Olympia High School Improvement Plan (2020-21)

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. Student driven development and implementation of Tier 1 Equity series about Racism and Unconscious Bias lessons in Homeroom. 
  2. OSD School Climate Survey questions related to compassion and kindness
  3. OSD School Climate Survey questions related to connectedness to at least one adult at school
  4. OHS Student and Staff Homeroom Reflection survey
  5. CharacterStrong Implementation Inventory 

 https://characterstrong.com/bundles/et/cs/pdf/Master%20CSI%20Fidelity%20Inventory.pdf

Goal

  1. To continue systemic development and implementation of Tier 1 Social Emotional Learning (SEL) accessible to every student during the school day.  We will utilize Character Strong, Common Sense Media, and other SEL supplements to build skills and competencies that enhance the learning environment by uplifting student voice, developing trusting relationships, promoting agency, and increasing civic engagement.
  2. We will increase the percentage of students reporting connectedness to at least one adult at school as measured by our school climate survey by the end of the 2020-2021 school year. (waiting for results of Pandora Survey)
  3. We will increase the percentage of students who are compassionate and kind from 67% to 80% as measured by our school climate survey by the end of the 2020-2021 school year. 

Action Plan

  1. Homeroom Development and Implementation:
    1. Early August 2019- Feb 2020: Our SIP team met to discuss the recommendation from the Olympia Community Council that we consider implementing a Homeroom Period in order to address the social and emotional needs of our students.  Late August, 2019 - Spend time covering the "why a Homeroom?" to the faculty.  Afterwards, gain input about the time frame, curriculum, and grouping of students. September, 2019 - Form a Focus Leadership Group to hammer out a specific proposal.  October, 2019 - During the staff development day, bring a speaker from Character Strong who will go over the basics of the program.  Conduct a vote with a 2/3 approval from the faculty.  Model a lesson to the faculty and update the Olympia Community Council.  February 2020 - Hold an assembly to give the students  the "why a Homeroom?" presentation featuring a speaker from Character Strong and OHS presenters.  Begin reviewing plans with faculty during faculty meetings.  Begin Homeroom trial period where we implement lessons from Character Strong.  See weekly feedback for department heads and the focus group.
    2. Summer 2020 - Review metrics from climate surveys and other data to make recommendations for 2020-2021 implementation.
    3. September 2020 - Weekly Homeroom implemented by grade level with at least 50% of homeroom roster made up of students the teacher already has on their caseload
    4. OHS Homeroom Schedule:  https://docs.google.com/document/d/1ywRfruDXf4Ame0rpTafCe9oI-6Lt4dJVxh2GBvrY7y8/edit?usp=sharing
    5.  Sept-May 2021 - Weekly Homeroom Workgroup meeting to assure teacher input and ongoing reflection for sequence, pacing, as well as, provision of a weekly lesson overview plan 

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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

  1. SBA 
    1. The gap in ELA between students in special education and all students will be less than 32% in the 10th grade ELA scores by the end of the 2020-2021 school year. 
    2. The gap between students from low income backgrounds and all students in our ELA SBA's will be under 8% in 10th grade ELA by the end of the 2020-2021 school year. 
  2. Math
    1. The gap in Math between students in special education and all students will be less than 22% in the 10th grade Math scores by the end of the 2020-2021 school year. 
    2. The gap between students from low income backgrounds and all students in our Math SBA's will be under 23%  by the end of the 2020-2021 school year.
    3. The gap between students of color to all students in 10th grade Math SBA's will be less than 13%by the end of the 2020-2021 school year.
    4. Algebra 1 students will take the MAP test in the fall and spring to measure growth. 
  3. High School and Beyond:
    1. By March, 1, 2021 95% of all 12th grade students will complete a personalized post-secondary transition plan for work, career and/or college, and all required components of their High School and Beyond Plan using Naviance.
    2. All 9th, 10th and 11th grade students will update their personalized post-secondary transition plan for work, career and/or college using Career Cruising by the end of May 2021.
  4. School Within a School:  The School Within a School model will be implemented by the 2021-22 school year.  
  5. Dual Credit
    1.  We will reach 60% of students taking a Dual Credit Course as evidenced on the 2020-2021 OSPI  report card. 


