted adult issue o Examining what we can do as a school as

a PLC Have group create a mini-lesson

to incorporate via TRIBE time Investigate having SARC come

and present to each grade level for anti-bullying lesson or other activity

Have students identify 1 trusted adult that they can turn to (on-line survey?)

Conduct multiple focus groups with students

o Investigate ASB making an “emphasis week” to avoid bullying behaviors and encouraging students to find a trusted adult.

o Provide professional development around student issues and what school

Survey results 2013-2014 Chelin

Osborn

Isley

Gant

All Staff

10/25/2013 8

personnel can do to assist students Gang Awareness training Drug Awareness training PLC or book study on bullying Other PD

o Build bridges with parents via positive communications (Positive Posts or stroke letters)

o Encourage coaches and co-curricular advisors to emphasize that the relationships that they have with students lend themselves to being a “trusted adult”

Emphasis point at coaches pre-season meetings

Emphasis point with coaches /advisors to participants

Kamiakin High School staff

will prepare for emergency

situations in order to ensure

staff and student safety.

Plan and drill a variety of safety situations to test our emergency response plans.

Reflection after drills and incidents

2013-2014 Chelin

Osborn

Isley

Gant

Kamiakin High School staff

will have fewer than 3

reportable injuries.

Emphasize safety issues at Site Council Meetings and ensure that they are addressed in a timely manner.

Emphasize need to take Safe Schools seriously and ensure that all staff pass the test.

Fewer than 3 reportable injuries occur during the 2013-2014 school year

2013-2014 Chelin

Osborn

Isley

Gant

10/25/2013 9


District Strategic Plan Goal: Seventy five percent of students who are below grade level in reading and math are caught up within three years.

The Kennewick School District is in the seventy fifth percentile of all districts in achieving annual growth for its students.

Related Building Goal: Increase academic achievement in all students

Rationale for Goal: Students need a strong foundation in reading, writing, math and science in order to be successful in their post-secondary plans

STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE

55.5% of Kamiakin

freshmen and 56.4%

sophomores will meet or

exceed RIT point growth

target in reading during the

2013-2014 school year. This

would represent being

above the 75% nationally.

Reading intervention classes are in place targeting students who struggle in reading. The classes are based upon four pillars of instruction- cognitive ability, affective skills, high interest juvenile literacy, and completion of work from other teamed classes. 75% of students in reading intervention classes will make more than annual growth.

Students will demonstrate growth based upon their MAP scores during the 13-14 school year.

MAP Testing for targeted population will occur in Fall, Winter, Spring

2013-2014 English Teachers

English Lab Teachers

Chelin

Clem

91% of Kamiakin

sophomores will

demonstrate proficiency on

the state assessment (HSPE)

in Reading during the 2013-

2014 school year.

Curriculum, Instruction and Assessments is aligned in English classes so that students build their academic skills in order to demonstrate proficiency on the HSPE.

Teachers will work collaboratively Professional Learning Communities in aligning curriculum, instruction and assessment at both the freshmen and sophomore levels.

Kamiakin will increase the number of teachers who have participated in GLAD training.

Kamiakin will increase awareness of the achievement gap and the impact of non-dominant cultures on students’ academic performance.

Students will take the HSPE in Spring 2014

Staff will be in PLC’s for English 1 & 2 and English 3 & 4

Staff will participate in learning walks with GLAD coaches provide feedback to teacher incorporating GLAD terminology

Staff will participate in learning walks and reflect on examples of best practices

Professional


Chelin

Clem

10/25/2013 10

Development will be provided to all staff during pre-service days around best pedagogy for all

90% of Kamiakin

sophomores will

demonstrate proficiency on

the state assessment (HSPE)

in Writing during the 2013-

2014 school year.

Curriculum, Instruction and Assessments is aligned in English classes so that students build their academic skills in order to demonstrate proficiency on the HSPE.

Teachers will work collaboratively Professional Learning Communities in aligning curriculum, instruction and assessment at both the freshmen and sophomore levels.

Kamiakin will increase the number of teachers who have participated in GLAD training.

Kamiakin will increase awareness of the achievement gap and the impact of non-dominant cultures on students’ academic performance.

Kamiakin staff will participate in a PLC around best practices in writing

Students will take the HSPE in Spring 2012

Staff will be in PLC’s for English 1 & 2 and English 3 & 4

Staff will participate in learning walks with GLAD coaches, provide feedback to teacher incorporating GLAD terminology


Professional Development will be provided to all staff during pre-service days around best pedagogy for all


Chelin

Clem

64.8% of Kamiakin

freshmen and 65.2%

sophomores will meet or

exceed RIT point growth

target in math during the

2013-2014 school year. This

would represent being

above the 75% nationally.

Math intervention classes are in place targeting students who struggle in math.

o Staff will develop boiler plate interventions based upon student need as identified by strand analysis (MAP) or by common assessment (formative)

o 75% of students in intervention classes will make more than annual growth.

Teachers will have their awareness of the achievement gap and the impact of non-dominant cultures on students’ academic performance increased.

Students will demonstrate growth based upon their MAP scores during the 13-14 school year.

Testing for targeted population will occur in Fall, Winter, Spring

Staff will be in PLC’s for Algebra & Geometry

Staff will participate

2013-2014 Math Teacher

Isley

10/25/2013 11

Staff will actively participate in PLC’s for algebra classes, aligning curriculum, instruction and assessment.

Staff will actively participate in PLC’s for geometry classes, aligning curriculum, instruction and assessment.

Kamiakin will increase the number of teachers who are GLAD trained

in learning walks with GLAD coaches, provide feedback to teacher incorporating GLAD terminology


Professional Development provided to all staff during pre-service days around best pedagogy for all

80% of Kamiakin students

will demonstrate proficiency

on the state assessments

(EOC 1 & 2) in

Mathematics during the

2013-2014 school year.

Curriculum, Instruction and Assessments is aligned in Math classes so that students build their academic skills in order to demonstrate proficiency on the EOC.

Students will take the EOC in Spring 2014

2013-2014 Math Teachers

Isley

80% of Kamiakin students

will demonstrate proficiency

on the state assessments in

Biology during the 2013-

2014 school year.

Curriculum, Instruction and Assessments is aligned in Science classes so that students build their academic skills in order to demonstrate proficiency on the EOC.

Students will take the EOC in Spring 2014

2013-2014 Science Teachers

Chelin

10/25/2013 12


District Strategic Plan Goal: The extended graduation rate for the district is at least ninety percent.

Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared

post-secondary education, training, and work objectives.

Related Building Goal: Kamiakin High School will prepare students for post-secondary opportunities.

Rationale for Goal: Provide strong academic foundation for all students

STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE


will have an on-time

graduation rate of 90%

for the 2013-2014 school

year.

Individual student and family conversations with success coordinator will be held.

Tutoring opportunities for students at lunch and after school will be provided.

Success coordinator, Migrant Student Specialist and counselors will target all students who have a F grade to attend tutoring.

Grade checks on all students will be disseminated to key stakeholders once every two weeks (DPUTT).

On time graduation rate will be 90% for the 2013-2014 school year.

Tutors will keep logs of students who take advantage of the opportunity

Administration will monitor and track grades of all students

2013-2014 Miller

Clem

Chelin

T. McCallum

Counselors


freshmen will have a

success rate of 93% as

demonstrated by passing

classes during the 2013-

2014 school year.



o In Math classes freshmen will pass at 95%

Teachers with the highest empathy for freshmen will be strategically placed.

Administration in conjunction with Department Heads will target freshmen class sizes to keep smaller (proportionately) then other alike classes.


Administration will monitor and track grades of freshmen

2013-2014 Miller

Clem

Chelin

T. McCallum

Counselors

10/25/2013 13


freshmen will have a

success rate of over 85%

as demonstrated by the

number of students who

do not have a F grade.



Teachers with the highest empathy for freshmen will be strategically placed.

Administration in conjunction with Department Heads will target freshmen class sizes to keep smaller (proportionately) then other alike classes.


Administration will monitor and track grades of freshmen

Miller

Clem

Chelin

T. McCallum

Counselors

10/25/2013 14


District Strategic Plan Goal: Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared


Students continue to have opportunities to participate in co-curricular programs and both competitive and non-competitive extracurricular

programs.

Related Building Goal: Kamiakin High School will increase students being prepared for college, work and citizenship


STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE


School students enrolled in

an Advanced Placement

class will elect to take the

AP exam.

Examine overall effectiveness of AP program on student achievement

o Examine 5 year trend data and strand data o Participate in AP PLC’s to reflect upon best

practice

Track trend enrollment of AP class taking patterns and staff accordingly

2013-2014 Chelin

Osborn

Isley

Students will take more than

500 AP Courses at


during the 2013-2014

school year.

Reinforce process of AP waivers once a student has made commitment to AP classes

o Investigate AP Summer School in lieu of Summer Assignments

o Discuss purposes of AP Summer Assignment with AP Instructors

Intentionally recruit students using AP indicator provided by College Board.

Track data on AP attrition

Increase enrollment in AP classes

2013-2014 Chelin

Osborn

Isley

Examine potential to

increase AP Offerings at

Kamiakin

Increase awareness of demographics of AP classes

Reflect upon and recruit students for AP classes as part of the registration process

o Reflect upon AP offerings and recruit targeted students

Recruit healthy numbers for existing AP classes such as APES & Chem

o Develop potential new AP classes World History European History Spanish Computer Science

Increase number of students in AP classes

2013-2014 Chelin

Osborn

Gant

Isley

Dept. Chairs

10/25/2013 15

o Explore partnerships with CTE in creating “Super Classes”

Reduce by 10% the number

of students who need

remediation at the college

level

Reduce the number of students who need remediation at the college level

o Analyze curriculum alignment for scoring into a 100 level or higher math class

o Integrate in COMPAS/ASSET data into Student Led Conference

Analyze Data from Spring ASSET/COMPASS test

2013-2014 Math Dept.

Isley

Increase PSAT participation

by 10% from 2005 levels Administer the PSAT on a school day making it

accessible to all students o Remove barrier for Junior students of

having to pay for the PSAT o Promote PSAT to sophomores and recruit

selected student populations

Integrate PSAT data into TRIBE curriculum

PSAT will be administered on October 17

th

2013-2014 Osborn

Falkner

Chelin

Isley

More than 165 Kamiakin

students will register for

articulated credit from CBC

through CTE programs.

This represents a growth of

10% from 10-11 numbers.

Increase awareness of tech prep articulated credit in CTE classes

Increase number of students who earn credit at CBC

2013-2014 CTE Teachers

Osborn

10/25/2013 16



Eighty five percent of parents state that the Kennewick School District provided their students with the opportunity to prepare for their declared


Related Building Goal: Kamiakin High School will help students develop affective skills in order to be prepared for college, work and citizenship


STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE

During the 2013-2014

school year attendance

patterns will be analyzed

and unexcused absences

will be reduced by 5% from

2011-2012 levels.

Unexcused absence data will be analyzed weekly.

Frequent communication will be conducted with students and parents about attendance expectations .

Student unexcused absences

will decrease by 5% of total

during S1 & S2 from 2011-12

levels.

2013-2014 Osborn

Isley


school year students will be

provided with the

opportunity to attend

tutoring.

Kamiakin will make available tutoring for students who are failing classes.

Kamiakin will recruit students who have between 1-3 F grades for tutoring.

Kamiakin will communicate to community about opportunities for students to receive academic support.

Tutoring will begin to permeate Kamiakin staff culture and more opportunities will be available for students.

Students will pass classes at

90% rate in Semester 1 and

87% rate in semester 2.

2013-2014 Chelin

Kutschkau

Ramirez

Osborn

Isley

Freshmen will have an

opportunity to learn about

the culture and norms of

Kamiakin during the 2013-

2014 school year through

our LINK Crew program

LINK Crew will plan a freshmen only day for students in August during the pre-service days.

Link Crew leaders will meet with students throughout the school year.

o Provide social and/or academic activities one per quarter.

Number of students

participating in LINK Crew

Activities will increase.

2013-2014 Gant

Harmon

Atterberry

McCallkum


school year academic

intervention classes will

intentionally integrate in

Intervention teachers will integrate successful study skills into intervention classes.

o Use Why Try? Or PSR type

Students in lab classes will

pass general education classes

at a 10% higher rate than

during the 2012-13 school

2013-2014 Chelin

Isley

T. McCallum

10/25/2013 17

affective skills that students

need in order to be

successful.

curriculum within intervention classes

year.


Kamiakin High will work to

continue improving the

academic literacy and

college survival skills for

students through the TRIBE

curriculum.

Kamiakin will continue the successful implementation of TRIBE.

Tribal Leaders will provide staff with in-service before each TRIBE session.

Tribal leaders will provide staff with in-service before student led conferences.

Number of parents choosing to

participate in parent teacher

conferences will be greater

than 85%.

50% of Kamiakin senior

parents will elect to participate

in the survey following the

Student Led Conference.

Spring 2013 Chelin

Schumacher

Grade Level

Facilitators

10/25/2013 18



Related Building Goal: Kamiakin High School will provide quality professional development opportunities for staff


STRATEGY/ACTION



ASSESSMENT &


RESPONSIBLE


school year Kamiakin staff

will increase awareness of

opportunity gap and develop

skills to address it

Kamiakin staff will examine student achievement data (HSPE/EOC, Grades, course taking patterns) for trends

Kamiakin staff will increase awareness of opportunity gap by bringing in outside speakers and including as a speaking point in instructional conversations with staff

Principal will use Staff Bulletin as a communication tool for increasing staff pedagogy to be culturally responsive

Student Achievement data

will show a decrease in

the opportunity gap

2013-2014 Chelin



will work collaboratively in

Professional Learning

Communities

Professional Learning Communities will form around staff self-selected topics with the goal of improving student academic achievement.

During the 2013-2014 school year staff will increase the use of technology to improve student learning

Instructional Strategies

Curriculum Alignment

New Teacher PLC

The number of staff

members that are

members of a PLC will

increase.

2013-2014 Chelin

Isley

Osborn

Gant



will increase knowledge of

Danielson instructional

language and the TPEP

process

Provide professional development around Danielson instructional language

Provide support for teachers in the TPEP process

Actively engage teachers in evaluation process

All evaluations completed

according to KEA

contract

2013-2014 Chelin

Isley

Gant

Osborn

Veitenheimer

Clem



will be active participants in

numerous district level

Kamiakin staff will be active participants in Instructional Academy

Kamiakin staff will be active on district adoption and curriculum advisory

The number of Kamiakin

staff participating at

district level professional

development will

2013-2014 Chelin

Osborn

Isley

Gant

10/25/2013 19

professional development

opportunities. committees

Kamiakin staff will be members of TPEP pilot evaluation program

increase.

10/25/2013 20



Tri-Tech, Work Based Learning Experiences, Student Led Conferences, Service Learning Opportunities, Reading Lab Partnerships, Gear Up

We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following

characteristics of high performing schools:










Use of the instructional elements of purpose, engagement, rigor and result

10/25/2013 1

Kennewick High School


2013-2014

10/25/2013 2

School: Kennewick High School School Year: 2013-2014

SCHOOL INFORMATION



Kennewick High School is the oldest of the three district high schools, celebrating its 106th

graduation last year. The student population is

approximately 1,504 (SEPTEMBER 2013) with between 60 and 68 percent on free/reduced lunch throughout the year. The ethnic/racial rates are

43 percent white, 47 percent Hispanic, and 10 percent other minorities. KHS has one of only two International Baccalaureate programs in

Eastern Washington.


a. Staff Surveys

A past Harris survey (more than 4 years ago) indicated concern with communication in the building. In May 2013, a staff survey was

undertaken. Ninety percent of the respondents selected somewhat agree or agree (the two highest choices) that communication with

administrators is appropriate and positive. Other areas of outstanding results were “My supervisor treats me with dignity and respect”

(98.6%); “I have trust and confidence in my supervisor” (94.4%); “My supervisor has clearly communicated my responsibilities” (94.4%);

“My supervisor encourages collaboration and teamwork” (93.1%); and “I am proud to work at this school” (94.4%). It appears that with an

entirely new administrative team, that communication is not the staff issue it once was.

b. Family and Community Involvement: Using Parent Surveys and other parental input, what needs have been identified? (Title

I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

Needs identified by parents are the following: include parents in building decision-making process; have resources available within the

building; be informed about the math requirement for passing the End of Course Exam; be informed about math courses required for college

admission. Parent meetings (often with the bilingual advocate), the 9th

Grade Get Connected, Gear-Up serving freshmen, and the LionsLink

bulletin (on-line) are a means of information to parents. Two parents serve on the building site council.

3. Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, WASL Trend, and ITBS Trend

and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and

weaknesses of your current program based on building data).

In 2012-13, the Reading HSPE was up (81% vs.70%), while writing increased (81% vs.76%). The End of Course exams in math were taken

with Algebra scoring 64% (60% last year) and Geometry 83% (56% last year), a significant increase. EOC Biology was 53%, compared to 43%

last year.

10/25/2013 3

4. Professional Development: What needs have been identified for professional development for certificated and classified staff

that will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title

I/LAP)

Learning new/improved teaching techniques is always a desire and looking at grading practices will again be a focal point.

The professional development committee meets regularly to assess requests for PD funds.

Last year, including the summer of 2013, the following workshops were attended by KHS staff:

Common Core State Standards workshop in Pasco

KSD Focus on Instruction

ALEK training

Common Core workshop

Fall Math workshop

Science Teachers’ Conference

CTE workshops

TPEP workshops for new evaluation system

GLAD training/GLAD refresher (whole staff 2 sessions in August 2013)

Motivating the disruptive student

Several teachers participated in Learning Walks

Three teachers to ELL training

NCTE workshop in Las Vegas

District Corrective Reading workshop

Primary Sources Seminar

Socratic Seminar

STEM, guitar building

PBIS training

Washington Photography conferences

Computers in Library conference

District iPad training

Collection of Evidence workshops

Two received Math Essentials training from department chair and Math Coach

IB workshops in English, World Languages, and administration/coordinator IB Regional Conference

District Cultural in service on Somali students

Text book adoption committee meetings and trainings

WMEA Music Conference

WASSP conference for principal and assistant principal

10/25/2013 4

Three staff attended Read 180 training

Currently, many teachers are in curriculum-related PLC’s

Staff have had opportunities to share what they have learned to their departments and all staff when appropriate.


