Capital School Improvement Plan (2019-20)

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.

1. Via Our LID days and our October 11th in-service training day: We will teach our staff about:
   • Restorative Practices / Terminology 
     • Social Discipline and the “Punitive --- Permissive” Continuum.
     • The Social Discipline Window
     • Understating of “repairing the harm”
     • Apologies 
     • Attending to the needs
     • Punishment 
     • The Nine Affects and the “Compass of Shame.”
2. Staff will develop a pre and post set of in-depth interview questions for a random number of students who have spent time in the Restorative Justice Center. The questions would explore the potential for growth regarding behavior, conflict resolution, and or academic achievement.
3. Through the use of 10-15 minutes at each staff meeting this year, we will build a common knowledge: 
   • “The Restorative Practices Continuum”  
     • Affective Statements
     • Affective Questions
     • Impromptu conversations 
     • Circles
     • Formal Conferences 
4. Teachers/students will use Affective Statements when discussing feelings.
5. Teachers/ Staff will use Affective questions to challenge negative behaviors and assist those affected.  
6. Staff will use small "Impromptu Conferences" to address small negative incidents. (minor infractions) 
7. Staff will spotlight and share with school community an anecdotal success story from the Restorative process on a regular basis to encourage staff to support the ongoing work. 
8. Finding working connections with students that can be addressed during the restorative interview process when standard restorative processes are ineffectual.  What is the why or why not that the restorative process has worked?   
9. Staff will lead at least three Circles per week within the restorative center.
   • Cell phone infractions
   • Class Tardies    
10. Additionally, support staff will be trained to use Affective Statements and Affective Questions in all school settings. (Custodians, Lunch Support, security) 
11. Teachers/Staff will use "Circle Conferencing."
12. Administrators will periodically conduct informal walkthroughs to ensure that Restorative Practices are in use. 

• Math unit test and unit test re-take data 
• IB Language and Literature Internal Assessment scores 
• Science Claim, Evidence, Reasoning (CER) rubric scores 
• History CBA scores

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. 

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

• Teach students the importance of identifying trusted adults through the Lifelines curriculum in 9th grade health classrooms
• Educate staff to recognize student risk signs and know how to get them help (how to be a caring adult) through the Lifelines intervention program
• Introduce Lifelines curriculum to senior social studies classrooms, these lessons address how to identify a support system as a student moves into independent adulthood
• Develop a CHS survey that assesses student connectedness at all grade levels to use as a pre- and post- measurement. Timeline of initial implementation: before Thanksgiving.
• Complete three student videos regarding digital citizenship by the end of the school year
• Consider use of a universal screener to identify potential isolated students, then explore purposeful activities to link alienated/isolated students with adult ‘mentors’ for future implementation
• Investigate how to provide parent education around supporting students
• Develop a task force to look at how to take care of our own mental health,  including building our capacity for empathy

1. Weekly reports from City of Olympia waste management program on waste.
2. More teachers and students participating in leadership of our waste management programs.
3. Tracking the number of raffle tickets for increased support of this recycling program
4. Conduct point in time surveys to determine how many staff are using digital tools to connect students to communities outside Olympia both regionally and internationally.
5. Conduct a student/staff survey on how many are using water bottles. 
6. Count how many plastic water bottles are sold in the vending machines to look for reduction of purchased single use plastics.

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. 

1. Instituted composting bins in staff lunch rooms (six total) around the school since September 2019.
2. Life Skills classes collect recyclables once a week from participating classes.
3. Build a composting station through our ROOTS program on campus.
4. Science staff talking with classes about sustainable development, climate change and decrease use of single use items.
5. IB World Language courses continuing lessons around environmental awareness issues. 
6. Continued support for our Environmental Club to encourage increased membership
7. CHS Kitchen composting all items possible. 
8. Add paper towel recycling to as many classrooms as possible.
9. Increase our education for our entire student body on recycling practices, reusability options
10. Participating teams monitoring the recycling program would hand out raffle tickets to students who do the sorting and monitoring of this program.
11. Add more water bottle filling stations around the CHS campus (replace a water fountain with a water bottle filling station in at least two more locations).
12. Add paper towel recyclable containers in all staff bathrooms.
13. Educate of our staff and faculty around recycling and composting.
14. Educate staff and students on where our water bottle stations are.
15. Work with SSC to ensure water bottle filling stations are monitored and maintained appropriately.
16. Students will connect with others around the world to widen their community by connecting with practicing professionals
17. Math department continuing to work on collaborative problem solving in all classes.
18. Our students will use digital tools to understand real world issues and improve skills to discover how a regions values impact decision making.