District Improvement Plan (2019-22)

• School Student Climate Survey - Question 9 (8 at Middle School). 
  • Year 1 of DIP only - Panorama not a resource in place during SY 2019-20.
  • “Students at my school are compassionate and kind.”  1.1/1.2/1.3/1.4/1.5
• Years 2-3 of DIP - Panorama Student Survey Section: Supportive Relationships (Administrative Dashboard)/Help from Other People (Student View) 

Three Year Goal

• Year 1 Only - 
  • Use the School Climate Survey to measure an increase in positive responses for students who indicate that students at their school are compassionate and kind.  
  • Baseline = Percentage of students who say “Always and Often” (Elementary) or “Strongly Agree and Agree” (Middle and High School)”  = 68% increase to 80%  1.1/1.2/1.3/1.4/1.5
• Year 2 - 
  • Fall 2020 Baseline Percentage of students who respond positively on Panorama Survey. 
  • Fall 2020 Baseline Participation rate
  • Working with Panorama to establish realistic growth and participation rates for setting Spring 2020 goals. Will update spring goal after March training.
• Year 3 - 
  • To be updated after March Panorama training. 

1. Ensure all schools administer the School Climate Survey/Panorama within a common calendar timeline and that all students and staff have an opportunity to participate.  1.1/1.2/1.3/1.4/1.5  
2. Analyze Student Climate Survey/Panorama responses by demographics and programs to identify and address disproportionality.  1.1/1.2/1.3/1.4/1.5
3. Survey parents and students to determine level of agreement related to their school/district reflecting and valuing various cultures.  Use information to determine steps forward for improvement.  1.1
4. Ensure all staff have a list of religious/cultural observances throughout the year with notations of when to be mindful of fasting periods or other events.  1.1
5. Analyze discipline referrals to identify and address disproportionality.  1.3
6. Explore professional development and support for all staff on trauma-informed practices.
7. Initiate professional development and support for all staff on deescalation.  1.5
8. Implement SEL curriculum in middle schools and ensure lessons are taught in each school and grade level.  1.1/1.2/1.3/1.4/1.5
9. Continue implementation of SEL curriculum in elementary schools.  1.1/1.2/1.3/1.4/1.5
10. Initiate professional development and support for all staff on digital citizenship. 1.1/1.2/1.3/1.4/1.5
11. Initiate professional development and support for all staff in family engagement practices.  1.1/1.2/1.3/1.4/1.5
12. Model indicators at staff and district levels.  1.1/1.2/1.3/1.4/1.5 

• Academic Data: ELA, Math, and Science 2.1 /2.2/2.3
  • Washington School Improvement Framework (WSIF) Proficiency
  • Smarter Balanced Assessment (SBA) 
  • Washington Comprehensive Assessment of Science (WCAS) 
  • MAP Growth Reading & Math - Added for Years 2 & 3
• Post-Secondary Plan = HSBP 2.5
• Graduation Rates 2.8 

Three Year Goal

ELA Proficiency 

• (SBA) - increase from 73.7% to 79% 2.1
  • Students identified as low income will increase from 56.9% to 67.5%
  • Students identified as Students with Disabilities will increase from 35.5% to 46.1%
• (MAP Growth) - Added for Years 2 & 3: Participation & Academic baselines from SY 2019-20
  • Participation Baseline = 58.2%
    • Increase to 98% to exceed federal requirements for state assessments
  • Percent of students identified as low income who score at the 65th percentile or higher will increase from 26% to 80%.
  • Percent of students identified as Students with Disabilities who score at the 65th percentile or higher will increase from 11.4% to 65%. 

Math Proficiency 

• (SBA) - increase from 64.2% to 70% 2.2
  • Students identified as low income will increase from 43.4% to 54.2%
  • Students identified as Students with Disabilities will increase from 24.7% to 35.5%
• (MAP Growth) - Added for Years 2 & 3: Participation baseline from SY 2019-20: 
  • Participation Baseline = 53.2%
    • Increase to 98% to exceed federal requirements for state assessments
  • Percent of students identified as low income who scoring at the 65th percentile or higher will increase from 15% to 75%.
  • Percent of students identified as Students with Disabilities who score at the 65th percentile or higher will increase from 8.1% to 65%.