Goal

  1. ELA (Element 1)
    1. From September to April, all students will demonstrate increased efficacy in finding and utilizing evidence to support a claim in writing. Students will be given a pre-assessment in September and a post-assessment in April.
  2. Math (Elements 2 and 8)
    1. Algebra 1 students will demonstrate an increase of 3 RIT points from fall to spring using the MAP assessment.  
  3. High School and Beyond (Elements 5 and 9)
    1. ​​​​​​​The College and Career Counselor will implement Naviance as a replacement to Career Cruising for all students during the 2020-2021 school year.
  4. School Within a School (Elements 4, 6, 7, 8)
    1. Using the Freedom Farmers as a base, we will develop a comprehensive alternative program that includes an emphasis on relevance, relationships, rigor, and responsibility.  This program will serve to increase the graduation rate by providing an engaging and nurturing program for many of our students who feel disconnected and disengaged.  This program will begin during the 2020-21 school year.
  5. Dual Credit (Element 8)
    1. We will increase our Dual Credit enrollment from 48.6% to 60% by the end of the 2020-2021 school year. 

Action Plan

  

  1. SBA 
    1. Fall 2020 The Special Education PLC will meet to discuss the data of specific students in 10th Grade ELA and Math.
    2. Special Education and Basic Education Teachers will continue to work together to learn best practices in team teaching in Algebra 1 and English.
    3. MAP testing will be used in the Fall in all Algebra 1 classes and SPED math classes to identify areas of focus for each student.  The MAP data will be used in conjunction with Edgenuity MyPath, and classroom instruction to provide individual learning plans for students to strengthen their math skills.     
  2. ELA
    1.  We will track and share student growth at monthly PLC meetings, sharing samples and discussing common core assessments. We will also meet in course specific small teams to reflect on our practice and monitor our effectiveness, making adjustments as necessary. 
    2. Students will engage in peer review, writer’s workshop, skilled based lessons, and individual conferences will all be used to monitor and assess student progress toward meeting the goal.
  3. Math
    1. Students will take the MAP test in Sept 2020 to get a baseline of their mathematical proficiency.
    2. Students will be given an individualized plan based on their MAP scores from the Edgenuity platform to practice and improve their math proficiency skills.
  4. High School and Beyond Plan
    1.  The College and Career Counselor will collaborate with the 12th grade English teachers to provide instruction, support and guidance on the components of the HSBP.  
    2. The College and Career Counselor will provide grade level Naviance lessons throughout the school year to provide students with opportunities to explore careers, postsecondary options, and learn about financial options available for postsecondary education.
  5. School Within a School
    1. Summer 2019:  Teacher Blue Peetz meets with a group of students and educators to develop a vision for creating an alternative school within a school.  They title this program "Huerta High School".
    2. September 2019 - June 2020:  A focus group will meet during collaboration time and during after school times to develop more specifics about the program.  They will search for ways to fund a program manager to help facilitate the entire plan.  This plan will outline the block programs, support services, and intersection with the rest of the school.
    3. 2020-2021:  Implement the first phase of Huerta High School. The first students will be admitted to complete a four year plan.
    4. 2021-2022:  Full implementation of Huerta High School Plan.  
  6. Dual Credit
    1. Fall 2020:  New College in the High School classes implemented.  OHS admin to meet with district admin to discuss a plan for awarding dual credit to students.  
    2. Work with CTE Director to develop new CTE College Credit Classes
    3. Fall registration for College in the High School and AP will proceed.
    4. Winter 2020:  Develop new informational materials to promote College in the High School and CTE College Credit Offerings.
    5. Work with departments to develop new possible College in the High School Classes.  Work with the Freedom Farmers teachers to establish College in the High School relationship with Evergreen State College.
    6. Spring 2021:  Promote new Dual Credit and existing Dual Credit offerings at parent night and Showcase for students. Explain how credits will be offered for Dual Credit at these gatherings. 