1. Expanded learning time opportunities to include department interventions within the school day

2. Add Read 180 sections for 2013-14

3. APEX (computer driven) instruction for students who need credit retrieval and remediation

4. Additional Para pro assistance in LAP classes

5. Family involvement: on-going family nights targeting Spanish-speaking parents (organized by the bilingual advocate); HSPE

information nights; Title One parent conference participation

6. Open house to meet and greet parents

7. Collections of Evidence classes are required for seniors who did not pass the HSPE in reading and/or writing, and students who are

behind have doubles classes. Juniors and seniors who did not pass the HSPE are assigned English 5/6 and 7/8 to prepare to re-take.

Students who did not pass the End of Course in math are enrolled in algebra or geometry Collection of Evidence classes. The

English/Language Arts text adoption was completed and new texts have arrived. There is a curriculum adoption for the Arts this year,

as well as implementation of World Languages curriculum adoption.

8. PLASCO attendance and tardy system pilot; student attendance and being on time is a focus for success.

9. In-school Suspension in lieu of out of school suspension; students get assistance with assignments while out of class.

10. Added a grade level Academic specialist to track students who are having academic difficulty.

11. Add a LAP Academic Specialist to track LAP students who are having academic difficulty.

12. Gear-Up program for 2013-14 freshmen to include tutoring and providing planners and the text Seven Habits of Highly Effective

Teens to be taught in English classes.

13. Study skills taught in physical science (with use of a planner) and reinforced in other freshman classes.

14. How to Get Good Grades booklet studied in freshman Quest classes




In the summer the math department met to analyze the placement of each student based on state assessments and MAP scores, teacher

recommendation, grades and attendance, and to train two teachers in new methods. The department met to design lessons for the new

curriculum. In Language Arts, ninth and tenth grade writing prompt was assigned at the end of the school year. Teachers then collectively

graded the assignments. The purpose, besides seeing growth in students, is to better coordinate teacher grading and rubric development.

Two sections were added to the Read 180 program, one specifically for English Language Learners.

10/25/2013 5

STUDENT ACHIEVEMENT DATA Kennewick High School



2008 2009 2010 2011 2012 2013

9 MAP Testing 51 53 56 49 52 51

10 MAP Testing 53 49 44 52 56 57




2008 2009 2010 2011 2012 2013

9 MAP Testing 49 50 61 61 58 58

10 MAP Testing 52 57 56 64 59 58


WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *HIGH SCHOOL PROFIENCY EXAMS/EOC Math


2008 2009 *2010 *2011 *2012 *2013

10 Reading 70 77 72 79 71 81

10 Writing 83 81 84 82 76 81

10 Mathematics 47 42 33 EOC YR 1-25

YR 2-66

EOC YR 1-63

YR 2-56

EOC YR 1-62

YR 2-72

10 Science 17 22 28 38 EOC 43 EOC 56 Standard for the WASL & EOC is 400 points for Reading, Math, & Science 17 points for Writing


Yes x x x x No No

No (If NO, what categories?) Reading/Math Reading/Math

10/25/2013 6

2012-13 MSP/HSPE Results Kennewick High


10th Grade

80.8% See EOC

below 81.1%

See EOC below




All Grades 68.2%


Enrollment


1,539


1,417


Male 801 52.0%

Female 738 48.0%



Asian 27 1.8%



Black 49 3.2%

Hispanic 645 41.9%

White 787 51.1%


Special Programs




Migrant (May 2013) 236 16.7%

Section 504 (May 2013) 9 0.6%




73.3%


83.3%



Classroom Teachers

83


12.2



56


0.0%


0.0%


523


% of classes taught by teachers meeting ESEA highly qualified 99.6%





10/25/2013 7



(HQ) definition


0.4%


N/A


N/A


N/A


N/A

10/25/2013 8


School: Kennewick High School

Goal: 85% of sophomores will meet standard on the High School Proficiency Exam in Math.

Related Building Goal: Increase student math scores by 10% in End of Course Exams

Rationale for Goal: Math End of Course scores are low and the number of students needing math support and remediation at KHS is high.

Typically a majority of students enter 9th

grade below grade level in course selection.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Identify 9th

grade students

for placement in below

grade level math class

(Math Enrichment/Algebra

Block): first consider

students who are below the

51 percentile in MAP; next

review grades and courses

from middle school; finally

consult with middle school

math coach and counselors

(who have received

feedback from math

teachers) Higher ability

students are placed at their

level (Algebra, Honors,

Geometry). Where

appropriate design

individual improvement

plans using data to

effectively to drive

instruction.

Students will be identified by middle school teachers using a

variety of criteria, including 7th

grade state assessment scores,

MAP data, attendance, grades and teacher recommendations.

The MAP will be given to 9th

and 10th

grade students who are

enrolled in at level or below level math courses. MAP data will

be charted and used to show students their level and where

grade level is. If a student’s MAP test indicates he/she is in the

wrong course, consideration will be made to move him/her.

Teachers will use the data to drive lesson plans and individual

student learning plans.

MAP, 7th

grade MSP,

EOC, attendance,

math performance,

teacher

recommendation

Fall 2013

Winter 2014 for

students in basics

classes

Spring 2014

At the beginning of

each semester

Middle school math

teachers, LAP math

coach Pam Kangas,

Patti Flora, and KHS

math department

Close the achievement gap

especially between white

students and students of

color.

Special emphasis will be placed on students in ELL

and SET math classes. These students will have an

additional math support class and tutoring.

Provide an additional Read 180 course for ELL

students

MAP, 7th

grade MSP,

attendance, math

performance, teacher

recommendation

2013-2014 Pam Kangas, Ron King,

Oscar Garnica

Twila Wood, Literacy

coach

Use math software

programs associated with

Holt curriculum when

available and ALEK to

serve students that are

behind in math and to close

the achievement gap;

Staff has been trained in the newly adopted math curriculum;

software application and updated training is an on-going effort.

Collect data and track student progress on MAP tests.

Staff have had ALEKs training

Use assessment

models provided by

each math program

2013-2014

Evaluations will be

conducted using MAP

scores to students in

basics classes and to 9th

and 10th

grade students

twice a year

LAP math coach (Pam

Kangas), Patti Flora

and KHS math

department

10/25/2013 9

Staff have been trained and are using this program in basic

classes

Program testing and

MAP

STRATEGY/ACTION

(New)


(Address opportunities for observation & practice/feedback

& reflection)

ASSESSMENT &


RESPONSIBLE

Communicate to parents

math state assessment

requirements and post-

secondary prerequisites

Provide parent math information concerning HSPE/ EOC and

college entrance requirements;

Give letter to parents of students who are taking math classes

not in the college bound track.

Determine attendance at

parent meetings;

evaluate enrollment

data to determine if

advanced math

enrollments are

increased and if

remedial classes are

decreased; conduct a

parent survey

On-going Middle school math

teachers, counselors,

administrators,

Patti Flora, Pam Kangas

math department teachers

Provide support to ELL

math students

Add support classes to Algebra Fundamental classes (block) Academy of Math, new

math curriculum-Holt’s

differentiated

instruction, and MAP;

ALEKs

On-going Ron King, Maria

Hendrickson, Pam

Kangas, Estella Aguilar

Math coach to assist with

instruction; provide Para pro

support, develop directed

tutorial within the school

day, and offer summer

school to address math

deficiencies

The LAP math coach will assess data, help with student

placement, assist with MAP testing, provide instructional

information, and assist with professional development; opportunities for staff to go on learning walks

Maintain LAP math

coach; determine what

directed tutorial best

fits KHS and its needs;

hire Para pros to work

with low achieving

students in classrooms;

math teachers meet to

discuss student

achievement

On-going Patti Flora, Pam Kangas,

Ron King

Para pros: TBD

10/25/2013 10

School: Kennewick High School

Goal: 90% of students surveyed will report having a trusted adult at school to go to when they need help.

Related Building Goal: The number one priority of the KSD is student and staff safety.

Rationale for Goal: Last year when students were surveyed, 76% reported having a trusted adult at school to go to when they need help; students who have an adult

advocate at school will be safer and more successful.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Ninety percent of students

surveyed will respond

positively that they have a

trusted adult at school

Directed discussion in Quest on what/why a

student would go to a teacher (or other trusted

adult) for help, provide examples of trusted

adults, and/or other ideas as revealed in

discussions

List adult names and pictures in Student

Handbook

ASB Leadership advertising campaign to

include posters

Security and administrative presence between

classes, lunch, etc.

Advertise bully/harassment process

An administrator visit each English classroom

and talk about “trusted adult”

Review annual

School Safety Survey

2013-14

Administrators;

Twila Wood

Des Martinez

10/25/2013 11


Goal: Students will graduate prepared for college, work, and citizenship

Related Building Goal: Increase student literacy by increasing HSPE reading to 85% and writing to 85%

Rationale for Goal: 70% of our 2012 sophomores passed the Reading HSPE and 76% passed the Writing

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Provide reading

opportunities to close the

achievement gap

Schedule additional Read 180 classes to regular

education as a supplement to Read 180 that is a Special

Education class.

Add Read 180 for ELL students

Writing workshop in the days prior to HSPE

Offer summer HSPE tutorials

Instructional coach and

math coach utilize

assessment data to

determine program

effectiveness; review

state assessments and

MAP scores

On-going

Twila Wood

Madge Peterson

Ron King

Van Cummings

Provide writing

opportunities to close the

achievement gap

Assign students COE writing classes

Writing workshop in the days prior to HSPE

Offer summer HSPE tutorials

Review MSP/HSPE

writing scores

On-going

Twila Wood

Madge Peterson

Van Cummings

Provide opportunities for

students that will encourage

them to stay in school;

Find additional ways to

mitigate students failing

classes

Verify withdrawal codes on student who leave KeHS

Contact homes of students who have registered but did

not attend

Continue Freshman Only day of school

Quest includes student-led conferences

Continue using the truancy office

Continue using BECCA liaison

Success Coordinators to assist with students who are at

risk of failing classes and/or not graduating

Provide feedback at 6 Weeks, 12 Weeks and 15 Weeks

(F’s) to parents concerning academic progress via mail

Better track attendance to identify students at risk

(PLASCO)

Use Gear-UP staff and funds to assist freshman in

transition to high school and help them be successful

with tutoring, monitoring attendance, etc.

Continue Quest

advisory (Navigation

101); review student

drop-out data and

survey results;

Review student grade

data with staff

On-going Ryan Rettig

Counselors

Twila Wood

Janell Johnson

Ron King

Laura Jepsen

Pam Kangas

Erin Bush, Gear-Up WSU

10/25/2013 12

STRATEGY/ACTION

(New)


(Address opportunities for observation & practice/feedback

& reflection)

ASSESSMENT &


RESPONSIBLE

Literacy/COE classes for

students who did not pass

the HSPE

Identify students that did not pass the reading and/or writing

HSPE and place them in classes (English 5/6; English 7/8)

designed to prepare them for the HSPE and complete a

Collection of Evidence junior/senior year. Classes are required

for juniors and seniors who did not pass the HSPE.

Review assessment data On-going Van Cummings, Twila

Wood, Madge Peterson,

Monitor grading practices;

analyze impact of poverty

on grades/student learning

Follow decision to use a standard grading scale and

pilot various systems of accepting late work

Zero Elimination Days

Extended Semester

Academic Specialists and Success coordinator monitor

students at risk of failing

Monitor teachers

grading and feedback

from Zero Elimination

and Extended Semester

On-going Van Cummings

Pam Kangas

Twila Wood

Ron King

Increase rigor and relevance

in ELL classes

Add Read 180 as Set 3/4 class (ELL)

Estrella Aguilar to assist students and parents who are

classified as migrant

Add a migrant counselor

Classroom assessment,

Washington English

Language Proficiency

Assessment (WELPA);

MAP

On-going Twila Wood

Elizabeth McFadden

Ron King

Maria Henrickson

Estrella Aguilar

Cody Booth

10/25/2013 13


Goal: Greater than annual NWEA growth is achieved by students who are below the 40% percentile

Related Building Goal: Individualize teaching and learning so students will graduate better prepared for college, work, and citizenship.

Rationale for Goal: Approximately 41% of all 9th

grade students entering KHS are performing below grade level in math according to the fall of 2010 MAP

Test. The “gap” between Anglo and Hispanic students passing assessment is significant.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

Create an alignment

between high school

curriculum and post-

secondary entrance

requirements

ASSET Test (CBC)

Provide awareness opportunities for teachers, parents, and

students through parent conferences, parent nights, newsletters,

and open house of the classes that are required for post-

secondary enrollment

Parent participation in

meetings; track the

number of students who

take the PSAT, SAT,

ACT, ASVAB, ASSET

On-going Ron King

Twila Wood

Van Cummings

Patti Flora

Pam Kangas

Madge Peterson

Ron Williamson

Improve attendance;

encourage students to attend

school on a regular basis

Students will be better connected to adults through Quest

Advisory. The truancy officer from JJC will continue to meet

with students at KeHS. The Success Coordinator (Laura Jepson)

the Academic Specialist (Robyn Davis), the Gear-Up staff and

the Bilingual advocate (Estrella Aguilar) will track students,

including phone calls and home visits. Attendance office

personnel will continue to contact parents in search of students

who are not attending.

PLASCO attendance monitoring

Attendance records;

advisory

On-going Administrative Team

Counselors

Security

SRO

Estrella Aguilar

Laura Jepsen

Robyn Davis

Gear-Up staff

Utilize instructional

conference strategies to

focus on student

engagement and

productivity

Learning walks

Transition to new TPEP evaluation system

Staff evaluations On-going Administrative Team

District Office

KEA

10/25/2013 14


Programs are monitored by required district practices. In addition, programs are monitored and adjusted from input from the following teams: Faculty

Council (site council, 13 meetings a year) and the Instructional Leadership team (principal, math and literacy coaches, assistant principal, success

coordinators meet about 30 times a year). In conclusion, our school operates on the following characteristics of high performing schools:










Use of the instructional elements of purpose, engagement, rigor and results

10/25/2013 15








LAP Qualifying Criteria 2011-12 - English

Criteria for Rank and Order-Freshmen

1. 7th Grade state assessment score

a. 10 points for 374 or below – level 1

b. 5 points for 375-389 – level 2

c. 3 points for 390-399 – level 2

2. Placement MAP Score Spring 2012

a. 10 points MAP Score 216 or below (2+ grade levels below)

b. 5 points MAP Score 217-219 (1+ grade level below)

c. 3 points MAP Score 220-222 (just below grade level)

3. Fall MAP Score of current year




10/25/2013 16

Criteria for Rank and Order-Sophomores

1. 7th Grade state assessment score reading score

a. 10 points for 374 or below – level 1

b. 5 points for 375-389 – level 2

c. 3 points for 390-399 – level 2

2. Spring 2012 MAP Score








10/25/2013 17

LAP Qualifying Criteria 2011-12 - Math

Criteria for Rank and Order-Freshmen

1. 7th Grade state assessment score

a. 10 points Below 375-level 1

b. 5 points 375-389-level 1

c. 3 points 390-399-level 2

2. Placement MAP Score Spring 2012

a. 10 points MAP Score below 225 (2+ grade levels below)




a. 10 points MAP Score below 225 (2+ grade levels below)



10/25/2013 18


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to state assessments, include

any locally developed and selected assessments.

KHS uses a variety of assessments to monitor student progress and help focus instruction. Formal assessments include the state assessments, MAP, WELPA

(language proficiency assessments), the End of Course assessments, and computer assessments (ALEK, Holt Differentiated Instruction), classroom Writing

Assessment for Freshmen and Sophomores, and teacher observation.


Students will be identified by grades and MAP scores, specifically those scoring below the 50th percentile. HSPE and EOC assessment data is used. Summer

school is an option for those in need and the staff is considering how departments can provide tutorial for students who need extra help. Extended Semester is

offered so students have a chance to earn a passing grade the days near the end of each semester. Zero Elimination days are promoted on 10:30 early release

days as a way for students to catch up on missing assignments. Our academic specialists (success coordinator) monitor students at risk of failing. We

propose to add a LAP focused person to do the same. The Gear Up staff will monitor freshmen. Students are assigned to after school and lunch time tutoring.


Parent Portal

Conference with interpreter if needed

Progress reports

Teacher phone calls home

PowerSchool generated attendance letters

LionsLink Bulletin (on-line)

Bilingual Advocate contacts

Truancy Officer contacts

BECCA advocate contacts

Counselor contacts

Success Coordinator/Academic Specialists/Gear Up contacts with parents



learning of all students including limited English proficient students, Migrant students, and economically disadvantaged students. Additionally, the


ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.

Guided Language Acquisition Design (GLAD)

10/25/2013 19

Sheltered English Techniques (SET)

Bilingual Advocate assistance

QTEL training

Focus on Instruction workshops

TPEP training for evaluation pilot





Open House

Student –lead conferences

HSPE parent night

Truancy officer, BECCA coordinator, Success Coordinator, Gear Up, Academic Specialist, Bilingual Advocate, and SRO home contacts

Booster Club meetings (athletic, academic, music)

Federal Programs Office home visitor, interpretation, etc.

KeHS and KSD websites

LionsLink Bulletin

Bilingual Parent Nights including Giant Thursday, Freshman Orientation, and Senior College Night



community that provide services to children and families.


KHS coordination with Homeless Liaison

District Bilingual Literacy coach cooperative improvement

Federal Program and Special Education Director involved in KeHS issues

Migrant Home Visitor interpretation services

Migrant/Bilingual Director assists in identifying KeHS students who qualify for programs

GLAD coach

Bilingual Advocate, Success Coordinator, BECCA coordinator

Gear-Up staff located at KEHS


N/A

10/25/2013 20


Administrators from KHS and primary feeder school, Park MS, meet quarterly

Counselors from KHS and PMS meet to plan and discuss student transition and registration

Lion Adventure Day- a Saturday presentation in the spring to promote programs and activities to middle school parents and students

8th Grade Parent night prior to high school registration

Middle school and high school math coaches meet to discuss student placement in high school math.

Bilingual transition meetings with middle school ELL students to help with the transition to high school

Freshmen Only Day first day of school

Quest freshmen classes have lessons in study skills, trusted adults, etc.

SPED staff meet with IEP students/parents to assist in the transition to high school and to aid in class placement.