Science Proficiency 

• (WCAS) - increase from 62.7 to 68% 2.3
  • Students identified as low income will increase from 45.9% to 56.5%
  • Students identified as Students with Disabilities will increase from 26.4% to 37%

For all subgroups whose proficiency is not equal to or greater than "all students," we will increase the percentage meeting standard by double that of the "all student" goal.

Post-Secondary Plans - Increase 8th-Grade College Bound applications from 66% to 85% 2.5

Increase Graduation Rate - Increase from a four year graduation rate of 89.4% to 93% in Year 2 and continue in Year 3 to 95% of students graduating in 4 years, with a combined grad rate of 100% by including OSD's extended graduates. 2.8 

1. Analyze grade-level SBA/WCAS Claims to determine grade-level gaps, and support grade levels/schools on individual needs and best practices. Analyze by demographics and program to identify and address disproportionality. 2.1/ 2.2/2.3
2. Support schools in the use of (Measures of Academic Progress (MAP), WaKids and Interim Assessment Blocks (IAB) data to inform instruction and support student learning. 2.1/ 2.2/2.3
3. Establish milestones for High School and Beyond Plans in grades 7-12.
4. Support midle school and high school families and staff to increase College Bound enrollment and support. 2.5
5. Continue to expand online and summer learning opportunities. 2.8
6. Systematize academic assessment and progress monitoring K-12 to ensure equitable access to all OSD programs, courses, supports, and other opportunities where identified barriers may be tied to academic performance. 

• Healthy Youth Survey (Hope Scale)  3.4/3.5
• HYS Question 50   
• "During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities? a. Yes b. No"  3.4/3.5
• Added for Years 2 & 3: Panorama Survey Section Emotional Regulation

Three year goal

• Increase percentage of students reporting "highly hopeful" on the Healthy Youth Hope Survey  3.4/3.5
  • 8th grade =   58.2% increase to 80%
  • 10th grade = 58.4% increase to 80%
  • 12th grade = 56.4% increase to 80%
• HYS Question 50 - Three-year goals with ultimate goal of 0%
  • Decrease percentage of students indicating depressive feelings:  3.4/3.5 
    • Grade 8= from 31% to 20%
    • Grade 10= from 33% to 20%
    • Grade 12= from 23% to 20%
• Panorama Emotional Regulation Baseline data & growth goals to be input after March data training.  

1. Continue to review Health and PE curriculum resources for potential changes and/or supplements to better align with Washington state standards.  3.2/3.3 
2. Analyze student participation in athletics, activities and clubs to drive broader participation and identify and address disproportionality.  3.3/3.7 
3. Implement Social Emotional Learning (SEL) curriculum in middle schools and ensure lessons are taught in each school and grade level. 3.4/3.5
4. Continue implementation of SEL curriculum in elementary schools.  3.4/3.5
5. Implement suicide prevention curriculum in middle and high schools and engage with families.  3.4/3.5 
6. Explore professional development and support for all staff on trauma-informed practices.  3.4/3.5
7. Explore expanded options/tools for SEL support and data. 3.5/3.7 
8. Use career and educational pathway resources to support all students with post-secondary decision-making and planning.  3.7 
9. Provide all students access to digital citizenship curriculum to ensure healthy online relationships, media balance and well being while engaging with families. 3.8 

Cause of Conflict Social Studies Classroom Based Assessment (CBA)  4.1/4.2/4.3/4.4/4.5/4.6
In a written essay or presentation, you will:  Provide background on the conflict by describing at least three of the following:

• Who was involved in the conflict
• What the conflict was * When the conflict took place
• Where the conflict took place 

Demonstrate an understanding of the causes of the conflict by explaining relevant ideas from at least three of the four social studies perspectives:

• history
• geography
• civics
• economics

List two or more sources, including the title, author, type of source, and date of each source.