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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

  1. SCHOOL WITHIN A SCHOOL:  
    1. During the 2021-22 school year, Olympia High School will have a school within a school program with a focus on social justice, food justice, lifetime physical fitness, social emotional support, and placed based education.  In this program seventy-five students will utilize place-based learning and social justice as frameworks for education, resulting in authentic, student-driven, and engaging learning experiences to help create informed, empowered, and passionate students who will go on to do relevant and important work in our community and the world.   
  2. HOMEROOM:  
    1. Universal delivery of 32 Homeroom lessons to include: 16 Character Strong, 6 Common Sense Media, and 9 Bears Care Equity Awareness lessons.  

Goal

  1. SCHOOL WITHIN A SCHOOL:  
    1. By the fall of 2021, Seventy Five students will be enrolled in the program from grades 9-12.  For most, this will be where they attend the entire day.
    2. Students will be offered access to consistent and integrated mental health supports.  Students in need will be provided consistent drug and alcohol counseling. 
    3. Curriculum will include a focus on placed-based education.  It will also include an emphasis on food justice, fitness and mindfulness education, and communicating with the community.  
    4. Courses will include team-taught integrated subjects that aim to build skills and connections for students to utilize in their post-high school journey.  Students will be crucial stakeholders in their own education, emphasizing student autonomy, student governance models, and student participation in hiring and curriculum planning.  
  2. HOMEROOM: 
    1. To continue systemic development and implementation of Tier 1 Social Emotional Learning (SEL) accessible to every student during the school day.  We will utilize Character Strong, Common Sense Media, and other SEL supplements to build skills and competencies that enhance the learning environment by uplifting student voice, developing trusting relationships, promoting agency, and increasing civic engagement.
    2. We will increase the percentage of students reporting connectedness to at least one adult at school as measured by our school climate survey by the end of the 2020-2021 school year. 
    3. We will increase the percentage of students who are compassionate and kind from 67% to 80% as measured by our school climate survey by the end of the 2020-2021 school year.  

Action Plan

  1. SCHOOL WITHIN A SCHOOL:  
    1. The Huerta High School committee will meet monthly to develop a blueprint for this program.  We will be focusing on three specific strands.   
    2. We plan to consult with educators who have created a school within a school program.  We also plan to look at programs that have an indigenous education focus.  
    3. We will solidify the three strands by the beginning of January 2021
    4. Recruitment of students will occur from January through March for the three strands
    5. We will seek funding for a teacher (recruiting teachers of color) to provide instruction for one of these strands.  
  2. HOMEROOM: 
    1. Sept-May 2021: Weekly Homeroom Workgroup meeting to assure teacher input and ongoing reflection for sequence, pacing, as well as, provision of a weekly lesson overview plan  
    2. Sept-May 2021: OHS and CHS Teacher-Librarians develop Common Sense Media lessons to be delivered to all students during Homeroom increasing the amount of content and access to skill development around the role of technology and social media in their lives and distinguish between healthy and harmful use. 

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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. STUDENT/FACULTY EQUITY LEADERSHIP
    1. Student leaders will implement Monthly Homeroom presentations related to Equity, Bias, and Cultural Appreciation.  We will see a reduction of Bias incidents in social media by 25% as a result.  We will also show a 10% improvement in specific climate survey questions related to equity and bias.  
    2. Fifty students, parents, and faculty members will participate in our Community Equity Committee.  They will all demonstrate an understanding of the book Stamped from the Beginning.
    3. Faculty will identify and develop actions in two systematic areas that need to be changed to address white supremacy culture.  
    4. Over twenty faculty will develop their “Why they lead with racial justice” statements.
    5. Successful implementation of Bears Care events during Homeroom.
    6. Students will develop the plans for a mural that reveal the history and appreciation for our local tribes.
  2. DIGITAL CITIZENSHIP
    1. We will increase delivery of Common Sense Media lessons from a select sample of students to assure universal delivery to all students during homeroom.  We will deliver six schoolwide lessons during homeroom 2020-2021.  