Administrators discuss middle school accountability, placement, and at risk students

Gear-Up monitors and provides tutoring and field trips for freshmen


Counselors work closely with a variety of community agencies that provide resources for students and families

ESD 123 provides a drug and alcohol prevention/intervention specialist

Consumer education classes provide career shadow experiences for students

KSD/KeHS and KPD partner to insure a safe campus

KPD SRO provides workshops on gang awareness

Key Club is sponsored by Kiwanis

Buddy Club is sponsored/supported by the Association of Retarded Citizens

Rotary (exchange students among other support)

Students in the Team Read class assist with reading in elementary schools

WSU Gear-Up program

Updated 10/25/2013

Southridge High School


2013 - 2014

Updated 10/25/2013

School: Southridge High School School Year: 2013-2014

SCHOOL INFORMATION



Southridge High School is located on a 50-acre campus and serves 1650 students in grades 9-12. The 254,000 square foot building is designed to

meet the educational needs of students in various programs. The two-story academic wings house 60 academic classrooms along with several

special function rooms, the media center, special project labs, plus six computer labs for whole class instruction or individual use.

The Southridge student population is 63.6% white. Our largest minority population is Hispanic at 27.9%, followed by Asians at 2.7%, African-

Americans at 2.1% and American Indian at 0.7%. Students who qualify for Special Education services make up 9.2% of our population, and

5.8% of our students are transitional bilingual. We serve free or reduced lunches to 46.7% of our students.

The building design and equipment available at SHS facilitate innovation in the delivery of instruction. Technology plays an important role in

the education of the students at Southridge. The school has a full local area network wired to accommodate voice, video and data sources from

each instructional space. Additionally, an instructional media studio is available. The library media center offers the latest in technology for

research utilizing the Internet.

Southridge is currently a comprehensive high school which offers traditional courses as well career pathway courses. Students choose from a

wide variety of classes, including world languages, music, the arts, vocational education, physical education, and honors and Advanced

Placement courses.

Updated 10/25/2013


a. Staff Surveys

Staff surveys on past school improvement goals have shown support for our school improvement goals at a 90% average rate.

b. Family and Community Involvement: Using Parent Surveys, and other parental input, what needs have been identified?

(Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

Parents show a high satisfaction rate with Southridge based upon KSD Zoomerang Parent and School Safety survey results. Parents are and

students are represented on decision-making bodies with the authority to make decisions impacting student learning. There is a need to be

more intentional to involve more parents, especially parents of minority and low income parents, in the areas of graduation requirements,

college eligibility, and opportunities for involvement in student activities.

3. Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,



In the 2012- 13 school year, Southridge High School only failed to meet AYP for Hispanic and low income students in reading. Our low income

population has gone from 13% in 2003 to 46% in 2012. Despite these struggles in AYP, Southridge continues to be a school of choice, as

reflected by the large number of transfer students attending Southridge.



Staff development needs are focused on the new TPEP evaluation system and the continued development and strengthening of our

Professional Learning Communities. Staff development dollars are currently focused on three concepts. First and foremost is the intentional

effort to teach the nuances of the new evaluation system to our staff, especially to those on the Comprehensive Evaluation model. All staff

will be on the Comprehensive model with within four years, so all staff are being trained. Our second focus is on providing ample time for

teachers to work together collaboratively. A new 10:30 Early Release provides much needed time for our PLC’s to meet and to work

together. Our third and final focus is the continuing effort to provide on credit retrieval, both in curriculum and in state testing alternatives. A

new Biology COE program has been developed, and our Math Coe Program has been extended to the junior class. After school tutoring

program continues, primarily through our Success Coordinator, and a GEAR-UP program has been added to our support services. GEAR-UP

is focused on our 9th

graders, and that cohort will increase by one grade level each year for the next three years.

Updated 10/25/2013


Our focus is back on reading, writing, math and science. Our Reading scores dipped below 85% goal for the first time since the advent of

state testing, and an intentional effort by our Language Arts department through their PLC’s is intends to correct that. Writing dipped to

87%, and while that score may be admirable at other schools, it is not acceptable at Southridge. Our English Department is committed to

raising those scores back into the 90%. In 2012-13 we had 80% of our students pass the Algebra EOC on their first try, with 88.5% passing

the Geometry on their first attempt. Algebra is up 10.2% from the previous year, Geometry up 12.3%. The EOC Biology test was

administered for the second time in the spring of 2013, and Southridge students passed at a rate of 80.4%, up 14.5% from the 65.9% who

passed the Biology EOC in its first year of administration.

We have implemented new strategies for math achievement with the creation of Algebra and Geometry BLOCK classes in addition to our

Enrichment Algebra classes. These BLOCK classes are Power Standard classes, classes in which the curriculum has been streamlined down

to the essential academic learning outcomes. Algebra remains a standards based curriculum with a replacement not averaging assessment

model in order to reduce the failure rate in Algebra. This standards based approach has proven very effective at Southridge. In 2013 -14, the

math department will be more intentional in its teaching of calculators, especially with low end math students, in an attempt to increase pass

rates on the state tests. We have also expanded the use of the ALEKS computer instruction class.

The Science Department has added a COE class to its curriculum, and is in the process of revising its basic Biology curriculum to prepare

students for the EOC required for graduation.




In the summer of 2009, Southridge High School sent a team of teachers and administrators to a Professional Learning Community training to

provide direction to our PLC professional development. Additional teams were sent to trainings throughout the 2009 - 2012 school years. We

are committed the development and strengthening of our PLC’s over time, beginning with developing common curriculum and assessments

and common grading scales in common curriculum. We believe this will engage our teachers in meaningful conversations about best

practices used in the classroom. Eventually we hope to enhance our system of interventions to be used to quickly assist students when they

fail to meet the standards we set for them.

We are also committed to improving our Honors and AP curriculum at Southridge. Our initial stage of development offered Honors and pre-

AP classes to our freshman for the first time at Southridge. Teachers are developing curriculum for these classes, and are beginning to look at

additional offerings for upper level Honors and AP classes. It is our belief that offering Honors and pre-AP classes at the freshman level will

better prepare our students for the rigors of junior and senior level Honors and AP curriculum and will provide them with a significantly

increased opportunity to receive a 3+ score on their AP tests. We are now in the process of identifying areas to expand our AP curriculum,

looking at AP Art History, AP Music Theory, AP World History, and AP Spanish Language

Updated 10/25/2013

STUDENT ACHIEVEMENT DATA Southridge High School



2008 2009 2010 2011 2012 2013

9 MAP Testing 70 69 64 67 66 71

10 MAP Testing 62 56 67 65 70 67




2008 2009 2010 2011 2012 2013

9 MAP Testing 64 64 67 76 70 73

10 MAP Testing 73 73 60 67 62 64


WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *HIGH SCHOOL PROFIENCY EXAMS/EOC Math


2008 2009 *2010 *2011 *2012 *2013

10 Reading 89 87 87 86 86 83

10 Writing 96 94 94 90 91 87

10 Mathematics 58 47 47 EOC YR 1-64

YR 2-71

EOC YR 1-88

YR 2-64

EOC YR 1-83

YR 2-83

10 Science 31 32 40 46 EOC 53 EOC 77

Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing


Yes x x x x No No


& Math

Reading

& Math

Updated 10/25/2013

2012-13 MSP/HSPE Results Southridge High School


10th Grade

83.2% See EOC

below 86.7%

See EOC below




All Grades 80.4%


Enrollment


1,534


1,495


Male 768 50.1%

Female 766 49.9%



Asian 41 2.7%

Native Hawaiian / Other Pacific Islander 8 0.5%




White 1,061 69.2%


Special Programs




Migrant (May 2013) 121 8.1%

Section 504 (May 2013) 19 1.3%




82.7%


86.4%



Classroom Teachers

71


12.3


81.7%


54


0.0%


0.0%


501






Updated 10/25/2013




100.0%


0.0%


N/A


N/A


N/A


N/A

Updated 10/25/2013

School Improvement Plan: 2013 - 2014

School: Southridge High School

District Strategic Plan Goal: 90% of students report being safe at school.

Related Building Goal: Increase the percentage of students responding to the Student Safety Survey question “Do you have a trusted

adult at your school to go to for help” to 90%

Rationale for

Goal:

Safety is the first priory of any school, only in a safe school environment can students achieve at their highest

potential.

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL

DEVELOPMENT


ASSESSMENT &

EVALUATION

TIMELINE PERSON

RESPONSIBLE

Southridge High School

students will respond

positively at a 90% or

better rate to the question

“Do you have a trusted

adult at your school you

can go to for help?”

Counselors will meet with all SHS

students in English classes on

Fridays at the start of SSR,

encouraging them to come to them

or another trusted adult if they are in

need.

Navigation Advisors will engage

students in the conversation, “If you

need help at school, who do you go

to?”

Internal SHS Survey December

of 2012

KSD School Safety Survey

Spring 2014

Internal Navigation SHS Survey

December of 2013

Spring 2014

December of 2012

Steve Biehn & Molly

Hamaker-Teals and

Counselors will create a

schedule to get the

counselors into every

English class prior to

November 30, 2013

Steve Biehn and Ted

Weber will devise an

addition to the

Navigation curriculum to

emphasize the

identification of a trusted

adult to go to.

Updated 10/25/2013

IGNITE Mentors will talk to their

freshmen mentees about the

identification of a trusted adult they

can go to if they need help

Site Council will consider the goal

and brainstorm ways in which Each

of their departments can address the

issue in class

ASB Leadership Class will take this

on as an emphasis 2nd

semester

Newsletter articles encouraging

students to establish a “trusted adult”

to go to in a time of need

E-mail campaign using student e-

mails encouraging students to

establish a “trusted adult” to go to in

a time of need.

Continued administrative visibility

on campus to model open

communication with the student

body

Internal SHS Survey December

of 2013

Site Council Minutes

Class Discussion

Newsletters

E-mails

Observations

March of 2014 Steve Biehn and Geoff

Simm will devise an

addition to the IGNITE

curriculum to emphasize

the identification of a

trusted adult to go to.

Steve Biehn will bring

the issue to Site Council

and begin a discussion

about safe schools.

Liz Stiles and Steve

Biehn will devise a

campaign with ASB &

Leadership student to

ensure that all students

have a trusted adult to

turn to in a time of need.

Steve Biehn

Steve Biehn

Steve Biehn, Mike

Christman, Molly

Hamaker-Teals, Tim

Wood

Updated 10/25/2013

District Strategic Plan Goal: Professional development training and growth opportunities for staff are offered on a continual basis

Related Building Goal: Staff will be trained on the new Teacher Principal Evaluation Pilot system.

Rationale for

Goal:

In the 2015-16 school year, the TPEP evaluation model will no longer be a pilot, it will be the system under which

all teachers and principals in the state of Washington are evaluated. Knowing that, we want to take advantage of the

two pilot years to introduce the system to our staff in the hopes that they become familiar with it and it is less

overwhelming on them when it does become the law.

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL

DEVELOPMENT


ASSESSMENT &

EVALUATION

TIMELINE PERSON

RESPONSIBLE

Provide on-going

professional

development on the

new TPEP evaluation

system.

Review of impact of

negotiated KEA

contract language and

negotiated forms on

TPEP

Comprehensive

Evaluation Meetings

Areas of focus are:

Comprehensive Evaluation

vs. Focused Evaluation

Comprehensive & Focused

specific training provided

Danielson Domains 1 through 4,

component by component with

explanations and examples of all

components, with teachers filling in

examples from their disciplines in

negotiated forms and a review of

established goals

Individual conferences will be held

with all of the teachers on the

Comprehensive Evaluation model

Increased understating of TPEP

Group sessions divided by

evaluators (M&M / T&D)

Packets (Examples and goals)

photocopied and returned

Establish observations dates,

collect Self Assessments, review

and collect Student Growth

Goals, review and collect

Domain 1 & 4 evidence sheets

August of 2013

September 27,

2103

September /

October

Steve Biehn (Focused)

and Molly Hamaker-

Teals (Comprehensive)

will provide the initial

training.

M & M cover Domains 2

& 3, T & S cover

Domains 1 & 4

Administration

Updated 10/25/2013

On-going assessment of

progress and

understanding or the

TPEP process

Review of TPEP

process

Review in individual conferences of

individual progress, especially on

growth goals and the collection of

Domain 2 & 4 evidence

We will meet as a staff and review

the TPEP process, set the stage for

the 2013 2104 school year

Individual conferencing

Goal writing, self-assessment

discussions

Ongoing

June 15, 2013

Administration

Administration

Updated 10/25/2013

District Strategic Plan Goal: Meet or exceed district expectations on state assessments

Related Building Goal: Improve literacy skills in math, reading, writing, and science for all students.

Rationale for

Goal:

Proficiency in reading , writing, math and science is essential for our students to successful in their post-secondary

plans

English / Math / Science Department Goal: To maintain a high percentage of students passing the HSPE

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL

DEVELOPMENT


ASSESSMENT &

EVALUATION

TIMELINE PERSON

RESPONSIBLE

ENGLISH

1. Return to 90% or

better in HSPE writing

and reading

ENGLISH

1. Provide more focused instruction

in reading and writing in freshman

and sophomore classes.

2. Develop diagnostic assessments

for 9th

and 10th

grade courses.

3. Assess students in reading and

writing at the beginning, middle, and

end of the school year.

ENGLISH

1. Create assessments for

reading and writing.

2. Implement assessments to

identify students who need more

focused instruction/practice in

reading and writing.

3. Meet as PLC’s to create mini-

lessons and share strategies to

meet gaps in student writing and

reading abilities.

ENGLISH

1. Distribute

template for

graphic organizer.

(8/2013)

2. Examine CCSS

as PLC’s (8/2013 –

5/2014)

3. Meet monthly in

grade-level PLC’s

to fine-tune courses

and complete

graphic organizers.

(8/2013 – 5/2014)

ENGLISH

1. Create assessments-

PLC groups.

2. Implement

assessments and identify

struggling students- PLC

groups and individual

teachers.

3. Create lessons to meet

gaps in student writing

and reading abilities. –

PLC groups

Updated 10/25/2013

MATH

Increase the number of

9th

grade students (not

including the banked

scores of previously

passed students)

passing the EOC 1 test

from 57% to 70%.

MATH

Incorporate Algebra released item

into the Algebra instruction prior to

the EOC test

Incorporate calculator instruction

into the Algebra curriculum,

especially at the BLOCK level.

Research classroom testing of EOC

Increase the number and availability

of calculators to be checked for use

on the test.

Participate in ASAP after school

tutoring program.

Promote ALEKS as a support

curriculum for all math students,

struggling and advanced

Use GEAR-UP resources to work

with struggling 9th

grade math,

including the development and use

of a study hall and the ALEKS

curriculum.

MATH

Pre and Post test results from an

internal test

MU & EOC results

Work with Site Council,

specifically with the

Discretionary Funds account to

gain funding

MATH

MATH

Jill Pfeiffer / Steve Biehn

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL

DEVELOPMENT


ASSESSMENT &

EVALUATION

TIMELINE PERSON

RESPONSIBLE

SCIENCE

To develop and

implement a COE BIO

course and to revise the

SCIENCE

Attend state COE task writing

conference and write a curriculum

that accomplishes two goals. 1)

SCIENCE

Create a BIO PLC that will work

together to create, review and

rewrite this BIO COE / EOC

SCIENCE

June 2014

SCIENCE

Mark Julson, Melissa

Busalpa, Mary Biehn,

Kristin Privette, Steve

Updated 10/25/2013

existing Basic Biology

curriculum to reflect a

tighter approach to state

test item specifications

Prepare students who have yet to

pass the BIO EOC for the BIO

EOC’s in January and June. 2) To

successfully complete a BIO COE.

curriculum and then rewrite it as

a 18 week curriculum

Biehn, Rama Devagupta

Updated 10/25/2013


Related Building Goal: The extended graduation rate for Southridge High School will be 90% or better.

Rationale for

Goal:

Align with district goals, the goal drives instruction and remediation for all students.

STRATEGY/ACTION

(Maintenance)

PROFESSIONAL

DEVELOPMENT


ASSESSMENT &

EVALUATION

TIMELINE PERSON

RESPONSIBLE

COUNSELORS:

Actively monitor and

support all students’

progress to help

maintain the graduation

rate of 90%.

Use data to ensure that

students are

appropriately placed in

classes and to identify

at-risk students

COUNSELORS:

Review graduation status with

students yearly.

Place students in support classes and

credit retrieval courses as needed.

Implement interventions as shown

on attached diagram

Meet as a department to identify

appropriate placement for students &

meet with Success Team participants

to identify at risk students

Use current grades, Map / WASL /

HSPE / EOC test scores, behavior,

attendance, teacher recommendation,

parent contact, interactions with

student , & Success Team

recommendations

COUNSELORS:

Update Graduation Progress

Planning Document quarterly

Use current grades, Map/WASL/

HSPE/ & EOC test scores

Review student behavior,

attendance records, teacher

recommendation & interactions

with students

Facilitate parent/teacher/student

conferences as necessary

Use Map/WASL/HSPE/ EOC

test scores

Review transcripts, “F” Lists

COUNSELORS:

Ongoing during

school year

Ongoing during

school year

Review data

quarterly to

determine student

placement

COUNSELORS:

All counselors

Administration

All counselors

Administration

Updated 10/25/2013

Keep parents informed

of student’s progress

throughout the year

SUCCESS

CORRDINATOR

Use Success

Coordinator to assist in

the tracking of failing

students, especially in

grades 10 & 11.

F-lists, sorted by

department, by course

and by teacher sent to

the teachers every other

week

Send quarterly alert letters

Facilitate parent/teacher meetings to

discuss student progress

Contact parents by phone as needed

Present at Parent Grade Level

Registration Nights – providing

graduation requirement information

SUCCESS CORRDINATOR

Principal will generate an F list

every other week to identify failing

students. Success coordinator will

contact those students and their

parents and encourage them to

attend study sessions.

Principal will generate and send out

the list to raise an awareness of how

students are doing at any given point

in time.

Process teacher & parent

referrals

Document parent contact

through log entries

Maintaining copies of letters sent

home

Facilitate parent/teacher/student

conference

SUCCESS CORRDINATOR

Records on F-lists, contacts and

attendance at ASAP will be kept.

Grades at contact and at the end

of the semester will be

compared.

F-rates compared to past F rates

Ongoing during

school year.