Three Year Goal 

• Increase Cause of Conflict CBA participation in all schools from 15.7% to 100%  4.2/4.3/4.4.4/4.5/4.6 
• 80% of our students will meet or exceed standard (3-4) on the CBA.  4.2/4.3/4.4.4/4.5/4.6
• Increase the number of students taking two credits of a world language. 4.1

1. Provide staff CBA training and ensure all schools are implementing Cause and Conflict CBA.  4.2/4.3/4.4.4/4.5/4.6
2. Collaborate and partner with local tribes to inform trainings for all staff on Since Time Immemorial (STI) to ensure a common understanding and establish where STI lessons will be taught to all students.  4.2
3. Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families.  4.3/4.4 
4. Translate essential documents into other languages to increase accessibility for students and families.  4.3/4.4
5. Continue and expand professional development and support for all staff on culturally responsive practices.  4.1/4.3/4.4
6. Develop and implement a Board Policy on Translations.  4.4 
7. Develop and implement a Board Policy on Equity.  4.3
8. Provide all students access to digital citizenship and media literacy curriculum to increase awareness of the importance of news and media validity, and the impact of digital drama and hate speech.  4.1/4.3/4.5/4.6
9. Explore options for increasing world language opportunities for students.  4.1
10. Analyze discipline data by demographics and programs to identify and address disproportionality.  4.2/4.3
11. Provide resources to implement Restorative Justice practices in all secondary schools.  4.3 

• Healthy Youth Survey Question 103 
  • During the average week, on how many days do you participate in supervised after-school activities either at school or away from school? Include activities such as sports, art, music, dance, drama, or community service, religious, or club activities. a. 0 days b. 1-2 days c. 3 or more days 5.1/5.3/5.4
• Graduation Rate 5.2
• Student participation in service learning activities 5.3
• Added for Years 2 & 3 - Panorama Survey section: Positive Feelings 

Three Year Goal 

• Increase percentage of students indicating participation in an after-school activity at least one day a week from 65% to 75%.  5.1/5.3/5.4
• Increase Graduation Rate from four year 89.4% to 93% and continuing 95% combined to 100%  5.2
• Create a baseline percentage of students participating in service learning opportunities, with a goal of 80% participation.  5.3
• Baseline Panorama Survey data with growth goals to be entered after March data training.

1. Analyze extracurricular activities offered at each level and school to increase participation and identify and address disproportionality.  5.1/5.4 
2. Initiate Service Learning professional development for teachers. 5.3
3. Present "Day of Service" projects at a school board meeting. 5.3
4. Share information celebrating service learning opportunities.  5.3
5. Increase art, music and PE instruction in three elementary schools and explore options to expand in additional elementary schools.  5.4
6. Analyze data of students failing a course(s) and the impact on graduation and address disproportionalities.  5.2 
7. Expand opportunities for students to recover credits.  5.2
8. Staff fosters an environment where failure is a normal and an accepted way of learning.  5.2
9. Explore options to expand learning and elective opportunities.  5.1/5.2/5.4
10. Support staff in implementing common grading based on best practices.  5.2
11. Expand extended graduation celebrations.  5.2 

• Field science experiences 6.1, 6.2, 6.3, 6.4, 6.5
• Energy Use  6.3 
• Paper Copy Use Count  6.3

Three Year Goal

• Energy use and waste will be reduced in our schools and district.  6.3
• Establish baseline for energy use and reduce consumption in district office and schools.
• Establish baseline for printing and copying use and reduce consumption in district office and schools.
• Added for Year 2 & 3: Provide field science experiences at each grade level in grades K-8 and in all high school science courses.

1. Convert incandescent lights to LED in schools and support buildings.  6.3 
2. Install print management software across the district, monitor usage and inform staff.  6.3
3. Reassess recycling procedures to align with county recycling standards.  Train custodians, staff, and students on best practices.  6.3
4. Initiate student participation in District-level planning and analysis around sustainability. 6.1/6.2
5. Reduce food waste in breakfast and lunch programs and increase repurposing left-over items for food banks.  6.3
6. Expand Climate Science Education Standards professional learning for teachers to help youth understand climate science and promote a thriving and sustainable environment.  6.1/6.3
7. Provide opportunities for students to expand environmental/outdoor learning and to design products that positively impact the environment.    6.1/6.2/6.3 
8. Increase reliance on renewable energy.  6.3
9. Continue and expand staff training around the intentional use of technology to increase student collaboration and problem solving.  6.1/6.2/6.4
10. Partner with Pacific Education Institute (PEI) to develop integrated field science experiences and supporting professional development across all OSD schools. 6.1/6.2/6.3/6.4/6.5