Goal

  1. STUDENT/FACULTY EQUITY LEADERSHIP
    1. We will recruit a group of student leaders who will present information about race and bias incidents at OHS.  They will create a video and homeroom format for discussion.  
    2. We will conduct four Community Equity Meetings that focus on learning about the history of racism.  We will conduct book readings and discussion along with some other social activities.  
    3. During our inservice day in October, teachers will discuss an article about “White Supremacy Culture”.  Afterwards they will identify specific areas in our school that might need a focus.  Our Equity team will identify two to three areas of focus for revision.  
    4. At most faculty meetings and training, faculty members will speak their “Why they lead with racial justice” statements.  
    5. Increase exposure to Bears Care events by incorporating the awareness topics into our Homeroom curriculum. 
    6. Working with Native Students and other student identity groups, we will develop the blueprint for a mural in the Commons that represents the history and presence of our local tribes.  
  2. DIGITAL CITIZENSHIP
    1. OHS will increase implementation of Digital Citizenship skills utilizing Common Sense Media curriculum from a few classrooms to all students via Homeroom. The targeted skills will include: Citizenship: Privacy & Security; Relationships & Communication; Media Balance & Well-Being; Digital Footprint & Identity; Cyberbullying, Digital Drama & Hate Speech. 

Action Plan

  1. Students from STAND will develop a video that helps students understand what bias incidents look like at OHS.  
  2. STAND and the Homeroom Committee will develop a lesson plan for homeroom where we engage students with intervention strategies.  Other monthly Homerooms will promote Disability Awareness Week, Native Heritage Month, Mental Health Awareness Month, Black History Month, Women’s History Month, Environmental Justice Awareness, Asian Culture Appreciation, and PRIDE. 
  3. Our Community Equity Committee will convene four times this year centering around the book STAMPED From the Beginning.  This will include discussion of the book as well as hearing from state teacher of the year Brooke Brown.  We will also invite the group to listen to author Jason Reynolds  when he speaks at the Lacey Library in February.  
  4. During the October Staff Development Day, leaders from the Faculty Equity Committee will lead a training on White Supremacy Culture.  This will include discussion of an article that will help us identify specific systems at our school that need to be revised to address the traits of white supremacy culture that exist.  
  5. During most faculty meetings and trainings, we will have members of our faculty talk about their “Why lead with racial justice?” These are short talks are personal reasons why our faculty make this a priority.  
  6. We will continue to deploy "Bears Care" focused awareness events where students will learn about different cultures as well as an understanding of the social justice issues that surround these topics.  Students will learn about the need to support all people in our school and will be encouraged to intervene when slurs, microaggressions, and bias incidents occur at our school.  Topics in Bears Care assemblies will include the following: Disability Awareness, Native Heritage, Mental Health Awareness, Black History Month, Women's History, Environmental Justice, Asian Culture, Pride, and Middle Eastern Heritage.
  7. We will consult with a focused group of Native students and art students to develop a plan for the mural.  We will coordinate with local tribal leaders and our architects for the remodel to execute the plan.  
  8. Mural
    1. Fall/Winter 2020: A select committee composed of a diverse group of students will meet with local tribe members to learn about the original inhabitants of the Olympia area.
    2. Winter/Spring 2020-21:  In conjunction with tribal members, the group will develop a visual representation and written explanation of the people who originally inhabited the Olympia area. 
    3. Spring/Fall 2021:  The work will be installed at the entrance(s) of Olympia High School.  We will hold a grand re-opening where the tribe(s) will be recognized in a formal ceremony.  
  9. DIGITAL CITIZENSHIP:
  10. Starting in 2019-20, we implemented the first year of implementation of Common Sense Media. This year, 2020-21, all students will complete seven CSM lessons. The content for the video lessons have been mapped out by high school Teacher-Librarians and Tech TOSAs. In addition to the video content, this team is also working to create the Pre and Post Surveys that will be administered to students. Social Studies
    1. At monthly department PLC meetings, we will share out small-group progress towards our goal and highlight assessments or activities we have used to measure growth. 
    2. We will also meet in smaller, course-specific teams focused on our subject-areas to create common lessons and assessments that are focused on primary/secondary source analysis and/or application. 
    3. We will reflect on our practices, monitor our effectiveness, and make adjustments as necessary based on student and curriculum needs. 