February parent

night presentations

SUCCESS

CORRDINATOR

End of the each

semester

9 weeks into S1

18 weeks into S1

9 weeks into S2

18 weeks into S2

All counselors

Administration

SUCCESS

CORRDINATOR

Success Coordinator

Steve Biehn

Steve Biehn

Updated 10/25/2013

LOC

Learning Opportunity

Center will provide

credit retrieval

opportunities for

students both on

campus and off campus.

GEAR-UP

Gear-Up will focus on

our 9th

graders, and will

track academic

progress, encouraging

excellence and

providing support for

struggling students

LOC

LOC coordinators will work with the

counselors to track students in their

progress towards needed credits.

Procrastinators will be exited and

brought back in as room allows

GEAR-UP

Study hall for multiple F students,

bi-lingual tutors in lower level math

classes, absenteeism interventionist

provided to meet families in their

homes

LOC

Student records will be kept,

including credits accumulated

GEAR-UP

Ongoing evaluation

LOC

End of S1

End of S2

GEAR-UP

Ongoing

LOC

LOC teachers

GEAR-UP

Mike Christman

Updated 10/25/2013

District Strategic Plan Goal: Common Assessments are used in all core areas. Develop common assessments in core curriculum. Teachers will collaborate within

departments to identify essential learning outcomes and commons assessments to determine if those outcomes are being learned,

and teachers will collaborate to establish common grading scales and practices as well.

Related Building Goal: Ongoing Professional Development both for Teachers and Administrators.

Rationale for Goal: Currently, individual teachers determine what essential learning outcomes are appropriate for their students, fostering a culture of isolation. We are striving

to create a culture of collaboration in which teachers will work together in departments to determine essential learning outcomes for classes being taught in

the department. Once essential learning outcomes are estabished, common assessments will be established to determine if outcomes are being met. This

will allow us to align curriculum horizontilally and vertically.

Staff development activities will align with this vision of Southridge as a collaborative, professional learning community. Our staff development training

will be ongoing, with on-the-job learning, and include methods for sharing with each other, reflecting on experiences, and discovering best practices.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


RESPONSIBLE

SOCIAL STUDIES:

Revision of the End of

Course Final Exam

Prepare Mid-semester

common assessment

Essay

Writing/Research

Paper

.

SOCIAL STUDIES:

Teachers will continue to track data of student

performance on each final exam question.

Teachers will work to design and implement a

mid-semester common assessment.

Teachers will develop a common process and

rubric for use in the World Geography course.

We will use the OSPI CBA format as a

starting point.

.

SOCIAL STUDIES:

Teachers will compile

individual data and PLC

will discuss and

evaluate, continuing to

revise / update questions

as necessary.

The finished product will

be piloted and improved

by the same process as

the End of Course final

exam.

When the design is

complete, it will be

piloted and then revised

as necessary.

SOCIAL

STUDIES:

Use 2nd

semester

to work on 1st

semester data

2014-15

2013-14

SOCIAL STUDIES:

PLC

PLC

PLC

Updated 10/25/2013

Teachers will compare

strategies they use to

help students in

Reading, Note Taking

& Study Skills

Develop quarter exam

and compare and

discuss scores

Modify semester exam

as needed

Find primary sources

for students to analyze

for each unit CCSS

Reading #2

Develop short research

projects for students to

work on CCSS Writing

#7

Create essential

questions for each unit

in order to better create

common unit

assessments

Continue to adjust

government common

assessment (semester

exam) and compare

scores

Demonstration of video notes technique and

screen shots of a video clip

Teachers will teach common chapters and

subject matter and have common questions for

the quarter exam

Teachers will make suggestions on changes

that need to be made

Teachers will find 4-5 sources for each unit

using textbook resources and internet.

Teachers will create a list of short research

projects for teachers to choose from in

government.

Teachers will discuss different units and what

the focus should be in each one. Teachers will

create a pre-test, a formative assessment, and

a post-test for the legislative branch unit.

Teachers will bring tests and questions

students struggled with.

Use of the technique by

all teachers in the PLC

PLC will have a quarter

exam to use with

students

Assess what each teacher

is teaching and make

changes to semester

exam as needed.

Put list and links, where

available on shared

drive.

List will be on shared

drive

Essential questions and

common assessments

will be on shared drive.

Any changes to be made

will be made to the exam

on the

shared drive

2013-14

End of 1st Quarter

End of semester

(and end of year,

since the class is a

semester class)

Spring 2014

Spring 2014

Spring 2014

February 201

4

PLC

PLC

PLC

PLC

PLC

PLC

PLC

Updated 10/25/2013

ENGLISH:

1. Align new and existing courses to the Common Core State Standards

ENGLISH:

1. Meet in grade-level PLC’s to examine

CCSS.

2. Examine and compare skills taught in

existing courses to CCSS.

3. Fine tune courses to align with CCSS.

4. Create and complete a graphic organizer to

cross-reference units and ensure that all CCSS

skills are taught.

5. Identify gaps in skills taught and create a

plan to address those gaps.

ENGLISH:

1. Share individual

progress with

department.

2. Report findings to

department members and

building principal.

3. As a department,

collect all graphic

organizers to create a

scope and sequence for

grades 9-12.

ENGLISH:

1. Distribute

template for

graphic organizer.

(8/2013)

2. Examine CCSS

as PLC’s (8/2013

– 5/2014)

3. Meet monthly

in grade-level

PLC’s to fine-tune

courses and

complete graphic

organizers.

(8/2013 – 5/2014)

ENGLISH:

1. Distribute CCSS

skills list- department

chairs

2. Examine/compare

skills taught-

individual teachers

3. Align courses to

CCSS- individual

teachers.

4. Create/complete

graphic organizer

with CCSS for each

class- individual

teachers

5. Identify gaps in

skills and create plan

to address gaps- PLC

groups

6. Use Data from

common assessments

to drive instruction-

PLC groups

Updated 10/25/2013

PE

70% of students

enrolled in any PE

class will pass the KSD

Cumulative

Assessment for

Physical Education.

Continue to develop

the common

curriculum for Sport

and Personal Fitness,

Weights and Personal

Fitness, Aerobics and

PF, and Power

Walking complete with

common assessments.

Continue to develop

the common

curriculum for Health

with common

assssments.

PE

Reports that illustrate the test scores/data will be generated through Well-Pro and analyzed by individual teachers and discussed at PLC time. Materials will be shared during PLC time Materials will be shared during PLC time

PE

The official KSD

Physical Education

Cumulative Assessment

Student performance on

the common assessments

will be our evaluation

tool.

Student performance on

the common assessments

will be our evaluation

tool

PE

Year

Year

Year

PE

All

*This is a common

KSD PE goal.

Tim, Dave & Andy

Andy, Shala, Dave

Updated 10/25/2013

BUSINESS:

Follow the course

outline to teach units

accordingly,

implementing daily

assignments and

evaluations in SAM.

At the end of each

software unit,

implement the MOS

test.

Family and

Consumer Science

Department:

1. To create/ update

assessments.

BUSINESS: Each early release PLC day we will touch base to see which unit each course is on

Family and Consumer Science Department: 1. Meet and review assessments.

a. Evaluate and review assessments.

b. Create and edit assessments ,

c. Implement changes

d. Make improvements

BUSINESS: Pre-tests will be given in

each unit (MOS test) and

the number of students

passing will be compared

to the number at the end

of the unit to assess

learning

Family and Consumer

Science Department: 1. Reflect on

implementation and

changes made.

2. Peer review

3. Make changes

BUINESS:

See course outline

Family and

Consumer

Science

Department: 1. Meet and

review current

frameworks for

Foods &

Nutrition, Foods

and Fitness,

Independent

Living & Team

Read

2. Review

Student

achievement and

growth based on

assessments.

BUSINESS: ALL COMPUTER

APPS TEACHERS

Family and

Consumer Science

Department: 1. Review

activities/lessons and

alignment to

curriculum.

2. Develop new

lessons and activities.

Updated 10/25/2013

MUSIC:

Creating a cohesive

show which features all

ensembles. Our goal is

to have 50% of the

show rehearsed by

Thanksgiving

TECHNOLOGY:

Consistently and

actively collaborate on

our students growth in

math skills.

MUSIC:

Meet during prep hour or after school AT

LEAST once a week to discuss/plan.

TECHNOLOGY:

Come up with common math growth goals

Meet during PLC time

Establish common assessments

MUSIC:

We will know it is met if

we are able to musically

(not staging/

choreography) perform

at least 30 min. of music

before thanksgiving

break.

TECHNOLOGY:

Administer a pretest

Projects and assignments

Final summative

assessment

MUSIC:

Show numbers

shall be rehearsed

by thanksgiving

and performance

ready for the week

of Holiday

concert/assemblies

TECHNOLOGY:

Continuous

MUSIC:

Kaelee Darling

Phillip Simpson

TECHNOLOGY:

The department as a

whole

Robert Edrington

Ryan Helms

Updated 10/25/2013

WORLD

LANGUAGES: On each early release

Wednesday, Monday and

Tuesday we will:

meet to develop a

common scope and

sequence ( along with

other WL teachers in the

district),

share classroom activities

for implementation of the

curriculum and explore

and develop the online

resources and websites

available in the new

curriculum develop

common assessments and

rubrics for each unit, the

semester and the end of

the year.

compare student

achievement on

assessments in order to

make any necessary

adjustments in instruction

and/ or assessment to

improve student

performance

revise the scope and

sequence of curriculum,

implementation of

classroom activities and

/ or the assessments

based on the results of

our discussions

WORLD LANGUAGES:

Meet as a department each month (Monday

morn meetings, Tuesday lunch meeting and

early release Wednesdays)

Meet as a district each early release

Wednesday.

Take advantage of all trainings offered by the

publisher

Use drop box and email to share ideas and

activities.

WORLD

LANGUAGES:

By the end of the year

the department will have

for all teachers:

A written scope

and sequence

(district-wide)

Written

assessments for

each unit, the

semester and the

end of the year

used by all

teachers

Written rubrics

for each

assessment used

by all teachers

A shared

collection of

classroom

activities

developed and

used by

department

members

WORLD

LANGUAGES:

2013-2014 school

year

WORLD

LANGUAGES:

Each member will:

attend the

meetings with

the district

and

department on

each early

release

Wednesday

bring ideas

and/or

classroom

activities to

share or

develop

bring graded

assessments

Updated 10/25/2013

School: Southridge High School School Year: 2013 - 2014

USE OF TECHNOLOGY TO FACILITATE INSTRUCTION

On file with the district.


Open House, Wednesday, September 12, 2012

Academic Awards Night, September 19, 2012

Freshmen/Sophomore Parent Night, Monday, January 29, 2013

Junior Parent Night, Tuesday, February 12, 2013

Discovery Day, Saturday, February 23, 2013

8th

Grade Parent Night, Tuesday, March 5, 2013













Updated 10/25/2013

School: Southridge High School School Year: 2013 - 2014



Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP

services. Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process

using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and

serve those students with the greatest academic needs.

SHS uses 8th grade Math MSP results, Math MAP scores and current math grades to identify and rank eligible LAP students for services. New

students to the state and SHS will be ranked by current Math MAP scores, transfer grades and teacher recommendation.

Placed in support class (doubles)

10 points - placed in block

5 points - placed in a class considered at least two grade levels below; other than a block class (Math Essentials, Algebra BLOCK)

3 points - placed in a class considered at least one grade level below ( a 10th grader in Algebra, 11th grader in Geometry)

Fall Math RIT Score (MAP):

218-224 = 10 points

224-230 = 5 points

231-235 = 3 points

HSPE Level - 7th grade

Below 375 = 10 points

375-389 = 5 points

390-399 = 3 points

Alternate first quarter math grades

F = 10 points

D = 5 points

C - = 3 point

Updated 10/25/2013


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL,

include any locally developed and selected assessments. SHS uses a variety of assessments to monitor student progress and help focus

instruction. Formal assessments include the HSPE, Algebra and Geometry EOC’s, the Biology EOC’s, Functional Level Tests (MAP), teacher

created classroom assessment and teacher observation.

Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support

provided.

Student class grades, HSPE scores, Algebra and Geometry EOC scores, the Biology EOC’s scores, MAP scores, specifically those scoring

below the 51% on MAP testing.

Those students needing additional help will be given the following opportunities:

Summer school focusing on math and literacy

Extended day tutoring and class time.


Parent Portal

Formal conferences with an interpreter if needed.

Mid-quarter progress reports in the parents’ home language as needed.

Phone calls home.

Power School generated attendance letters.

Newsletters.

Migrant Home Visitor

Immigrant Support Coordinator

Truancy Officer

Migrant Bilingual Student Advocate

Updated 10/25/2013


Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help

increase academic learning of all students including limited English proficient students, Migrant students, and economically

disadvantaged student. Additionally, the staff development plan must identify specific training for teachers in parental involvement

strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to

support successful implementation.

Staff Development

TPEP Training

90/90/90 Conference

In House Professional Development days

Professional Learning Communities Workshop

Common Curriculum / Common Assessment Workshops

Response to Intervention Workshops

Assessment Conference

Glad Trainings

Robert Marzano “The Art and Science of Teaching” workshop

“The Art and Science of Teaching” book studies at Southridge

Dr. Donna Beagle – Addressing Students in Poverty

Conference led to awareness by counselors as they address the need of homeless students

SET Trainings

Curriculum designed specifically for Sophomores who have failed English and Social Studies as Freshman

Parent Involvement Nights

Math Night

Spanish Speaking Parent Inclusion Night

Updated 10/25/2013


Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the

process to communicate with parents of students who have not met the standards. Briefly describe the process used to develop and

implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in

other languages.

Open house

Conference Day

8th grade parent orientation

Federal Programs Office - Home visitor, Immigrant Support Coordinator, translator and interpreter

Booster club meetings - music, academic boosters and athletic boosters.

SHS Web page and teacher e-mail addresses.

Parent newsletters

Parent Focus Groups

AP / Honors Parent nights

Math Nights for Parents


Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district

and community that provide services to children and families.

Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP,

IDEA, etc.)

SHS utilizes 4-12 Bilingual Literacy Coach to improve classroom instruction

We utilize the Federal Program's Migrant Home Visitor and interpreter/translators.

We work with the Migrant/Bilingual coordinator to help identify students who qualify for programs.

We access staff development opportunities provided by the Federal Programs Office.

KSD SPED (Special Education) office supports staff in professional development opportunities as well as monthly meetings and support.

Work with Homeless Liaison to address the needs of homeless students


N/A

Updated 10/25/2013


Counselors from both the middle and high schools meet regularly to discuss and plan student transition and registration.

Discovery Day - A Saturday presentation in the spring to promote programs and activities to MS parents and students.

8th grade parent night prior to HS registration to discuss graduation requirements and HSBP (High School and Beyond Plan).

SPED staffs meet with each student and their parents to make sure IEP (Individual Education Plan) is implemented and for proper placement.

HS and MS principals meet regularly to discuss and plan MS Accountability issues and next year placement.


Counselors work closely with a variety of community agencies that provide resources for our students and families

Our staff participates in the DSHS Administrative Match program.

ESD 123 provides a Drug and Alcohol Interventionist to work with students.

Consumer education classes provide career shadow experiences throughout the community.

English and Math coaches meet regularly with CBC teachers to ensure that our students will be prepared for post-secondary opportunities, career

and citizenship.

KSD and KPD are in partnership to insure that our campus is safe and secure through the SRO (School Resource Officer)

SRO provides community and parent workshops on gang awareness

Buddy Club - ARC (Association of Retarded Citizens)

Rotary

Tri-City Juvenile Justice Truancy Officer

Legacy High School


2013-2014

School: Legacy High School School Year: 2013-2014

Updated 10/13/2013 2

SCHOOL INFORMATION

1. Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and percentage

of low income, bilingual, and migrant students.

Demographic statistics as of October 1, 2013

Enrollment % Low Income % Minority Bilingual Special Ed

Legacy HS Classroom 93 73% 39% 7 12

Legacy OnLine Advantage 43 78% 28% 0 1

REACH 16 75% 75% 1 0

JJC Detention Center 37 100% 62% 1 1

Day Reporting/CATS 17 65% 41% 0 2

Benton County Jail 2 100% 100% 0 0

TOTAL 208 78% 44% 9 16

NA = Data not available

Unique Programs at Legacy High School

Legacy High School is an “umbrella” term for a variety of affiliated programs. The direct instruction program is comprised of both a middle school

level and a high school level. The middle school level program is identified as REACH (Reaching Education Achievement through Choices and

Habits). It is designed for primarily 7th and 8

th grade students. The high school level program is referred to as Legacy Classroom. The independent

learning program is identified as Legacy OnLine Advantage. The institutional education program is comprised of Day Reporting (a GED+ program),

CATS (Community Alternative Transition School), the Benton Franklin Juvenile Justice Center (JJC Detention Center School), and the Benton

County Jail School.

Legacy High School provides opportunities for students to become educationally successful in settings different than those found in their previous

schools. It sometimes is described as an alternative or non-traditional school. It creates a safe, supportive, productive, and flexible environment that

is designed to meet the individual needs of each student. Personalized and differentiated instruction engages and challenges each student.

In contrast to the traditional, comprehensive high schools in the Kennewick School District, Legacy High School has no residential-based attendance

areas; enrollment is not determined by the neighborhood in which a student resides. Legacy High School serves the students of the entire Kennewick

School District. Enrollment in both the direct instruction program and in the independent learning program is by choice, based upon either stu-

dent/parent application, or by administrative referral. All applicants, however, are evaluated for appropriateness in an alternative educational setting.

The total student capacity for Legacy High School is roughly 300 students. REACH has a capacity of 18 students. The current Legacy Classroom

staffing accommodates 120 students. Legacy OnLine Advantage has no limit on the number of enrolled students, but Alternative Learning Experi-


Updated 10/13/2013 3

ence accountability requirements limit the number of full-time equivalent students to 120 within the current staffing arrangements – very few students

in Legacy OnLine Advantage are full-time students. Day Report has a capacity of 30 (15 in each of two sessions), CATS can accommodate 12 stu-

dents, and the JJC Detention Center has a bed-limit of 48 detainees. The Benton County Jail School is presently set to handle 5 detainees under 18

years of age.

