Avanti School Improvement Plan (2019-20)

Automated Data Snapshot

Outcome 1: Be compassionate and kind.

  1. Be aware of and appreciate one’s similarities and differences with others.
  2. Listen well and cooperate with others.
  3. Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
  4. Express emotions, thoughts and impulses in positive and beneficial ways.
  5. Resolve conflicts and repair relationships.

Metric

  1. A student climate survey will be administered to all students - Question #9 will say: "Students at my school are compassionate and kind.”  There will be a range of responses available that include:  "Strongly Agree; Agree; disagree; and strongly disagree"
  2. A variety of SOJI workshops will be offered to students on subjects such as race, class, gender, identity, sexual orientation, ethnicity, ability, and communication styles and will be intentionally designed to elicit reflection, perspective taking, and mindfulness.  Avanti's Social Justice Institute (SOJI ) will administer post workshop surveys to all participating students. 
  3. Several specialty courses will be offered to students on topics like mindfulness, socialization, reflection and meditation , as well as other opportunities for students to develop self awareness and it's relationship to others.  Staff will measure competency through seminar discussions, exit tickets, writing assignments that require self analysis, and through student exhibition. 

Baseline:
We will track the percentage of students who say “Strongly Agree and Agree” on the survey that will be provided in November 2019 as a baseline; we will track growth using the results from the two additional surveys will be provided to students (January 16, 2020 and May 20, 2020).

SOJI post workshop surveys (school climate related) will also be provided to all workshop participants. The survey from the first workshop on October 16th, 2019 will serve as a baseline for our second data point.  Subsequent surveys will allow us to track growth among this sub group of students.

Goal

Year 1 Goal:  There will be a 6% increase in the “Strongly Agree and Agree” student responses by the end of the 2019-2020 school year.  A survey will be provided to all Avanti students on November 6th, 2019 during advisory. The survey results will serve as a baseline for all subsequent surveys. By the end of the 2019-2020 school year our goal will be that 80% of students participating in SOJI workshops will leave with a clear understanding of the perspectives of  marginalized groups or topics covered in the SOJI workshops.

Year 3 Goal:  An additional 6% increase in the “Strongly Agree and Agree” student responses from the percentage ending from the May 20, 2020 survey.  By June 1, 2023 our goal is that 86% of students participating in SOJI workshops will leave with a clear understanding of the perspectives of each marginalized group or topics covered in the SOJI workshops. 

Action Plan

  1. Staff will administer an all-school climate survey three times during the 2019-2020 school year. (1.1)
  2. Analyze the data from each survey by demographics to identify and address disproportionality . (1.1)
  3. Use the all-school Service Learning Projects developed in each Advisory as a gateway into conversations with students about: “What does kindness and compassion look like?  At home? Among friendship groups? At school?  In society? Globally?” (1.1)
  4. Analyze anecdotal data by demographics to identify and address disproportionality . (1.1)
  5. Offer student and staff workshops on race, class, gender, identity, sexual orientation, ability, ethnicity, and other social justice topics each month.  Offer SOJI workshops during class time to better reflect school values. (1.1)
  6. Create a post workshop survey that asks participants to reflect on new learning in regards to the perspectives of others. (1.1)
  7. Increase the number of classes that utilize Socratic Seminar techniques and strategies; with a particular focus on active listening skill building and establishing habits and norms that promote positive and effective communication skill building efforts. (1.2)
  8. Increase the number of classes that integrate mindfulness and intent/impact content within the curricular expectations and outcomes. (1.3) 
  9. Continue to develop emotional intelligence in our students by integrating Avanti’s Habits of Mind and Heart campus-wide (within the Advisory program, classrooms, and throughout the school). (1.4)
  10. Staff will embed the habits within the curriculum and develop rubrics (assessment structures) within their classes, and within the practices, outcomes, and expectations for the advisory program. 
    Habits that will be integrated and emphasized are:
    • The habit of compassion
    • Collaboration over competition
    • Mindfulness and perspective taking
    • Communicating respectfully
    • Listening actively
    • Interrupting all forms of discrimination and bias when witnessed
    • Work and interact with integrity 
    • Find the joy in whatever students are doing
    • Building resilience in self and others
    • Make connections; especially between self, surroundings, and circumstances
    • Reflect about how one’s actions may impact others
    • Taking personal responsibility
    These habits will also be emphasized as overarching goals of the school. (1.4)
  11. The school will celebrate all those who are shining examples of these core values and themes by showcasing their efforts in our classes, in our monthly newsletters, and at student-driven assemblies.  (1.4)
  12. Staff will continue to implement restorative practices in their classes when handling conflicts as they arise in classrooms. Develop a student panel for restorative justice to mitigate minor disciplinary issues. (1.5)
  13. Staff will revisit and evaluate classroom conflict resolution practices and outcomes and determine adjustments and needs. (1.5)
  14. Offer staff and student workshops on effective communication and conflict resolution skill building strategies and techniques. (1.5)
  15. ASB will nominate student's of the month using the criteria of "compassion and kindness."
  16. Investigate self compassion practices promoted by Kirsten Neff. 

