District 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

  • School Student Climate Survey - Question 9 (8 at Middle School). 
  • “Students at my school are compassionate and kind.”  1.1/1.2/1.3/1.4/1.5

Goal

Three Year Goal 

  • 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

Action Plan

  1. Ensure all schools administer the School Climate Survey 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 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​​​​​​​ 

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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, Math, and Science - Washington School Improvement Framework (WSIF) Proficiency, Smarter Balanced Assessment (SBA) and Washington Comprehensive Assessment of Science (WCAS)   2.1 /2.2/2.3 
  • Post-Secondary Plan = HSBP  2.5               
  • Graduation Rates  2.8            

Goal

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%

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%

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 four year 89.4% to 93% and continuing 95% combined to 100%  2.8​​​​​​​

Action Plan

  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 middle 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

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Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.

  1. Communicate effectively.
  2. Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
  3. Be physically active and see athletics and exercise as health-enhancing behaviors.
  4. 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.
  5. Understand how and when to seek supportive mental and emotional health resources for self and others.
  6. Cultivate healthy relationships that honor each person's personal preferences and boundaries.
  7. Identify and develop personal strengths and interests.
  8. Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.

Metric

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

Goal

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%

Action Plan

  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

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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

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. 

Goal

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

Action Plan

  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

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Outcome 5: Discover their passions, be curious and love learning.

  1. Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
  2. Experience failure, setbacks and disappointments as an expected and honored part of learning.
  3. Understand and demonstrate the value of service in their community and learning by doing.
  4. Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.

Metric

  • 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

Goal

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

Action Plan

  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 accepted way of learning.  5.2
  9. Explore options to expand 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

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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

  • Energy Use  6.3 
  • Paper Copy Use Count  6.3

Goal

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.

Action Plan

  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

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