All of Legacy High School’s institutional education programs, except for Day Reporting and a proportion of the CATS program, are to be wholly

funded with state-allocated institutional education funding. Day Reporting, a basic skills development and GED preparatory educational program, is

supported by basic education funding. CATS is a transitional program for 14 to 16 year old students recently released from detention, are currently

on probation, and are having difficulty getting re-enrolled in their former schools. It is designed to help those students gain skills to help them posi-

tively reconnect with their public schools. Legacy High School’s institutional education programs serve youth from both Benton and Franklin Coun-

ties.

Legacy OnLine Advantage is a virtual high school that utilized computer-assisted instruction. It is in its 7th year of existence. Its current staffing ar-

rangement allows it to serve 120 students. Twenty-seven students graduated from Legacy High School in 2013 with the assistance of this program;

150 students in five years. Apex Learning® and Apex Literacy Advantage

® courses constitute the core of the Legacy OnLine Advantage curriculum.

The Benton-Franklin Juvenile Justice Center Detention Center School and the Benton County Jail School provide educational services for students

younger than 18 years of age who are incarcerated for their participation in criminal activities. Educational services within the JJC School occur in

classroom settings. Benton County and Franklin County governments jointly establish the detainee capacity for the facility. It is presently set at 48

detainees, but may be raised back to its former capacity of 60 in the near future. Any changes to JJC capacity directly affect the staffing needs for the

educational services provided. Educational services for minors housed in the Benton County Jail receive instruction in one-to-one tutoring settings,

following the Alternative Learning Experience (ALE) requirements of the Office of the Superintendent of Public Instruction. This service began in

2010. The staffing needs for this program is directly connected to the number of minor detainees housed in the Benton County Jail.

Current staffing for the 2013-14 school year consists of:

General/Support Staff: Principal (1.0 FTE), Counselor (0.8 FTE), Special Service Case Manager (1.0 FTE), Prevention/Intervention Spe-

cialist (1-1/2 days per week), School Nurse (1/2 day per week), School Psychologist (1/2 day per week), Secretary (8 hours/day), Para-

educator (6 hours/day), 2 Tutors (3 hours each/day)

Legacy Classroom: 6 Teachers (4.5 FTE), 4 Pare-educators (19 hours/day)

Legacy OnLine Advantage: 4 Teachers (2.8 FTE), 1 Secretary (8 hours/day)

REACH (Reaching Education Achievement through Choices and Habits); 3 Teachers (1.2 FTE), 1 Para-educator (6 hours/day)

Benton-Franklin Juvenile Justice Center: 3 Teachers (1.8 FTE Detention Center School and 1.2 FTE GED Prep), 3 Para-educators (15

hours/day)

CATS (Community Alternative Transition School): 1 Teacher (1.0 FTE), 1 Para-educator (6 hours/day)


Updated 10/13/2013 4


a. Staff Surveys:

Staff has concluded that students need to have increased opportunities to earn credit toward graduation. Most of the students who enroll in Legacy High

are credit deficient, not on track to graduate from high school on time. Apex Learning® and Apex Literacy Advantage

® courses have been used as ad-

juncts to earning credit via classroom opportunities. However, this strategy has not been as successful as anticipated. To be successful in online course-

work, students must possess the same characteristics needed to be successful in a regular classroom. It has been the lack of these characteristics that has

resulted in credit deficiencies. The Legacy HS Classroom staff is investigating the impact of possible changes to the school schedule on credit-earning

opportunities; specifically trimester or block scheduling to replace the traditional 6-period model.

A process of self-study was begun during the 2010-11 school year to seek accreditation from the Northwest Accreditation Commission. Legacy High

School is currently recognized as accredited as a Special Purpose School serving grades 7-12. Its current accreditation status expires on June 30, 2014.

Staff and the school community is participating in the accreditation renewal process.

During the 2012-13 school year, the Legacy OnLine Advantage program received approval from the Washington Office of the Superintendent of Public

Instruction as a Single Provider Program under the current program approval requirements. As statutory and regulatory requirements for Alternative

Learning Experience programs such as Legacy OnLine Advantage are continually changing, staff is committed to remaining current on their understand-

ing and implementation of those changing requirements.

JJC and CATS staff identified the need to continue to utilize the Jordan Chaney’s Billowing Words program as a regular part of their academic programs

for the 2013-14 school year. This is especially important as reductions in funding resulted in the loss of the ESD Prevention/Intervention Specialist ser-

vices for the 2013-14 school year. The Billowing Words program incorporates Personal Social Responsibility concepts and activities in its program,

which will replace similar work provided by the P/I Specialist. The CATS program felt it was necessary to provide recreational activities for its students

and to also increase positive student-adult relationships through in those recreational activities. CATS students will regularly participate in bowling, par-

ticipating alongside their probation officers and CATS staff.

b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been identified? (Title

I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

Parents want opportunities for their children to succeed, to be treated fairly, to be notified in a timely manner when there are problems, and to be suffi-

ciently supported in their quest to graduate from high school. This includes the opportunity to continue their education in a small school setting or alter-

native setting. The first Legacy High School graduation ceremony occurred in June, 2011, and have continued since. The June, 2013, commencement

ceremony was moved off site to Amistad Elementary. This location will continue to be utilized in the future.


Updated 10/13/2013 5

3. Insert the summaries for your school’s State AMO (Annual Measureable Objectives), Functional Level, DRA, Reading Assessments, WASL Trend,

and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths

and weaknesses of your current program based on building data).

Of the 152 students enrolled in Legacy HS Classroom, Legacy HS OnLine, and REACH on October 1, 2013, 52% were not enrolled in any of the Legacy

High School programs in the previous school year. This is an on-going pattern. With one-half of the student body being new to Legacy High School’s pro-

grams, determining the academic and social needs of the incoming students is extremely important. Establishing constructive, positive relationships between

students and staff is a major priority. Students are given opportunities and time to acclimate to the alternative school experience. Because a significant por-

tion of our student body does not have a long-term history as students in the Legacy High School programs, our initial task is to triage the academic and be-

havioral strengths and needs of the students. Our staff incorporates immediate strategies while planning for long-term changes.

DEVELOPMENTAL READING ASSESSMENT AND FUNCTIONAL LEVEL READING


2008 2009 2010 2011 2012 2013

9 MAP Testing 25 37 36 14 24 0


FUNCTIONAL LEVEL MATHEMATICS


2008 2009 2010 2011 2012 2013

9 MAP Testing 13 31 52 0 15 0 10 MAP Testing 28 14 40 10 15 29



Updated 10/13/2013 6

WASHINGTON ASSESSMENT OF STUDENT LEARNING/ **HIGH SCHOOL PROFIENCY EXAM


2009 *2010 *2011 *2012 *2013

10 Reading 50 67 52 67 56

10 Mathematics 12 6 EOC- Yr 1 12

EOC- Yr 2 33

EOC- Yr 1 18

EOC- Yr 2 36

EOC- Yr 1 17

EOC- Yr 2 X

10 Writing 43 72 54 77 55

10 Science 0 9 20 EOC- 19 EOC- 18 Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for writing

DID YOU MEET YOUR AMO’s

2009 2010 2011 2012 2013

YES/NO x x x No No

If NO, what categories Math Reading & Math


Updated 10/13/2013 7

2012-13 MSP/HSPE Results Legacy High School


10th Grade

55.9% See EOC be-

low 55.2%

See EOC be-low


All Grades 41.9%


All Grades 36.7%


Enrollment


216


200


Male 102 47.2%

Female 114 52.8%



Asian 3 1.4%




White 154 71.3%


Special Programs




Migrant (May 2013) 9 4.5%

Section 504 (May 2013) 3 1.5%



Unexcused Absence Rate (2012-13) 395 12.4%


8.3%


21.3%



Classroom Teachers

12


11.2


50.0%


9


0.0%






Updated 10/13/2013 8


0.0%


189



100.0%

% of classes taught by teachers who do not meet ESEA HQ defi-nition

0.0%


N/A


N/A


N/A


N/A


** The "Makeup" exam was given to students who had already completed the Year 1 or

Year 2 coursework. It was not a "retake".


Updated 10/13/2013 9

4. Professional Development: What needs have been identified for professional development for certificated and classified staff that will be ad-

dressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

The need for staff to add new instructional practices; to participate in learning walks to see new practices; to participate in the Juvenile Action Team in

partnership with the Kennewick Police Department and other community agencies; to attend Institutional Education Quarterly Meetings and annual con-

ference for JJC staff; to participate in Models for Change work; and to continue to engage in the work of converting alternative programs into a small ef-

fective high school for high-risk students. A book study focusing on “Understanding Common Core State Standards” by John Kendall, “The Core Six

Essential Strategies for Achieving Excellence with the Common Core” by Harvey F. Silver, and the English Language Arts and Mathematics Common

Core State Standards and their associated Appendices, that began last year, continues during PLC and in-service time. This study is designed to supple-

ment the Common Core implementation strategies of the Kennewick School District.

In preparation for the full implementation of the Teacher Principal Evaluation Project (TPEP), staff has been participating in related, regular in-service

activities. To create more in-service opportunities, staff decided to change the manner in which students and staff will participate in Navigation 101 activ-

ities. Previously, Legacy HS rarely reduced it school day to create time for in-service professional development. Those activities occurred outside of the

school day, presenting challenges to full, consistent participation by staff. Beginning this school year, Legacy HS is incorporating 8 early-release days

into its schedule. School is dismissed at 11:15 a.m. Professional development activities take place at Legacy HS from 12:00 p.m. to 3:30 pm on those

days. Staff from Legacy HS Classroom, Legacy OnLine, and JJC/CATS all attend and participate. The bulk of the time is spent on TPEP training, with

the remainder utilized for accreditation, SIP goals, book studies, and other professional development activities.


New instructional practices have been identified and are being utilized: daily advisories; thematic, inquiry-based learning; exhibition of student work; si-

lent sustained reading; Glad strategies to improve engagement; Reading Lab for targeted LAP students; constructivist mathematics; and Computer Appli-

cations for REACH students. ALEKS® (Assessment and Learning in Knowledge Spaces) software is occasionally utilized to provide math instruction

support. Leadership opportunities for student are available through CTE (Career and Technical Education) courses and a Legacy High School Student

Leadership/ASB course that has been created this school year.

With the hiring of a continuing-contract Science teacher, the Biology and Physical Science curriculums are being more closely aligned to and responsive

to the Washington State K-12 Science Standards and the Essential Learning Academic Requirements (EALRs) 1, 2, 3, and 4. Professional development

activities include a focus on STEM education, the Next Generation Science Standards, and Science in the Common Core Language Arts Standards; align-

ing instruction to enhance preparation for the Biology End-of-Course exam; and creating partnerships with various science-related organizations within

the community. LHS staff is actively participating in the STEM Leadership Network through the ESD 123, and the AWSP’s STEM Principal Leadership

Training.

Because of our small size, individualizing instruction is a major focus. However, we have a limited ability to more closely match our curricular offerings

to the needs of all of our students. For example, the traditional math courses of Algebra 1-2, Geometry 1-2, and Algebra 3-4 are offered. APEX course-

work is utilized to help get students Algebra-ready. Student success in second-year Algebra (Algebra 3-4) has been disappointing. As an alternative to


Updated 10/13/2013 10

second-year Algebra, we are now enrolling students in Financial Algebra (a CTE-equivalent course). To increase opportunities for qualified students to

satisfy the Washington Math Standard, a Math Collection of Evidence (COE) course has now been added to our course offerings.

To provide qualified students opportunities to satisfy the Washington Reading and Writing Standards, a combination Reading and Writing Collection of

Evidence (COE) course has been added to the course offerings. This course is offered during the Fall semester only, and only once section is available.

Instruction is highly individualized.

A large portion of our students come to us with a significant earned-credit deficiency, negatively affecting their ability to graduate from high school in a

timely manner. Occasionally, the structures of the school day and/or school year create obstacles to students earning sufficient credits quickly. We recog-

nize that we must be willing to examine the adoption of strategies and structural changes that might aid in earning of credits in an expedient manner. To

that end, we are intensively exploring changes to our school structure, such as block scheduling and/or dividing the school year into trimesters instead of

the traditional 6-period, 2-semester structure. Increasing the opportunities for students to earn credits during the regular school year, as well as providing

significantly extended learning time will substantially enhance the ability of our students to graduate on time.

Expanding our curriculum to provide for a wider variety of course offerings for our current and potential new students is also receiving consideration.

There are very few opportunities for students at Legacy High School to earn elective credits while broadening their educational experiences. Adding elec-

tive courses, such as World Language courses, to our curriculum continues to be a high priority.

The amount of time that the ESD Prevention/Intervention Specialist is available to work with Legacy HS students has increased by approximately 50%.

The P/I Specialist was previously only available one day per week to work with students. It was decided that Friday would be the best day for that work

to help students develop the skills/strategies needed to avoid dangerous/risky behaviors during the weekend. The additional time has allowed the P/I Spe-

cialist to work with students also on Monday, providing needed follow-up supportive and triage services.

6. Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions. Include a de-

scription of how staff studied best practices and research, visited or contacted successful schools and programs, received input from the staff and

parents as the plan was developed, and matched the solutions to priority needs.

Most of the Legacy HS staff has been assigned to Legacy HS for some time. The staff is very familiar with the characteristics and challenges of students

enrolled in Legacy HS program. The focus centers round the selection of appropriate classes, academic planning and assistance, counseling intervention,

and institutional support to assist students as they make growth toward graduation. Activities toward these ends occur during the school day and in the

evenings, giving students and parents opportunities to gain needed knowledge. Staff meets daily before school in PLC’s, sharing information and gaining

from each other’s experiences and insights. A strong, continuing emphasis is placed on analyzing what seems to work well and why, what seems to not be

working well and why, and what can be learned to improve the effectiveness of the academic program.


Updated 10/13/2013 11

LEGACY HIGH SCHOOL’S GOALS IN RELATION TO THE KENNEWICK SCHOOL DISTRICT STRATEGIC PLAN

District Strategic Plan Goal: Ninety percent of students report they feel safe at school

Related Building Goals: 1. Increase the percentage of positive responses on the annual KSD Student Safety Survey,

2. Clarify and focus student understandings of and attitudes about safety at school, as well as safe behaviors outside of school;

address areas of student concern.

3. Build mutual trust between students and staff through the implementation of out-of classroom activities that foster positive

student-adult interaction.

Rationale for

Goals:

Positive student attitudes about safety at school can be developed through increased awareness and continuing discussions of

safety, including what constitutes safety and student roles/responsibilities in creating safe conditions, unsafe conditions and be-

haviors and how to safely respond to them, and when and to whom to contact regarding safety concerns.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &

EVALUATION TIMELINE PERSON RESPON-

SIBLE

Incorporate discussions

about safety at school

along with the communi-

cation of safety concerns

into Navigation 101 les-

sons and activities.

Incorporate safety-based discussions into Navi-

gation curriculum to include:

o Defining safety and what constitutes it

o Student roles/responsibilities in creating

safe conditions

o Unsafe conditions/behaviors identified and

safe responses/strategies to them examined.

o When and to whom to contact regarding

safety concerns.

Share safety survey results with students.

Cyberbullying and unsafe internet activities.

Increased communication among staff regarding

safety issues/concerns.

Annual KSD Student

Safety Survey.

In-building student

safety surveys given

quarterly.

Teachers summarize

discussions, analyze for

pertinent concerns,

themes raised by stu-

dents.

2013-14 school

year

Dennis Boatman and

LHS staff

Provide to every enrolled

student their own unique,

school-assigned username

and password needed to

access district computers

and the internet

Assign to each student and unique, school as-

signed username and password.

Inactivate generic, open-ended access to the

district computer system and the internet.

Sharing newly assigned

usernames and pass-

words to students.

Turning off generic,

open-ended access

November 1,

2013, for all cur-

rently enrolled

students. On-

going thereafter.

Dennis Boatman, Brian

Gochoel, Kim DeJong


Updated 10/13/2013 12

Work with students in the

Student Leadership/ASB

course to identify and

implement activities that

require positive student-

adult interactions that

allow for the building of

mutual trust and respect.

Suicide prevention week activities.

Anti-bullying and harassment activities includ-

ing student identification of problematic words

and actions and implementation of student-

centered activities

9/11 activities including field trip.

Participation in Habitat for Humanity activities

Continuing interactions with Senior Citizens

Center

Self-Harm Awareness Week activities

Canned Food Drive

Adopt-A-Family-For-Christmas activities

Additional activities incorporating staff-student

interactions

Student and adult participa-

tion in these activities.

Feedback from debriefing

participation in activities.

2013-14 school

year

Dennis Boatman and

LHS staff


Updated 10/13/2013 13

District Strategic Plan Goal: Annually, reportable injuries by staff are held to fewer than forty, and accepted claims are held to fewer than forty-five.

Related Building Goal: 1. All staff completes SafeSchools® training online by November 1

2. Safety issues and concerns are a continuing agenda item for staff meetings and in-services activities.

Rationale for Goal: Reduce injuries by increasing staff awareness and emphasis on acting in a continuingly safe manner and to bring to appropri-

ate attention areas of unsafe conditions.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Certified and classified

staff completes the

SafeSchools® training

online program by Octo-

ber 15.

Continuing reminders to staff to complete training

online. Individualize attention as needed.

Percentage of staff com-

pleting required training

within the timelines.

August 15, 2013

– November 1,

2013.

Dennis Boatman

Include on all staff meet-

ing agendas a line item

pertaining to safety, fo-

cusing on both pre-

determined items and

items of concern brought

up during the meeting

discussions.

Meeting agendas and distribution of meeting

minutes.

Continuing identification of

safety items discussed

listed in minutes of staff

meetings. Indication of

items addressed and/or

work orders completed.

2013-14 school

year

Dennis Boatman and

LHS staff


Updated 10/13/2013 14

District Strategic Plan Goals: Seventy-five percent of students who are below grade level in reading and math are caught up within three years. The

Kennewick School District is in the seventy-fifth percentile of all districts in achieving annual growth for its students.

Related Building Goal: 1. Teachers will become aware of individual students’ reading and mathematics skills as reflected by RIT scores and strand

analysis, and utilized the assessment data to guide lesson planning and to individualize instruction.

Rationale for

Goal:

MAP assessments provide data that reflect students’ reading and mathematics skills respective to grade level. Analyzing strand

data provides useful, specific information for lesson planning and individualized instruction.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Frequent and ongoing

monitoring of student

progress.

Focus PLCs on student learning goals and progress. Student RIT scores from

Fall, Winter, & Spring as-

sessments examined, strand

data analyzed, incorporated

into lesson planning. On-

going and embedded class-

room assessment strategies

utilized.