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Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.

  1. Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
  2. Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
  3. Use analytic and scientific principles to draw sound conclusions.
  4. Analyze multiple causal factors that shape major events in history.
  5. Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
  6. Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
  7. Problem solve using both creative and critical thinking skills.
  8. Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
  9. Apply reliable information and systematic decision making to personal financial decisions.

Metric

ELA proficiency ( SBAC ) (2.1) (2.2) (2.3)
Math proficiency (SBAC ) (2.1) (2.2) (2.3)
Science proficiency (WCAS ) (2.1) (2.2) (2.3)
Post secondary plans (HSBP ) (2.5)
Graduation rate (2.8) 

Goal

Year 1 Goal
ELA proficiency ( SBAC ) - will increase by 5% from 82.9% to 87.9% (2.1) (2.2) (2.3)
Math proficiency (SBAC ) - will increase 5% from 42.9% to 47.9% (2.1) (2.2) (2.3)
Science proficiency (WCAS ) - will increase 5% from 62% to 67% (2.1) (2.2) (2.3)
Post secondary plans (HSBP ) - Students applying to post secondary institutions of higher learning will increase 5% from 88% to 93% as a result of increase of exposure to real world career pathways. (2.5)

Year 3 Goal
ELA proficiency ( SBAC ) - will increase by 15% from 82.9% to 97.9% (2.1) (2.2) (2.3)
Math proficiency (SBAC ) - will increase 15% from 42.9% to 57.9% (2.1) (2.2) (2.3)
Science proficiency (WCAS ) - will increase 15% from 62% to 77% (2.1) (2.2) (2.3)
Post secondary plans (HSBP ) - Students applying to post secondary institutions of higher learning will increase 10% from 88% to 98% as a result of increase of exposure to real world career pathways. (2.5)

Action Plan

  1. Staff will continue to provide students with six-trait writing across disciplines.  All staff will be provided with an annual refresher training on the six-trait writing practice.  Staff will also contrast six-trait with Kaplan's intercultural writing styles as a comparison. (2.1)
  2. Staff will continue to require all students to engage in close reading and seminar discussions to promote analysis and interpretation skill building. (2.1)
  3. Staff will continue to require all students to demonstrate mastery of expected outcomes, including requiring public speaking through community exhibitions. The school will continue to provide a campus-wide exhibition night at the end of the first three quarters of the school year. (2.1)
  4. Staff will continue to investigate innovative ways for students to demonstrate mastery in reading/writing, and public speaking via podcasts, YouTube channels, literary and arts publications, and performing arts. Staff will consult with students with these identified skills and consult with them for staff trainings. (2.1) 
  5. All students will be provided with project-based learning health classes that require demonstrations of mastery through presentation.  (2.1)
  6. Students will be provided with a MAP test for mathematics in the fall as a diagnostic prior to being placed in math coursework. (2.2)
  7. Staff will increase CTE offerings to include residential carpentry, and coordinate coursework with an applied Geometry course.  Students will construct an outdoor pavillion as a demonstration of mastery. (2.2)(2.7)
  8. Mastery-based learning outcomes will continue in all mathematics courses.  A statistics class will be offered fas a third-year option for college-bound students and a Financial Algebra course will be offered for career-bound students. (2.2) (2.3)(2.7)(2.9)
  9. Staff will continue to offer students with a variety of science course options that require the development of a thesis, research, supporting evidence, and analysis and reflection. (2.3)(2.7)
  10. Staff will continue to offer students with interdisciplinary block courses that combine science and social studies, science and art, carpentry and mathematics as a means for developing critical thinking skills. (2.3)(2.6)(2.7)(2.8)
  11. Staff will continue to require students to identify a problem in society, either locally, regionally, nationally, or globally then investigate solutions to the real world problem.  Student will incorporate their work and findings in a capstone presentation, either in class or at our of three all school exhibitions. (2.6)
  12. All courses will require an exhibition or capstone presentation as a demonstration of mastery associated with the theme for each term.  Some students will complete exhibitions from multiple disciplines. (2.6)
  13. Students in Social Studies and Spanish will be asked to engage in the history of chocolate; making connections between language and culture. (2.4)(2.7)
  14. All students in Social Studies classes will be required to complete classroom-based assessments and cause and effect research papers as an outcome. (2.1)(2.4)
  15. Staff will continue to find innovative ways to include movement in classes.  Yoga and mindfulness will be offered in Art and Literature classes, and hands-on construction will be offered through applied Geometry classes. (2.6)(2.8)
  16. All students will engage in career exploration using Career Cruising to expand knowledge and exposure to post secondary options and opportunities. (2.5)
  17. All students will be required to complete a resume, a portfolio of "best works," and complete exit interview questions related to their post secondary plans prior to graduation. (2.5)
  18. Staff will offer an "Opportunity Fair" to targeted populations of students that will include representatives from New Market Skills Center, Running Start, 2 year Colleges, and other alternative post secondary pathways for students. (2.5)
  19. Staff will invite guest speakers from various occupations to speak at assemblies to share insights on the pathways to their careers. (2.5)
  20. Staff will continue to host an annual Alumni panel to promote post secondary pathways for students. (2.5)
  21. Staff will investigate ways to revise the requirements for the high school and beyond plan. (2.5)  

