Outcome 1: Be compassionate and kind.
- Be aware of and appreciate one’s similarities and differences with others.
- Listen well and cooperate with others.
- Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
- Express emotions, thoughts and impulses in positive and beneficial ways.
- Resolve conflicts and repair relationships.
Total office/behavioral referrals
As compared to the baseline data measure at the end of June 2018, by June 2019 yearly Capital High School behavioral referrals will reduce by 10% via effective school wide implementation of the Restorative Practices Continuum.
Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.
- Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
- Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
- Use analytic and scientific principles to draw sound conclusions.
- Analyze multiple causal factors that shape major events in history.
- 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.
- Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
- Problem solve using both creative and critical thinking skills.
- Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
- Apply reliable information and systematic decision making to personal financial decisions.
Students in all math classes will increase their demonstration of learning on unit math tests by engaging in reflection and remediation opportunities after each test and retaking the unit exams. Data will be collected for each exam and re-take exam to demonstrate individual growth for each student that elects to use the retake opportunity. This data will be collected on a three-year cycle, with the 2019-20 school year being year 1. Further goal setting will happen next year once baseline data is established.
Students in 12th IB Lang/Lit will increase average Further Oral Activity (FOA) scores from 72% in their 11th grade year to 77% this year, and Written Task 1 (WT1) scores from 55% in their 11th grade year to 60% this year, as measured by this year's FOA and WT1 internal assessment score averages.
Students in all science classes who score 0-3 on a commonly developed Claim, Evidence, Reasoning (CER) rubric will improve one rubric point up to “exceeding standard”. Students will be given at least three summative opportunities to complete a CER assessment by the end of the school year.
Students in History classes will pass their course-specific CBA, improving from 75% pass rate to 80% pass rate by the end of second semester.
The math department will offer reflection and remediation opportunities for each student that elects to retake a unit exam. Teachers will guide students through targeted practice, based upon their individual needs, and offer feedback to students prior to them retaking the unit exam.
The English department will work to increase student scores on the FOA and WT1 through targeted practice and collaboration on best teaching practices in the senior IB PLC group.
The science department will be working on developing a multi-level, tiered common CER rubric. CERs will be practiced and teachers will provide regular feedback throughout the year. The department will collaborate to improve our practice in facilitating CER writing in our courses.
The History department will add an additional CBA (1 each semester) to allow students a second opportunity to meet the standard. They will also allow students to either write or present their CBA to allow for both choice and differentiation.
Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
- Communicate effectively.
- Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
- Be physically active and see athletics and exercise as health-enhancing behaviors.
- Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
- Understand how and when to seek supportive mental and emotional health resources for self and others.
- Cultivate healthy relationships that honor each person's personal preferences and boundaries.
- Identify and develop personal strengths and interests.
- Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.
Measured by Healthy Youth Survey (HYS) question AND our own internal survey from beginning to end of the year.
HYS question(s) to use for our metric:
19. When you feel sad or hopeless, are there adults that you can turn to for help?
96. There are people in this school who will help me if I need it?
When our students feel sad or hopeless, they can name at least one adult they can turn to for help, going from 61% at 10th grade and 56% at 12th grade to 80% at both grades.
Students will be able to identify at least one person at school who will help them if needed, going from 79% at 10th grade and 71% at 12th grade to 90% at both grades.
Students who identify as having no one to talk to will decrease from 12% at 10th grade and 15% at 12th grade to less than 5% at each grade level.
At CHS we will work to positively strengthen student/adult relationships in the following ways
Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.
- Participate on teams and know the power of teamwork.
- Demonstrate the ability to engage in inclusive problem solving.
- Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
- Use digital tools to constructively learn from and connect with people and communities around the world.
- Gather, interpret and present information in culturally responsive ways.
Improve our efforts to increase our composting and recycling programs as a whole school by reducing waste and increasing recylables/compostables from 3 cubic yards to 6 cubic yards by Spring 2020.
Intentionally Increase opportunities for students to connect with global communities throughout all content areas between September and June 2019-2020.