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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

  1. Student participation rates in co-curricular activities sustain throughout distance and hybrid learning. 
  2. Staff attendance at Distance Learning Playbook training (and other T&L professional development) to increase knowledge and use of formative assessment strategies during distance T&L.
  3. Collaborative development of school-wide commitments for talking about race and equity.
  4. All students will learn to recognize racism and bias incidences and learn multiple strategies to interrupt/intervene when such incidences occur. 
  5. Naviance HSBP completion reports for each grade level.  ​​​​​​​

Goal

  1. All students will have the information and opportunity to access co-curricular activities through increased communication for distance learning and allocation of dedicated time during the school day. 
  2. Teachers offer more formative assessment opportunities to reinforce the value of learning’s process.
  3. Collaborative development of school-wide commitments for increasing our attention to race and equity, as well as, skill building for interrupting racism and bias incidences. 
  4. All students will identify personal interests and explore future career paths utilizing Naviance with grade-level progress made towards completion of their grade level HSBP as measured by Naviance. 

Action Plan

  1. Share the clubs “open house” slide deck with students and families so they can see the advisor’s information and meeting time(s). Reconfigure the clubs portion of the website to simplify access for all students looking to join a co-curricular activity. Structure our Wednesdays schedule to continue the use of Bear Time so students have built-in time to connect to their school. Celebrate our student-athletes in a weekly YouTube show called The Bear Bunch so our families and communities can see the character and caliber of our kids.  
  2. Incomplete rates for the semester decrease from Quarter 1 to Quarter 2 as our PLCs continue to investigate and refine their formative assessment practices. 
  3. Our student group (STAND) will work with ASB Leadership to develop an info-graphic that outlines proactive steps our campus will take to fight against systems of oppression and white supremacy culture. They will present this infographic to our staff and student body via webinar presentation during Homeroom.
  4. Career Center staff support staff and students with the transition from Career Cruising to Naviance. The Career Center teacher will deploy four lessons per grade level this year to teach students how to use the new HSBP platform and best utilize its tools to explore future careers. 

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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

  1. We will maintain active virtual and live membership and participation in fifteen clubs this year.  At least ten of these clubs will be active in local, regional, or global issues.  
  2. The OHS Equity Team (Element 5) will address at least two systems that demonstrate White Supremacy Thinking, Over fifty people will participate in the OHS Community Equity Committee.  They will all participate in a book study about Stamped From the Beginning and engage with equity issues that emerge at OHS. 

Goal

  1. We will strive to have our student clubs engage with local, national and international issues and causes.  In each of these efforts, students will prioritize issues and problem solve as they pursue these causes.  
  2. Faculty will identify and understand the systems that promote white supremacy thinking and will work to change them.

Action Plan

  1. The following list is a sample group clubs that will be actively involved with the outside community this year followed by potential actions:  Climate Action Club, Environmental Racism Speaker; Student Leadership, City of Olympia Banners recognizing BIPOC leaders, Thurston County Canned Food Drive; Key Club, service with Kiwanis, Interact Club, service with Rotary; Earthcore, coordination with OSD Food Services; FBLA, conferences with business leaders; DECA, Sales with OHS Community; Latino Youth Club, cultural celebrations in OHS community, Latinx Youth Summit; Freedom Farmers, OSD Food Services, Kiwanis, Safeplace, Thurston County Foodbank; Literary Magazine, sale to OHS and surrounding community; African American Alliance, Mentoring; STAY WOKE; STAND:  Homeroom, Community Equity Committee, STAY WOKE;  Unified, Thurston County Inclusion; Disability Awareness Month; MentorU, Mentoring; and Robotics Club, various informational community meetings.
  2. During the fall of 2020, OHS Equity Team will present to the Faculty during October PD day information about white supremacy thinking.  During this meeting, each faculty member will reflect upon how they engage in white supremacy thinking and how our school might be promoting it with existing practices, policies and systems.  Next, the faculty equity focus group will prioritize identified items and will attempt to address at least two items.  They will present their recommendations to the department heads and/or faculty to formally make these changes. 

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