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Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.

  1. Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
  2. Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
  3. Demonstrate the ability to recognize that biased attitudes expressed consistently over time gradually distort perceptions until stereotypes and myths about people different from oneself are accepted as reality.
  4. Empower themselves to interrupt discriminatory remarks and attitudes.
  5. Evaluate the significance and dependability of information used to support positions.
  6. Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.

Metric

  1. Social Studies CBA - Analyzing validity, reliability, and credibility of sources by constructing argumentative essays in Orientation and Social Studies classes by examining Cause of Conflict (4.1) (4.2) (4.3) (4.4) (4.5) (4.6)
  2. Science CBA - Analyzing validity, reliability, and credibility of sources on the topic of genetic engineering, race vs. ethnicity, lineage, and environmental studies (4.5) (4.6)
  3. Social Justice Course participation rates (4.2) (4.3) (4.4) (4.5) (4.6)
  4. World Language participation rates (4.1)  

Goal

Year 1 Goal
In September 2019 the Avanti staff will create a PLC to continue to explore the impact of implicit bias, individual and structural inequity, and their own unconscious contributions to the opportunity gap in our school.  As part of that commitment, staff are reading "Grading for Equity:  What It Is, Why It Matters, and How It Can Transform Schools and Classrooms" by Joe Feldman . Staff will read Feldman 's book, discuss it's contents, and implement changes to their grading policies throughout the school year.  Staff will use course completion rates established at the end of Session #1 as a baseline, then compare completion rates for subsequent Sessions (2-4).  Completion rates for those Sessions (2-4) will increase by 10% by the end of the 2019-2020 school year. (4.3) 

Year 3 Goal
Increase the number of students enrolled in Avanti's Spanish 2 (and above) classes from 0 to 60 students annually.  (4.1)
Increase the number of sections and students enrolled in the Social Justice (Sociology) class from 20 to 60 students annually. (4.2) (4.3) (4.4) (4.5) (4.6)
Increase the number of students participating in Social Justice Institute (SOJI ) workshops from 100 to 150 students annually.  (4.2) (4.3) (4.4) (4.5) (4.6)  

Action Plan

  1. The staff will continue to expand ways to include "Since Time Immemorial" curriculum utilizing an interdisciplinary approach. (4.1)
  2. Staff will implement a plan that expands our world language program's course offerings utilizing a sustainable scope and sequence that encourages broader participation. (4.1)
  3. Staff will investigate the possibility of developing an ELL program at Avanti which would further diversify the student and parent population. Also, investigate the possibility of a dual language approach to language acquisition. (4.1) 
  4. Staff will continue to offer weekly opportunities for students to engage in meaningful conversations about prejudice, racism, xenophobia, and other related topics by participating in MOSAIC, the student activist group that discusses local, regional, national, and global real world problems. (4.2) (4.3)
  5. Staff will continue to offer students Social Justice workshops and extended learning opportunities to discuss race, class, gender, sexual orientation, identity, ethnicity, ability, and conflict resolution communication skills. (4.3) (4.4)
  6. Staff will create a PLC to address systemic inequities in inherent in our grading systems. (4.3)
  7. Staff will use an AP Statistics class as a means to engage students in discussions about bias, using statistical analysis to determine significance, and validity. (4.3) (4.5) (4.6)
  8. Staff will offer a Social Justice class based on the principles of Robin DiAngelo and Olem Sensoy 's "Is Everyone Really Equal:  An introduction to Key Concepts in Social Justice Education."  This class will be offered as an 12th grade Sociology course and it will provide a platform to address the impact of socialization on themselves, their community, region, and nation.  They will also discuss the relevance of socialization on issues such as race, class, gender, identity, sexual orientation, ability, and age. (4.2) (4.3) (4.4) (4.5) (4.6) 
  9. Staff will require students to analyze the validity of sources by completing argumentative essays in Social Studies and Orientation classes as well as Classroom Based Assessments (CBA ) in both Social Studies and Science classes. (4.5) (4.6) 
  10. Science staff will require students to analyze validity and reliability in all classes.  They will use these strategies to explore topics such as the implications of genetics engineering, race vs. ethnicity, and lineage.  Staff will also have students explore science and environmental related current events and public policy.  (4.4) (4.5) (4.6)   
  11. Staff will continue to formalize, explicitly, our dedication to a social justice education for all students. (4.2) (4.3) (4.4) 
  12. Staff will intentionally incorporate Social Justice anchor standards from Teaching Tolerance as outcomes for their classes. (4.3) (4.4) (4.5) (4.6) 

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Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.