2013-14 school

year

LHS staff with guid-

ance from Dennis

Boatman

53.9% of 9th grade stu-

dents and 54.0% of 10th

grade students will meet

or exceed annual growth

reflected by changes in

RIT scores.

Targeted students are enrolled in Reading inter-

vention course. Para-educator support is uti-

lized in this course.

Reading skill development strategies are incor-

porated into the curriculum of all other courses.

Student RIT scores from







utilized.

2013-14 school

year


ance from Dennis

Boatman






RIT scores.

Targeted students will access ALEKS software

in their math courses to assist is skill develop-

ment.

Math skill development strategies are incorpo-

rated into the curriculum of all other courses.








utilized.

2013-14 school

year


ance from Dennis

Boatman


Updated 10/13/2013 15

District Strategic Plan Goal: Algebra 1-2 will become the standard eighth grade math class and ninety percent of students in grades three through ten meet

grade-level standards in math.

Related Building Goal: 1. Enroll students into Algebra 1-2 or higher based on their RIT scores

2. Provide instructional support for students whose RIT scores are below grade level using ALEKS and/or APEX software

and ensure sufficient instructional support for LAP-qualified students

Rationale for Goal: Intentionally focus instructional practices to get students to their appropriate grade levels in math in a timely manner.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Analyze students’ histori-

cal grades and test data in

PowerSchool to deter-

mine previous math ex-

posure; combine infor-

mation with MAP as-

sessment to determine

course placement.

Teachers instructed in the use of PowerSchool and

the analyzing of initial MAP assessments to make

placement decisions.

Discussion and review of

the data with teachers.

2013-14 school

year

Dennis Boatman and

LHS staff

Frequent and ongoing

monitoring of student

progress.

Focus PLCs on student learning goals and progress. Student RIT scores from







utilized.

2013-14 school

year


ance from Dennis

Boatman






RIT scores.

Targeted students will access ALEKS software

in their math courses to assist is skill develop-

ment.

Math skill development strategies are incorpo-

rated into the curriculum of all other courses.








utilized.

2013-14 school

year


ance from Dennis

Boatman


Updated 10/13/2013 16

District Strategic Plan Goal: The extended graduation rate for the KSD is at least ninety percent.

Related Building Goal: 1. Facilitate students to take advantage of opportunities for credit retrieval.

2. Utilize ongoing monitoring with the students about their status toward meeting current graduation requirements.

3. Implement changes to the school schedule that will result in increased opportunities for students to earn credit and will

provide them with extended learning during the school day.

Rationale for Goal: Students strengthening their abilities to successfully understand and monitor their graduation status, along with enhancing op-

portunities for students to earn credit at a rate faster than their peers in schools with traditional schedules, will lead to improved

on-time graduation rates.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Students demonstrate

their responsibility for

knowing their continuing

graduation status.

Students participate in reviews and discussions

of graduation status a minimum of three times

each school year (at the beginning of the school

year, at semester time, and at the end of the

school year) in their Navigation 101 courses.

Parents are invited to at least two evening meet-

ings during the school year to discuss and re-

view graduation requirements and status.

Planned implementation of

the reviews/discussions.

2013-14 school

year

Dennis Boatman and

LHS staff

Students develop their

strategies for narrowing

the achievement gap be-

tween graduation status

and graduation.

Students participate in discussions of strategies

to fulfill graduation requirements in their Navi-

gation 101 coursework.



view graduation requirements and status.

Planned and ongoing im-

plementation of the discus-

sions.

2013-14 school

year

Dennis Boatman and

LHS staff

Students identify their

post-secondary goals as

they pertain to college,

career, and citizenship

readiness.

Students participate in activities pertaining to

college, career, and citizenship readiness which

assist students in enunciating their post-

secondary goals and the strategies they will pur-

sue to realize those goals.



view information on post-secondary opportuni-

ties.

Discussions with individual

students in which they

share their post-secondary

goals and strategies for

achievement.

2013-14 school

year

Dennis Boatman and

LHS staff


Updated 10/13/2013 17

The number of failing

semester grades earned

by students decreases.

Teachers analyze their grading patterns, attempting

to find areas in which changing strategies will im-

prove student performance.

Number of failing grades

continually monitored, with

fewer failing grades being

issued.

2013-14 school

year

Dennis Boatman and

LHS staff

Increase the number of

opportunities that stu-

dents can pursue to earn

credit.

Staff examine, analyze, and propose changes to

the school day (number of periods per day)

and/or the number of credit-earning terms per

school year that will result in increased credit-

earning opportunities for students and will pro-

vide extended learning time.

Students, parents, and other school community

members will be invited to participate in the ex-

amination, analysis, and proposal process.

Feasible changes identified

and incorporated into the

school day/year structure.

Changes in place

and operational

by the beginning

of the 2014-15

school year

Dennis Boatman and

LHS staff


Updated 10/13/2013 18

District Strategic Plan Goal: Eighty-five percent of parents state that the KSD provided their students with the opportunity to prepare for their declared post-

secondary education, training, and work objectives.

Related Building Goal: 1. Students determine their own post-secondary goals and explore the strategies necessary for achieving those goals.

Rationale for Goal: Students setting post-secondary goals for themselves will provide positive direction to their educational experiences making

them more ready for college, careers, and citizenship endeavors.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Students identify their

post-secondary goals as

they pertain to college,

career, and citizenship

readiness.

Students participate in activities pertaining to

college, career, and citizenship readiness which

assist students in enunciating their post-

secondary goals and the strategies they will pur-

sue to realize those goals.



view information on post-secondary opportuni-

ties.

Discussions with individual

students in which they

share their post-secondary

goals and strategies for

achievement.

2013-14 school

year

Dennis Boatman and

LHS staff

Students provided infor-

mation about and then

increase their participa-

tion in ASVAB, Com-

pass, PSAT, SAT, and

ACT testing.

Continuous sharing of testing dates, testing re-

quirements, strategies for taking the tests, and rea-

sons for test participation.

Compile test participation

statistics.

2013-14 school

year

Dennis Boatman and

Michelle Holmes

Students share post-

secondary goals and

strategies during Student-

Led Conferences.

Students use opportunities in their Navigation 101

courses to develop, clarify, and practice sharing

their post-secondary goals and strategies.

Compile parent reaction to

students sharing of post-

secondary goals and strate-

gies.

April, 2014 Dennis Boatman and

LHS staff


Updated 10/13/2013 19


Related Building Goal: 1. At least five of the Legacy High School direct instruction (classroom) teachers and the building Principal will participate in

the Teacher Principal Evaluation Pilot (TPEP).

2. Teachers will participate in book studies designed to increase their understanding of Common Core State Standards and to

develop strategies to implement the standards into their instruction.

3. In order to have the Science curriculum more closely align to and be responsive to the Washington Science Standards and

the EALR’s, professional development activities will incorporate STEM education concepts, Next Generation Science

Standards, Science in the Common Core Language Arts Standards, and aligning instruction to the Biology End-of-Course

examination. This includes active staff participation in the STEM Leadership Network through the ESD 123, and the

AWSP’s STEM Principal Leadership Training.

Rationale for Goal: Participation in intentional, directed professional development opportunities by teachers increases their instructional effective-

ness in the classroom.

STRATEGY/ACTION

(Maintenance)



ASSESSMENT &


SIBLE

Teachers and the Princi-

pal will jointly participate

in the TPEP.

TPEP materials will be distributed to participants,

studied, and implemented throughout the school

year.

Impact of teacher participa-

tion on instructional effec-

tiveness.

2013-14 school

year

Dennis Boatman and

LHS staff

Teachers will study and

implement the Common

Core State Standards into

their instruction.

CCSS materials will be distributed to teachers, and

regularly studied and discussed in PLC’s in staff

meetings.

Speed and depth of incor-

poration of CCSS into in-

struction and lesson devel-

opment.

2013-14 school

year

Dennis Boatman and

LHS staff

Science teacher will more

closely align instruction

and Science curriculum to

current and pending

standards and Biology

EOC exam.

Washington Science Standards, Next Generation

Science Standards, CCSS ELA materials, STEM

concepts, OSPI materials pertaining to Biology

EOC exams will be collected, studied, and imple-

mented to inform and affect instruction.

Increase in percentage of

students who pass the Biol-

ogy End-of-Course exam.

2013-14 school

year

Dennis Boatman and

Sandy Nuxoll

Incorporate STEM con-

cepts in course curricu-

lum and practices.

Science teacher and Principal will actively par-

ticipate in the STEM Leadership Network meet-

ings through the ESD 123.

Four staff members and the Principal will ac-

tively participate in two of the AWSP’s STEM

Principal Leadership Training sessions during

the school year.

Develop and implement

and school’s STEM

Action Plan

Participation in meet-

ings/sessions.

2013-14 school

year

Dennis Boatman and

LHS staff

3.0 Gradu-

ate Stu-

dents Pre-

pared…


Updated 10/13/2013 20

USE OF TECHNOLOGY TO FACILITATE INSTRUCTION

Technology is provided to teachers for teaching stations to include a laptop computer, power projector and document camera. There are currently five of

these stations with the addition for the Science teacher. Teachers of Language Arts, Social Studies, Mathematics, Science, and CTE use the stations daily for

current events, searches of information, entry tasks, and to present student work for discussion.

There are three student labs for research and production work. Additional computers were added to the CTE lab so it could be imaged for WORD updates. A

voice projection system for the CTE teacher is also needed. In addition to the availability of Apex Learning®, Aleks

® software is available to assist challenged

math students. Computers are added as needed to keep labs working.

Legacy OnLine Advantage has moved into a new facility at 1315 W. 4th Avenue. The computer lab provides computerized work stations for both students

and staff. It can accommodate up to 32 students working simultaneously in the lab. An office is also available for conferencing and private conversations.


All student intake and monitoring includes significant family input to develop a personalized program for students with attendance and behavior problems.

Students are self-referred to the programs or by a home school or mentor with data, to verify appropriate placement. A Prevention/ Intervention Specialist

from ESD 123 is assigned to Legacy High School to provide group work and intervention for selected students. An Educational Advocate from ESD 123

also serves Legacy and JJC. The Fast forward Program from the Boys and Girls Club works with Legacy. Administration from Legacy actively participates

with the Kennewick Police Department Juvenile Action Team serving high risk students. The Day Report Program, CATS, and REACH receive ongoing

support from Junior Achievement. The Reading Foundation regularly supplies books for individual reading. Work Source, Job Corps, and SARC make

presentations to students periodically. Field trips are taken to community sites to participate in CTE-related and other academic activities.


Updated 10/13/2013 21

CHARACTERISTICS OF HIGH PERFORMING SCHOOL

We have evidence based on staff surveys and our own monitoring, as well as on required district practices, that Legacy High School follows and seeks to

more thoroughly implement the nine characteristics of high performing schools in its operation:










All of the instructional practices utilized at Legacy High School incorporate the instructional elements of purpose, engagement, rigor and results.


Updated 10/13/2013 22







Students are ranked for math and reading achievement using MAP scores in September of each school year. Rankings are adjusted after seasonal testing is

completed. HSPE scores and course grades are also analyzed.


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any lo-

cally developed and selected assessments.

MAP testing is administered during fall, winter and spring testing windows. Progress is also monitored through classroom assessments and grades.


Students at the lowest achievement level up to grade level will be assisted with additional para-educator support. A LAP-funded Reading Lab that focuses on

reading skill development and instructional support is in place. The goal is to provide students opportunities to catch up on reading skills. Test scores are

used for placement.


Parents receive copies of HSPE, EOC, and MAP assessment results, and progress/grade reports. These materials are also shared at parent conferences and

through mailings to the home.


Updated 10/13/2013 23




staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is on-

going and sustained, with appropriate planning time and resources needed to support successful implementation.

Staff training continues to focus on using MAP assessments as a vehicle to inform instruction. New instructional practices are continually identified, shared,

and utilized. Inquiry-based and problem-based learning is encouraged. Student work is regularly exhibited. Silent sustained reading opportunities are incor-

porated into lesson development. Teachers are encouraged to learn and to utilize Glad strategies to improve student engagement. Reading Lab for targeted

LAP students is a part of the course offerings; para-educator support is available for this course. REACH students have Computer Applications as a part of

the course of study. ALEKS® (Assessment and Learning in Knowledge Spaces) software is utilized to provide math instructional support. Leadership oppor-

tunities for student are available through CTE (Career and Technical Education) courses and a Student Leadership/ASB course. Step Up to Writing and Sec-

ond Shot to individualize instructional activities and to strengthen students’ reading and writing skills. A book study, instituted last year, continues to exam-

ine “Understanding Common Core State Standards” by John Kendall, “The Core Six Essential Strategies for Achieving Excellence with the Common Core”

by Harvey F. Silver, and the English Language Arts and Mathematics Common Core State Standards and associated Appendices. This study is designed to

supplement the Common Core implementation strategies of the Kennewick School District.



communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the Par-

ent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.

Parents receive copies of HSPE, EOC, and MAP assessment results, and progress/grade reports. These materials are also shared at parent conferences and

through mailings to the home.


Updated 10/13/2013 24


Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and com-

munity that provide services to children and families.


Alternative Education Programs meet weekly to staff on children experiencing difficulty. This may result in students being referred for IDEA, LAP or addi-

tional assistance from Migrant or Bilingual Services. Occasionally, interpreter's assistance is utilized with parent conferencing or staffing with Special Edu-

cation Case Manager and the School Psychologist. The School Nurse is utilized to determine health issues. The School Counselor may also be involved in

case management and directly in the instruction of social skills.



Students enrolling in other schools are given timely information to transfer records with requisite programs clearly identified such as IEP or IAP, and attend-

ance and discipline information.


Prevention/Intervention Specialist from the ESD 123 provides regular group work and provides individual consultation for students. Probation Officers are

regularly informed of student progress and are able to contact students at school. An Educational Advocate at ESD 123 works on transition for students on

probation into alternative programs. Work Source shares information with in-school youth. School Counselor utilizes various agencies to assist youth, such

as SARC and CAC. Junior Achievement has a continuing relationship with JJC, Day Reporting/G.E.D. prep program, and CATS, and makes periodic presen-

tations. The CATS Program established a relationship with the Spare Lanes bowling alley and continues a relationship with Fast Forward. Fast Forward

mentors secondary age students to aid in their transition back into secondary schools. Models for Change periodically meets to act as a Professional Learning

Community in which collaboration of all agencies having a stake in the Benton Franklin Justice Center work to service incarcerated youth to help them re-

connect with school and community. The CATS program is an outreach of this project.

Phoenix

School Im

20

x High Sch

mprovemen

013-2014

hool

nt Plan

Updated 04/18/2006 2

School: Phoenix High School School Year: 2013-2014 SCHOOL INFORMATION 1. Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and

percentage of low income, bilingual, and migrant students. Phoenix is a small, project-based high school where students develop projects, based on their interest areas and the credit that the need to earn, in order to graduate from high school. With the support of their learning team, that includes their advisor (at Phoenix this is what we call teachers) and parents, and guided by Washington state’s Essential Academic Learning Requirements (EALRs), students develop their own, individual curriculum made up of projects they propose and complete. This results in many benefits, including increased engagement in and retention of the state standards. This is Phoenix's seventh year. We recently moved into a new building with more service options available to our students. Phoenix currently serves 60 students with 32 male and 28 female students. 65% of our students receive free or reduced price meals. 68.3% of our population is Caucasian. Latino students are our largest minority, making up 21.6% of our population. 21.6% are bilingual, and 5% still qualify for ELL services. 18.3% of our students have special needs and are on Individualized Educational Plans. 1.7% attends Tri-Tech. Approximately 10% of our population is 9th graders, 15% is 10th graders, 23.3% is 11th graders, and 51.7% of our population is made up of 12th graders. We have a daily attendance rate of 84%.


a. Staff Surveys At Phoenix, the staff is involved in continual program assessment and improvement. We meet weekly to discuss student progress, trouble shoot student concerns and make plans for accessing resources for struggling students. We review Phoenix student’s successes and struggles on a weekly basis. The meeting includes discussions on meeting student IEP needs. Staff review our MAP, HSPE, amount of credit students are earning, attendance data and other diagnostic data and agreed on the following areas needing attention: * We believe that our students are much more capable than their MAP, HSPE and EOC scores demonstrate. They are limited by long-held beliefs that math is scary, overwhelming and difficult. We must focus on numeracy and literacy across the curriculum. * Much of the data presented below only represents a small percentage of our student population (9th and 10th grade). Our overall MAP and HSPE scores present better than the data shows. * We have had success in creating a culture of readers, but have not had as much success creating reflective readers who choose diverse texts with increasing levels of rigor *This benefits learning in many benefits, including increased engagement in and retention of the state standards, however it also results in some unique challenges. One of those challenges is that, in additional to developing content knowledge, students must simultaneously develop the motivation and time management to be able to successfully complete projects in which they set their own deadlines within a reasonable amount of time. In fact, last school year only 21% of student projects were completed on or before the date the student planned to complete them. This means that 79% of projects took longer than expected. This results in less credit being earned than staff and students would like. *A very large percentage (75%) of our students are juniors, seniors and super seniors. Part of Phoenix's mission and vision is that our school population be multi-age, healthy and diverse. At this time, many of our students don’t hear about Phoenix until they have already

Updated 04/18/2006 3

failed at another high school. This results in students being credit deficient when they come to us and, often, taking longer than the traditional 4 years to graduate. If we can capture those students who will succeed in a project based environment when they are incoming 9th graders, we can bring them in before they become credit deficient and in danger or not graduating on time. We are currently working on our recruiting process to increase the number of incoming freshman to Phoenix High School

b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP) See last Section

3. Insert the summaries for your school for State AMO’s, Functional Level, DRA, Reading Assessments, WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and weaknesses of your current program based on building data). Our student population was too small to be counted for AYP.


will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP See last section.

5. Curriculum and Instruction: What needs have been identified and will be addressed in this plan? We will improve our math program in order to support student growth as evidenced by the MAP and state assessments. We will take our reading program to the next level in order to increase our student’s skills in the area of reading and writing. We will have our students write daily reflections for 15 minutes to help increase student writing fluency. We will review our EALR goals for our students and ensure that they are being upgraded with the release of the Common Core Standards. Our students will continue to read silently and independently for 30 minutes a day, but the staff will push higher level reading texts to students. We will refine our Personal Learning Plan tool to make it even more accessible and usable to parents and students so that they can identify educational needs and deficits as well as strengths and assets and use this data to guide their learning throughout the year. We will encourage parents to attend family information night, student Learning Expositions, and College Night to help parents have a better understanding of ways they can positively affect their student’s learning in school.

6. Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions. Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received input from the staff and parents as the plan was developed, and matched the solutions to priority needs. Phoenix staff worked collaboratively over the summer, which allowed us to examine best practice and refine our own thinking around our school's goals. We reviewed our achievement data and drafted our School Improvement Plan. We shared our plans with our external learning partners, as well as district personnel, in order to gain feedback and support. We shared our goals with parents at our Family Information Night and received feedback from a focus group of students and parents.

Updated 04/18/2006 4

USTUDENT ACHIEVEMENT DATA U Phoenix High School

MEASURES OF ACADEMIC PROGRESS READINGGrade Assessment Spring Percent Meeting Standard

2008 2009 2010 2011 2012 2013 9 MAP Testing 55 0 43 40 100 40

10 MAP Testing 36 25 9 50 60 42 11 MAP Testing 45 50



Grade Assessment Spring Percent Meeting Standard 2008 2009 2010 2011 2012 2013

9 MAP Testing 38 29 43 50 50 0 10 MAP Testing 29 31 36 33 100 46 11 MAP Testing 42 27 45


WASHINGTON ASSESSMENT OF STUDENT LEARNING/*HIGH SCHOOL PROFIENCY EXAMS

Grade Assessment Spring Percent Meeting Standard 2008 2009 *2010 *2011 *2012 *2013

10 Reading 46 82 73 75 86 69 10 Writing 56 92 73 73 80 69 10 Mathematics 5 31 27 EOC YR 1-

28.1 EOC YR 2-

55.6

EOC YR 1- 52.4

EOC YR 2- 33.3

EOC YR 1-51

EOC YR 2-

10 Science 2 8 9 27 x EOC- 38 Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing

Did your school meet AMO’s? 2008 2009 2010 2011 2012 2013 Yes x x x x x x No (If NO, what categories?)

2012-

Grade 10th Gr

Grade All Grad

Grade All Grad

13 MSP/HSPE

Level Rearade

Level * Edes

Level * des

E Results Pho

ding Math

69.2% Seeb

EOC Math Year 1 5

oenix High Sch

h Writing EOC

below 69.2

EOC M51.2%

EOC Biology

hool

Science

% See EOC below

Math Year 2

38.1%

Student Dem

Enrollment October 2012 SMay 2013 StudeGender (OctobMale Female Race/EthnicityAsian Asian/Pacific IslHispanic White Special PrograFree or ReducedSpecial EducatioTransitional BiliMigrant (May 20Section 504 (MaFoster Care (MaOther InformaAdjusted 4-YearAdjusted 5-yearCollege/Unive

Teacher Inf

Classroom TeacAverage Years oTeachers with aTotal number of% of teachers t% of teachers tTotal number ofESEA Highly Qu% of classes tau(HQ) definition % of classes taudefinition % of classes in meet ESEA HQ

mographics

Student Count ent Count ber 2012)

y (October 2012)

lander

ams d-Price Meals (Mayon (May 2013) ngual (May 2013) 013) ay 2013) ay 2013) ation (more info) r Cohort Graduatior Cohort Graduatioersity enrollment

formation (20

chers of Teacher Experieat least a Master's Df teachers who teaeaching with an emeaching with a conf core academic cla

ualified Teacher Infought by teachers m

ught by teachers w

high poverty schoodefinition

)

y 2013)

on Rate (Class of 20on Rate (Class of 20t rates of graduat

012-13) (more i

nce Degree ch core academic c

mergency certificatnditional certificate asses formation meeting ESEA highl

who do not meet ES

ols taught by teach

31 6616 34

2 42 44 8

41 87

33 5712 22 31 3 50 0

012) 23011) 6tes

info)

66

classes te 0 0

ly qualified 100

SEA HQ 0

hers who

Updated 04/18/2006

47 57

6.0% 4.0%

4.3% 4.3% 8.5% 7.2%

7.9% 1.1% 3.5% 1.8% 5.3% 0.0%

3.8% 1.1%

3 8.3

6.7% 3

0.0% 0.0%

17

0.0%

0.0%

N/A

5

* End of offered.

** The "Year 1 o

f Course (EOC) exa

Makeup" exam war Year 2 coursewor

ms are given in an

s given to studentsrk. It was not a "re

ny grade in which t

s who had already etake".

he course is

completed the

% of classes in not meet ESEA % of classes in ESEA HQ definit% of classes in not meet ESEA

high poverty schooHQ definition low poverty schootion low poverty schooHQ definition

ols taught by teach

ols taught by teache

ols taught by teache

hers who do

ers who meet

ers who do

Updated 04/18/2006

N/A

N/A

N/A

6

Updated 04/18/2006 7

School Improvement Plan 2013-2014 School: Phoenix High School

District Strategic Plan Goal: 90% of students in grades three thru ten meet grade level standards in math. Related Building Goal: 75% of our students will score at or above the 51st percentile on the math MAP assessment in May. 50% of our students will meet the

standard to pass either the HSPE of EOC exams. Rationale for Goal: We believe that our students are much more capable than their MAP and EOC scores demonstrate. They are limited by long-held beliefs that math is scary,

overwhelming and difficult. We must focus on numeracy and literacy across the curriculum.

STRATEGY/ACTION (Maintenance)

PROFESSIONAL DEVELOPMENT (Communication Plan)

ASSESSMENT & EVALUATION TIMELINE PERSON

RESPONSIBLE Dedicated staff: We will

add one paraprofessional position to help our students during Apex time so that each advisory section will have a paprapro and a teacher giving one on one math support to students.

We will train staff to work with the Apex tools and to use tools outside of Apex to help students progress. We will identify students who need regular extra help and schedule one on one sessions with them.

MAP Scores HSPE Scores EOC Exam Scores Student Attitude Quizzes and end-of-unit tests Teacher observation

MAP assessments will be given Fall,

Winter, and Spring. Ongoing

assessment in daily participation in

math.

All

STRATEGY/ACTION (New)

PROFESSIONAL DEVELOPMENT (Address opportunities for observation &



RESPONSIBLE

All 2013 and beyond graduates will pass Algebra II A and B at an 80% or higher level.

Staff will familiarize themselves with the Algebra II curriculum so that we can provide effective instruction and remediation to our students in the Algebra II curriculum. Staff will help students set and achieve goals to keep themselves on track for completion of Algebra II. Staff will communicate goals and progress with parents, and help students to communicate goals and progress with parents.

Student Attitude Quizzes and end-of-unit tests Teacher observation

Students will complete at least 3/4 of a year of

math during each year of high

school.

All

Visual Progress Charts: All students will keep color-coded progress charts so that they can track data about their progress rate.

We will work on developing goal setting, time management, self-advocacy, and self-direction skills with our students so that they can be more internally motivated to progress through their math curriculum.

MAP Scores HSPE Scores EOC Exam Scores Student Attitude Quizzes and end-of-unit tests Teacher observation



assessment in daily participation in

math.

All

Weekly Project Status Updates: we will have students fill out a form weekly that will document their progress in math, as

Staff will ensure that students know how to accurately report their progress on their Weekly Project Status Update forms. We will work together to glean data from the student’s forms and we will help students ensure that the forms are shared with parents. We will help parents

MAP Scores HSPE Scores EOC Exam Scores Student Attitude Quizzes and end-of-unit tests



assessment in daily

All

Updated 04/18/2006 8

well as other credit bearing work. We will have the students share these project status updates with advisors and parents.

to get email addresses by helping them set up gmail accounts and maintaining a Parent Kiosk with internet access.

Teacher observation participation in math.

Updated 04/18/2006 9

School: Phoenix High School School Year: 2013-2014 District Strategic Plan Goal: 85% of students in grades six, seven, eight, and ten meet the standard in reading and writing on the state assessment. Related Building Goal: Develop an independent reading program that results in reflective, analytical readers who eagerly choose diverse reading material with

increasing levels of rigor. 75% of our students will score at or above the 50th percentile in reading on the MAP assessment. 85% will pass the Reading and Writing portions of the HSPE.

Rationale for Goal: We have had success in creating a culture of readers, but have not had as much success creating reflective readers who choose diverse texts with increasing levels of rigor.




RESPONSIBLE Students will participate in

30 minutes of independent reading each day.

One Wednesday per quarter will be devoted to an audit of books being read, review of reading inquiry journals, and trouble-shooting discussion targeting students who need to improve.

MAP Scores WASL Scores Student Attitudes Inquiry Journals Teacher Observation

September 2013. All

Wiggio Reading Blog: Teachers will maintain and participate in a reading weblog where students can share their reading reflections and learn from one another about literature.

We will learn to use the various features of the Wiggio Online collaboration site to make reading reflections fun, engaging, and infused with technology.

MAP Scores WASL Scores Student Attitudes Inquiry Journals Teacher Observation

September 2013. Sarah





RESPONSIBLE

Classic Literature Seminar: we will offer a teacher guided book group that focuses on a recognized piece of literature.

Teachers will work together to develop an engaging, interdisciplinary seminar that uses a famous text as a foundation to promotes student learning about literature as well as other subject areas, such as history.

MAP Scores HSPE Scores Student Attitude/Work Sample Teacher Observation

October 2013 Sarah and Volunteer Gail

American Literature Advisories: Teachers will lead students through discussions of short pieces of American Literature twice/month in Advisory meeting.

Students will discuss literary elements, context, and content of classic and emerging American Literature with staff coaching.

MAP Scores HSPE Scores Student Attitude/Work Sample Teacher Observation

Begin in October 2013 and continue through June 2014

All

Updated 04/18/2006 10

School: Phoenix High School School Year: 2013-2014 District Strategic Plan Goal: The on-time graduation rate is greater than in 2009. All students stay in school until they meet their graduation requirements. Related Building Goal: Create a culture of structure of productivity and accountability for students that increases that average amount of credit that students earned

each semester through increased accountability and parental and community involvement. Rationale for Goal: This way of learning results in many benefits, including increased engagement in and retention of the state standards, however it also results in some

unique challenges. One of those challenges is that, in additional to developing content knowledge, students must simultaneously develop the motivation and time management to be able to successfully complete projects in which they set their own deadlines within a reasonable amount of time. In fact, last school year only 18% of student projects were completed on or before the date the student planned to complete them. This means that 82% of projects took longer than expected. This results in less credit being earned than staff and students would like.




RESPONSIBLE Students will write weekly

Project Status Updates and send them to their advisor and parents 90% of the time.

We will train parents to work with the Project Status Update tool and will identify students who need extra assistance using and completing the tool. We will continue to encourage parents to set-up an at-home e-mail address, since this is the easiest and most reliable method of sending home Weekly Project Status Updates. We will also collaborate about the best ways to further increase parental communication and respond to questions from parents.

Amount of credit students earn per year. On-time and extended graduation rates.

Beginning in Sept 2013- June 2014

Jill is the lead. Pat and Sarah are supports.

Students and parents will participate in creating and revising Personal Learning Plans.

We will refine our Personal Learning Plan tool to make it even more accessible and usable to parents and students so that they can identify educational needs and deficits as well as strengths and assets and use this data to guide their learning throughout the year.

Amount of credit students earn per year. On-time and extended graduation rates

First PLP meeting will occur in

September 2013

All

We will maintain a Parent Kiosk with internet access and a Parent Resource Library in the entry way to our school.

We will set up a work station in the entry way of our school. The work station will have a computer with internet access so that parents can access email and check their student's Friday Project Status Updates, or communicate with their student or their student's advisor. We will purchase and maintain a library of parenting books about subjects pertinent to the challenges our students' parents are facing. We will advertise the Parent Kiosk at Community Involvement Nights.

Number of students involved in internships. On-time and extended graduation rates.

Beginning in October we will be

building partnerships and

placing students in internships. This

will continue throughout the

year.

All

We will add a dashboard goal for our student desk dividers.

Student progress is generally monitored by both the teacher and students, but an overall progress “meter” for our students does not exist. We will create a meter bar for them to keep track of their math and project progress that will be added to both the Friday Project Status Update sheet and to the students’ dividers at their desks.

Bar monitoring Math quizzes completed Project process checkups

October 2013 All

Updated 04/18/2006 11

School: Phoenix High School School Year: 2013-2014 District Strategic Plan Goal: Kennewick School District schools and classrooms are safe and orderly. The on-time graduation rate is greater than in 2009. All students

stay in school until they meet their graduation requirements. Related Building Goal: Phoenix will receive at least 20 applications for incoming 9th and 10th graders by May 15, 2010. Rationale for Goal: A very large percentage (75%) of our students are juniors, seniors and super seniors. Part of Phoenix's mission and vision is that our school population be

multi-age, healthy and diverse. At this time, many of our students don’t hear about Phoenix until they have already failed at another high school. This results in students being credit deficient when they come to us and, often, taking longer than the traditional 4 years to graduate. If we can capture those students who will succeed in a project based environment when they are incoming 9th graders, we can bring them in before they become credit deficient and in danger or not graduating on time.




RESPONSIBLE A group of students will

visit each of the 3 middle schools to present the entire 8th grade classes about the options that Phoenix offers.

In the spring as 8th graders are registering for high school, a group of Phoenix Students will visit Park, Highlands, Desert Hills, and Horse Heaven Middle Schools to promote our program as an alternative and to help potential students understand our mission and goals.

Fall enrollment 2014 Spring 2014 Pat

We will invite both middle school and high school counselors into our building to show/explain to them the opportunities Phoenix offers students.

In the Fall of 2013, we will invite all of the middle school/high school counselors to our school. The goal is to have them better understand Phoenix and how we operate. By including them in the process, they can select students they think will do well here and “push” them to apply to Phoenix.

Fall enrollment 2014 Fall 2013 All





RESPONSIBLE

We will distribute the Phoenix Promotional Video

Staff will make sure that guidance counselors in the Middle Schools have a copy of a DVD of our video, and we will work with the IT department to upload a copy to our website.

Fall enrollment 2014 Spring 2014 Sarah

We will create a Phoenix Bilingual Flier

Staff will create an updated promotional flier to share our mission and goals with potential students and their families. We will get it turned in to the district office for Spanish translation in time to distribute it at our spring recruitment sessions. We will include testimony from our Phoenix Graduates.

Fall enrollment 2014 Spring 2014 All

Students will plan and give Student-Lead Presentations

Staff will direct students to update our multimedia presentation that engages the audience and effectively communicates our goals.

Fall enrollment 2014 Spring 2014 All

Updated 04/18/2006 12

School: Phoenix High School School Year: 2013-2014


Families and community members are the heart of the Phoenix program. Each project requires two live sources, at least one of which is unknown to the student. This forces students to get out and use the world around them well. Families are encouraged to attend student Personal Learning Plan conferences, Learning Expositions, and Phoenix 101 family seminars. Community mentors are always invited to Learning Expositions as it is our belief that performing for real audiences raises the stakes and increases rigor. Students are also encouraged to get involved in the community through service learning activities whether helping out at the Boys and Girls Club, gleaning apples from orchards for Second Harvest, or building homes with Habitats for Humanity. We are also committed to increasing the number of students involved in community internships.

We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following characteristics of high performing schools:

Clear and Shared Focus High Standards and Expectations Effective School Leadership High Levels of Communication and Collaboration Alignment of Curriculum, Instruction, and Assessment with Standards Frequent Monitoring of Teaching and Learning Focused Professional Development Supportive Learning Environment High Levels of Parent and Community Involvement Use of the instructional elements of purpose, engagement, rigor and results

Updated 04/18/2006 13

School: Phoenix High School School Year: 2013-2014

TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY: 1. STUDENT SELECTION: Targeted Assistance Schools only


Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the greatest academic needs. To identify students with the greatest need to for LAP services, we will use MAP, WASL, and EOC assessments as well as credit acquisition rates. Our students will be assessed in Reading and Math in September, January, and May using the MAP assessment. Students who score a Level 1/2 on the HSPE in Reading, Writing, and/or Math will be reviewed. In addition, teachers will complete weekly checks on student work and progress in Apex online math curriculum, as well as student responses in twice-weekly inquiry journals related to their independent reading. All staff will meet regularly to focus on needs of students who are falling behind in credit acquisition. We will assign specific staff members specific goals to help these students get their credit acquisition on pace. 11th, 12th, and 12+ grade students will be served in LAP if they need to makeup credits from classes they have previously failed. 9th and 10th grade students who are credit deficient in math will be placed in a Lab Elective Class to receive additional instruction and support in math.


Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the WASL, include any locally developed and selected assessments. We will use credit tracking sheets, MAP, Inquiry Journals, Project Work, Apex online math assessments and daily student written reflections on time and learning.

Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided. Using the ongoing assessments listed above, advisors and para-educators will offer support as needed. Students who struggle with specific math skills will receive extra individual and small group instruction to address needed skills and concepts at least twice per week from Phoenix staff and community volunteers. Advisors will observe student presentations on material covered to identify missing areas of knowledge and will visit this missing information during finalization meetings with student. Literature seminars to address reading skills will also occur weekly

Describe how student assessment and progress results will be shared with parents. Parents are invited to student Personal Learning Plan meetings every fall. They will also receive a quarterly written narrative concerning their student's progress and assessment results. E-mail and phone calls are other methods used to communicate with parents. Parents will receive a weekly email from their student outlining the work completed augmented by a response from the student's advisor opening up a three-way communication via email. Parents are also encouraged to set up a meeting with their student’s advisor if they have concerns they wish to be addressed at any time during the year.


Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to support successful implementation. All Phoenix staff members are participating in ongoing research in reading and math strategies. We receive ongoing support from EdVisions. Staff spends three hours together each Wednesday to address staff and student needs as they arise. During these meetings teachers review student’s weekly progress and make informed decisions about skills deficits and appropriate intervention strategies. We are engaged in ongoing training to make sure that all staff members are trained to use the

Updated 04/18/2006 14

tools provided by our Apex online math curriculum, as well as outside tools. Staff is involved in ongoing training and action research involving both the importance of, and appropriate ways to facilitate, student goal setting, time management, self-advocacy, and self-direction skills. Our goal is for our students to become internally motivated learners. Two of our three teachers are Nationally Board Certified. One is certified in English and another just became certified in Special Education. Our third teacher just finished earning his master’s degree in Curriculum and Instruction. Two staff members worked this summer to become more proficient Spanish speakers to help meet the needs of our Spanish speaking students and the students' parents. Our classified staff is invited to all of our staff development and they are an equal part of the instructional team. Our paraeducators all take advantage of the staff development provided by the Para-Ed Staff Development committee and they are especially aware of these opportunities since one of our employees in on that committee. This year some of the activities that our classified staff will engage in include workshops about diffusing anger, ending bullying, time management, and creative teaching methods. One of our paraeducators is learning more about health and wellness studies to help encourage students to become healthier humans. Another one of our paraeducators is attending trainings on running an efficient ASB to foster a community of active and involved students.

Updated 04/18/2006 15

4. PARENT, FAMILY AND COMMUNITY PARTICIPATION Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages. Four times a year, parents and the community are invited to attend a Learning Exposition at Phoenix in which students celebrate and demonstrate their learning through completed project work. During these Learning Expositions, students showcase what they have learned through their project work and how the community was involved. Every 9 weeks parents are invited to participate in their student's Personal Learning Plan conference. There are two Phoenix 101 Family Seminars offered during the year at which parents learn how best to support/facilitate project-based learning and how to prepare their child for post-secondary education. Before families are brought on board, they agree to attend 3-4 Learning Expositions and at least 2 Phoenix 101 Seminars.



community that provide services to children and families. We coordinate services with LAP, SPED, Basic Ed., Bilingual Education, Home Liaison, Work Source, DSHS, the local Rotary, and the SARC.

Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.) Coordination occurs with the Federal Programs Director, Bilingual Coordinator, Director of Special Education, the Assistant Superintendent of Secondary Education, and coaches from the Small Schools Project and EdVisions.

Describe how your program will coordinate transitions for preschool children into the elementary program. NA

Describe how your plan will support successful transition from elementary to middle school or middle school to high school. Parents and students attend information nights, Learning Expositions, Phoenix Family Seminars, participate in Phoenix family interviews, and engage in Personal Learning Plan conferences. When students apply to attend Phoenix, we have a 45 minute family interview where families learn about Phoenix and we learn about the student and their family. Prospective students are encouraged to visit Phoenix during a normal school day to see the "in's-and-out's" of the program. All Phoenix advisors, students and families sign a Tri-Party Agreement where we all commit to doing our part to help each student graduate. Students agree to graduate from high school and accept help in meeting that goal. Families agree to support their student's graduation goals and attend at least 3-4 Learning Expositions and at least 2 Phoenix 101 Seminars. Advisors agree to encourage, support and communicate effectively with all members of the learning team. We also help students transition into Phoenix by having a leadership team plan the first day for all of our students. All new students receive a letter from a returning student, as well as their advisor, on the first day. They participate in a day that is completely students-focused and planned where they get to know other students and learn about the Phoenix culture. We then have an intensive three week period where we teach project management skills and where all students walk through the project process together. Students all participate in writing the Community Agreement (our "School Rules") and this allows students the opportunity to engage in the democratic process of working in committee, electing representatives and gaining a consensus on the agreements for the year.

Describe coordination with other community programs or agencies. We have established partnerships with AmeriCorps, Job Corps, Work Source, Vista Youth Center, SARC, the local Rotary Club, United Way, Umatilla National Forest, the Benton Franklin DFW, and the Hanford REACH group, and many universities/colleges including CBC, the Northwest College of Art, The Art Institutes, WSU, CWU, EWU, Evergreen State College, Perry Technical Institute and WyoTech.

Tri Tech


2013-2014

10/28/2013 2

School: Tri Tech School Year: 2013-2014

SCHOOL INFORMATION



Tri-Tech Skills Center is a regional cooperative skills center providing preparatory career and technical education programs to students from the

seven school districts in the Tri-City area. Students attend Tri-Tech for a three period block of time, or half a day and they attend their

respective high school for the other half day. Tri-Tech is a branch campus of the area high schools. The student population is approximately

40% juniors and 60% seniors and represent the demographic mix of the Tri-City area.


a. Staff Surveys

Tri-Tech has a small staff made up of 20 teachers, 2 administrators, 3 secretaries, 6 para-eds, 2 custodians and three off schedule positions.

Consequently, teacher meetings are small and personal with consensus decision making the norm. The results of many of our decisions are

identified in our SIP table and indicated as "Staff" under the "Source" column.


identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)

See SIP table for parent related items

3. Insert the summaries for your school for State AMO’s (Annual Measureable Objectives), Functional Level, DRA, Reading Assessments,


Education. (Summarize the strengths and weaknesses of your current program based on building data). NA



Our main emphasis this year is the continued development of Professional Learning Communities (PLCs) focused on improving instruction

and continued implementation TPEP/Danielson Framework for Teaching. Other professional development activities are identified in our SIP

table.


Emphasis on the alignment with the Common Core State Standards in the areas of reading, writing and math. We will also continue to

update and exapnd the Technical English curiculum to include a Technical English I and II. An Instructional coach assists instructors in

evaluating and aligning existing programs offering equivalency English, math and science.

10/28/2013 3




Our SIP table is a summary of the priorities that were identified from two sources of input the Tri-Tech Summitt and staff. During the 2012-

13 school year Tri-Tech held a two session summit event. This is the second summit with the first being held in 2005. The summit is

defined as “A summit is a strategic conversation that brings different perspectives within a system together to talk about the big picture and

big questions.” A summit convenes the leaders of an entity as well as internal and external stakeholders who offer challenging and

multidisciplinary perspectives. Participants included: School Districts accessing Tri-Tech Skills Center – Superintendents, Central Office,

H.S. Administrators, H.S. Counselors, School Board members; Post-secondary Education; Business and Industry; Students (current and

former); Community members and parents. The desired outcomes for Tri-Tech Skills Center are:

Recommendations regarding future direction for Tri-Tech Skills Center

Establishing principles to guide future actions

Fostering new and improved relationships with key stakeholders

Their input is identified as "Summit I or II" in the "Source "column of our SIP table. The second source of input was from the Tri-Tech staff.

10/28/2013 4

Tri-Tech Skills Center –


2013-2014

District North Star Goal: Our first priority is the safety of Kennewick School District student and staff.

Ninety percent of students report they feel safe at school on our annual student safety survey.

BUILDING STRATEGY ACTIVITY WHO WHEN ASSESSMENT SOURCE

1. The Tri-Tech staff will intentionally

address the topic “respect” and how it

is related to professionalism and

employability.

1. Data from the 2012-13 student safety survey

indicated an increase (84.9% to 93.9%) of

the number of students feeling respect and

professionalism being taught at TTSC.

TTSC instructional staff will continue to

intentionally include in lessons at least two

times a year the relationship of respect to

professionalism and employability.

Site Council

Staff

Fall 2013

At least one

activity per

semester.

Safety target

identified.

Use of teacher

selected activities

KSD North Star

Goals

2. Increase the number of TTSC students

taking the student safety survey.

1. The number of students who took the 2102-

13 student safety survey dropped from the

previous year. TTSC staff will administer

the safety survey in classrooms and

computer labs to increase the number of

students taking the survey to 80% of the

current number of students enrolled.

2. Analyze and distribute results with TTSC and

KSD staff.

Lisa – Lead Spring 2014

Spring 2014

Survey

administered.

Results reviewed

KSD North Star

Goals

District North Star Goal: Our goal is to graduate all students prepared for post-secondary education, work and life.

The extended graduation rate for the district is at least ninety percent.

Eighty-five percent of parents rate that the Kennewick School District provided their students with the opportunity to prepare for

their declared post-secondary education, training and work objectives.

BUILDING STRATEGY ACTIVITY WHO WHEN ASSESSMENT SOURCE

1. Tri-Tech will continue to offer and

develop relevant Career and Technical

1. Maintain current regular year programs

offering GLE/CCSS aligned equivalency

Staff

Ongoing

Summit II and

Staff

10/28/2013 5

Education (CTE) programs that engage,

enrich and retain students by providing

options and choice to parents and students.

Tri-Tech programs offer clear connections

to career pathways and preparation for post-

secondary options.

credits where appropriate.

2. Develop list of potential new program

offerings to best utilize Tri-Tech facilities.

3. Continue to offer summer school classes

allowing more opportunity for students to

satisfy school district and state graduation

requirements and earn additional credits to

provide scheduling flexibility and capacity.

4. Continue to provide credit retrieval and

academic coursework options via the

Learning Opportunity Center.

/Paul/Lisa

Summit

Staff

Lesley

ongoing

Spring 2014

2013-14

List will be

developed

LOC will offer

APEX/ALEK

courses.

1. Continued implementation of the

career center to support TTSC students

in job search, scholarships and post-

secondary awareness.

1. .

2. Research successful career centers and

implement using characteristics.

Paula Osburn

Fall 2013

Career Center will

be operational.

KSD North Star

Goals/Staff

District North Star Goal: Our pledge is to employ a world-class staff and operate in a fiscally sound, customer-focused manner.

Professional development, training, and growth opportunities for staff are offered on a continual basis.

STRATEGY ACTIVITY WHO WHEN ASSESSMENT SOURCE

1. Develop a format for teachers to have

meaningful conversations focused on

instruction and student work

1. Continue Professional Learning Communities

(PLC’s) with Tri-Tech Staff with a focus

Site Council identified texts.

2. Set aside time in early releases for PLC’s to

meet. Encourage PLC’S teams to meet

additionally.

3. Reinforce the TPEP/Danielson/PERR

concepts

4. Research and develop a process to address

staff identified professional development

needs i.e. mini Focus on Instruction on early

release and district professional days.

Sheri – Lead

Paul/Lisa/Sheri

On-going

2013-14

Staff

Prof. Dev. funds

Staff

2.Collaborate with staff from other Skills

Centers, secondary programs and

Community Colleges in “job-alike” areas

1. Identify and support opportunities for our

teachers to work together with teachers from

the high school and/or community college i.e.

Pre-Nursing, Dental Assisting, Culinary Arts,

DIgipen, Graphic Communications

Paul- Lead 2013-14 Staff

Carl Perkins

funds

3. Expand industry visit and/or internship

for teachers to connect to current industry

trends

1. Provide opportunities for teachers to connect

to industry and community college through

industry visits on early release day

All staff Early

Release

activity

Staff

10/28/2013 6

4. Expand, update and formalize

equivalency credit options.

1. Instructional coach will work with teachers to

identify and align using the CCSS for math

in, Culinary Arts, and Teen Parent.

2. Obtain equivalency credit approval through

KSD as needed.

3. Review and expand Technical English

curriculum to include Tech Eng I and II

aligned to the Common Core State Standards

(CCSS).

4. Add 0.5 Health credit to Teen Parent

Sheri – Lead

Teachers

Paul

Sheri-Lead

Teachers

Fall and

Winter

Following

approval

from KSD

OSPI and staff

B. Data


1.Analyze student attendance data. 1.Report on Tri-Tech student attendance and

disaggregate data by a variety of criteria

a. Include current data to last year’s

data

b. Complete to 12-13 grade data from

KSD high schools

Lisa Fall Power School

C. Schedules


1. Counselors – Every counselor at Tri-Tech

every year (activity)

1. Counselors breakfast in January

2. Conduct other activities for counselors with

the goal of having every high school

counselor visit Tri-Tech sometime during the

year.

Lisa

Lisa

January

On-going

Summit I and II,

Staff

Summit I, Staff

2. Monitor school schedule and adapt as

needed:

o 2 hour block in late afternoon,

o 0 hour, 7th

hour academic

support classes

o Extended day options

o 3 hour blocks offered periods

0,1,2 or periods 5,6,7

1. Survey other SC’s to determine what, if any,

they are doing for extended day and other

schedule variations

2. Survey HS counselors and principals to

explore the need for other schedule options

3. Study the financial impact of

flexible/extended day scheduling

Paul

Paul/Lisa

Paul

Winter

On-going

On-going

Summit I

Summit I

Summit I and II

3. Instructional specialist to assist teachers 1.Continue utilization of Instructional coach

2.Coach lead GLE alignment for equivalency

credits

3.Survey staff for input on instructional coach

position

Sheri

On-going

Staff

Summit I and II

Summit

10/28/2013 7

4. Modify calendar to provide optimal

teaching time

1. Request variance for modification of calendar

to increase instructional time. i.e. trade of 1st

semester report card prep day for the last day

of school etc.

Paul/Site Council

Spring 2014

Staff

D. Curriculum


1. Maximize equivalency credit options for

students

1. Utilize instructional coach to work with teachers

to grant academic credit where credit is due

through equivalency credits

2. Update equivalency credit for math in, Culinary

Arts, and Teen Parent.

3. Update Technical English

Sheri

Sheri and Teachers

Sheri and Teachers

On-going

Fall/Winter

On-going

2. Expand offerings for tech prep credit and

industry certification

1. Add ASE, SP2, ACF, AWS, CNA and other

student assessments as identified by OSPI to be

used as Perkins indicator.

Paul Winter and

Spring

3.Expand opportunities for students through

internships and job shadows

1.Explore additional sites for job shadow and

student internship opportunities

Teachers

On-going

Staff

4. Increase parent involvement in Tri-Tech

programs

1. Continue late August new student

orientation/open house to increase

parent/student participation.

2. Explore mid-year open house/post-secondary

options event.

a. Establish planning committee to

set scope of event, identify date,

coordinate with intro postcard

mailing and other engagement

activities.

3.

4. Provide additional program information via the

Personalized URL process to the parents.

5. Identify and implement e-mail and web

campaign to include parent information.

Staff

Paul Lead

Site council

Sub committee

Paul Lead

Site council

April and

may early

release

activities

Fall 2013

Fall 2013

Staff

Site Council

10/28/2013 8

E. Communications: Teacher related


1. Collaboration among staff 1. Expand scope of PLC’s

2. Staff helping staff, i.e. mentors for new

teachers, maintain open communication among

staff.

PLC’S groups

Paul- Lead

On-going

On-going

Staff

Staff

2. Increase personalization and

connectedness among all staff

1. Acknowledgement and recognition of good

work by staff

2. Develop and foster a collegial and positive

environment.

3. Increase visibility of administrators in programs

All staff

All Staff

Paul/Lisa

On-going

On-going

On-going

3. Staff involvement in decision making on

procedures that impact them and their

students

1. Continue to involve staff in decisions that

impact them and their students.

All staff On-going Staff

F. Communications: Promotion and outreach


1. Positive outreach to the community,

sending schools, parents and industry

1. Counselors breakfast and monthly meeting –

include program tours each month.

2. Improve communications w/business &

industry regarding student placement, input

regarding real work and Tri-Tech skills

employability standards and advisory

committee involvement.

3. Continue current and expand information

and promotional activities, i.e. TTSC channel

on School Tube/YouTube, social media

presence, catalog, flyers, tours, school visits

and career activities i.e. Construction Career

Day, Careers in Manufacturing and Mentoring

a Girl in Construction (MAGIC) Camp, High

School and Beyond Night etc..

4. Press and social media release on Tri-Tech

success stories, i.e. Most Employable list,

Skills USA winners

Lisa

All staff

Paul – Lead

Paul – Lead

Paul/staff

On-going

Spring Early

release

activity

On-going

On-going

Summit I and

II, Staff

Summit I and

II

Summit I and

II, Staff

Summit I and

II

10/28/2013 9

5. Expand use students in live panel and media

presentations i.e. KSD Community

Presentations.

6.Explore strategies to add a point person to

improve communication and outreach to sending

schools, parents and community.

Paul/Lisa

On-going

2013-14

Summit I and

II

Summit II

II. Operations

A. Facility


1. Tri-Tech minor capital projects –

maximize impact of state funding for minor

capital projects

1) Complete 2015-17 minor projects

2) Identify 2013 -2015 minor projects and seek

support through the Legislative process for

minor projects

Develop a major capital funding proposal for

upgrades to the AB property and submit for

priority scoring for the 2013-2015 Skills Center

legislative capital request

Paul –

LeadPaul

Fall 2013

Fall /Winter

Staff

2. Sponsor and mentor the development of

the SE WA Skills Center branch campus

1. Work jointly with the design team of the SE

WA branch campus

Paul - Lead Fall and

Winter

B. Fiscal management


1. Maintain sound fiscal management 1. Conduct annual analysis of revenue vs. cost by

program

2. Maintain a 10% fund balance.

Paul

Paul

On-going

On-going

Site Council

Summit I,

Staff

2. Forecast enrollment trends 1. Project enrollment trends taking local district

CTE programs in to account

2. Identify and analyze factors that impact

program enrollment, i.e. student success on

Paul

Paul/staff

Spring 2013

On-going

Summit I,

Staff

Summit I,

Staff

10/28/2013 10

3. Monitor impact of End of Course

(EOC)/SBAC/Exams and graduation

requirement and potential enrollment

implications.

Paul On-going

4. Explore serving students after graduation 1. Gather information from other skills center

about options for serving students after high

school, i.e. community college students

/Paul On-going Summit, Staff

C. Legislative


1. Develop a Legislative platform for the

2013 session to promote and support issues

that positively impact Skills Centers

1. Promote maintenance on existing funding and

programs for skills centers

Paul

On-going

Summit I and

II

2.Keep local legislators informed on topics

related to Tri-Tech Skills Center

1. Invite legislators to visit the skills center Paul

2013-14 Summit I and

II

10/28/2013 11

School: Tri Tech School Year: 2013-2014


TTSC involves parents, business and industry and the community in many ways. Each program at TTSC has an advisory committee that meets three times a year consisting

of individuals from the industry related to the program. The advisory members are people from our community and at times parents of our students. The intent of the

program advisory is provide feedback and direction to the curriculum, facilities, equipment, student leadership and professional development for staff. In addition TTSC

partners with the Kennewick Fire Department, Sodexo and the Boys and Girls Club to provide instructional staff and services to TTSC that would be difficult to offer

without these partnerships. It is because of the deep involvement of the community and business TTSC continues to offer relevant programs to our students and community .













Other SIP Team Participants Dawn Watson, Mike Greif, Lesley Rutz, Robert Lozano, Roger Potts, Paul Randall

Documents

Secondary School Improvement Plans · 2014-06-16 · Secondary School Improvement Plans 2013-2014 . Desert Hills Middle School School Improvement Plan 2013-2014. ... the overall parent