  1. Participate on teams and know the power of teamwork.
  2. Demonstrate the ability to engage in inclusive problem solving.
  3. Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
  4. Use digital tools to constructively learn from and connect with people and communities around the world.
  5. Gather, interpret and present information in culturally responsive ways.

Metric

Staff will track student registration trends for interdisciplinary block classes with high levels of project-based learning components.

Staff will track participation rates in school-wide public exhibitions.  

Goal

Year 1 Goal
Baseline will be established by tracking student participation rates for the October 29th, 2019 all school Exhibition. The percentage of students participating in the school-wide exhibitions will increase by 10% by the end of the 2019-2020 school year.

Year 3 Goal
By the end of the 2022-2023 school year 80% of Avanti students will participate in school-wide exhibitions.  

Action Plan

  1. Staff will regularly require students to engage in Project Based Learning in collaborative teams. (6.1)
  2. Staff will continue to engage students with an emphasis on collaboration over competition as a school community value and a 21st century skill. (6.1)
  3. Staff will continue to engage students in the Avanti habit of critical thinking in classes and continue to emphasize it as a school community value and a 21st Century skill. (6.1) (6.2)
  4. Socratic Seminars will be implemented in classes in order to engage students in research, analysis, effective communication, and inclusive problem solving. (6.1) (6.2) (6.3) (6.5)
  5. Staff will continue to offer students opportunities to collaborate and engage with local non-profit organizations such as: Arbutus Folk School; Dispute Resolution Center of Thurston County; Pizza Klatch; City of Olympia; Teen Council; Marshall MS Citizen Science program; Washington State Department of Natural Resources; Washington Center for the Performing Arts Youth Ambassador program; and more. (6.1) (6.2) (6.3) (6.5)   
  6. Staff will continue to provide students with leadership and collaboration opportunities such as:  ASB; CISPUS : Haunted School; ED CAMP; Envirothon ; Avanti Cafe; Outdoor Adventure Club; Theater; WE Day; Madison-Avanti Giving Garden; Interdisciplinary project based learning classes; and more. (6.1) (6.2) (6.3) (6.4) (6.5)  
  7. Staff will offer a Carpentry/Applied Geometry block class and students will collaborate on building an outdoor pavillion for the school. (6.1) (6.2)
  8. Staff will continue to offer students Service Learning opportunities and require .5 credit of service as a graduation requirement. (6.2) (6.3) 
  9. Staff will continue to develop and offer a pre-internship program in partnership with the City of Olympia. (6.3) 
  10. Staff will continue to develop the Natural Resources/Sustainability programs to provide students with opportunity to become environmental stewards. (6.3)
  11. Staff will continue to provide students with opportunities to support Food Justice with their work with the Madison-Avanti Giving Garden, work with local organizations such as Kiwanis FoodBank Gardens, Thurston County Food Bank, and adopt a field on the Capitol Campus. (6.1) (6.3)
  12. Staff will introduce new programs for students such as Future Farmers of America. (6.3)
  13. Staff will continue to offer students opportunities to partner with South Sound Green for testing water quality in our local streams and rivers.  (6.1) (6.3)
  14. Staff will continue to offer Sustainable Agriculture and Urban Agriculture classes for students and engage them in partnerships with Teen Glean Team. (6.1) (6.2) (6.3) (6.5) 
  15. Staff will continue to develop interdisciplinary block classes (Nisqually) that include partnerships with local elders and experts from the Squaxin and Nisqually tribes.  (6.1) (6.2) (6.3) (6.4) (6.5) 
  16. Staff will continue to provide students opportunities to attend the annual GREEN conference and High School Math Meet at The Evergreen State College. (6.1) (6.2) (6.3) (6.4) (6.5)  
  17. Staff will provide students with access and training on ArcGIS , an online map-making program, and have students include local and global data on their maps. (6.2) (6.3) (6.4)
  18. Staff will continue to require students to solve "real world" problems and demonstrate mastery of course content through public exhibitions and in class presentations. (6.1) (6.2) (6.3) (6.4) (6.5) 

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