Olympia High School Improvement Plan (2021-22)

1. Implementation of Character Strong Curriculum through Homeroom. 
2. OSD Panorama Survey questions related to Positive Feelings from 54% to 70%.
3. OSD Panorama Survey questions related to Supportive Relationships from 74% to 80%.
4. OSD Panorama Survey questions related to emotional regulation from 47% to 60%.
5. OHS Student and Staff Homeroom Reflection survey
6. Care Team: Develop processes to address student needs and foster an environment of support and care based on screeners: Academic, Behavior, Attendance, SEL 

1. To foster a culture of Equity through the implementation of systems to address Social Emotional Learning (SEL) accessible to every student during the school day.  We will utilize Character Strong, Panorama, and other SEL supplements to build skills and competencies that enhance the learning environment by uplifting student voice, developing trusting relationships, promoting agency, emotional regulation, and increasing civic engagement.
2. To foster a culture of Equity through the development and implementation of multi-tiered systems of support
3. We will increase the percentage of students who identify supportive relationships at school from 74% to 80% as measured by the OSD Panorama Survey by the end of the 2021-2022 school year. 
4. We will increase the percentage of students who identify positive Feelings from 54% to 70% as measured by the OSD Panorama Survey by the end of the 2021-2022 school year. 

1. Character Strong Implementation through Homeroom:
   • September 2022 - Biweekly Homeroom implemented by grade level
   • Annual Scope/Sequence implemented bi-monthly. Annual assessment of impact at Semester, led by Administration, Homeroom Focus Group, and Counselor Rep. Panorama Survey will be used as the metric to identify impact. 
2. Care Team: 
   • Care Team develops processes to address student needs based on screeners (Academic, Behavior, Attendance, SEL) 
   • The process is monitored through bi-monthly meetings by Administration, Counselors, and Interventionists using the Equity/Inquiry tool, in order to foster a culture of compassion and kindness, create an environment of student support (including emotional regulation and self-advocacy), and reduce student exclusion. 
   • Lower disproportionality among students who identify as Black (from 7% to 1.9% (proportionate to pop) Chronic Absenteeism: We will increase attendance amongst students experiencing Homelessness from 54.5% to 60%;  increase Academic success (ongoing grades, credit attainment): Decrease the number of students who are continuously failing courses from 384 (20%) (September) to <5% at Semester. 
3. Summer 2022:
   • ​​​​​​​Review metrics from Panorama surveys and other data to make recommendations for the 2022-2023 school year.

Olympia High School will foster a culture of equity through the revision of assessment practices and the implementation of a shared standards-based grading framework.

1. Olympia High School's graduation rate will be at least 95%.
2.  Students who receive Individualized Education Plans will increase the graduation rate from 67.9% (2020) to 75%. 
3.  Students who identify as Low Income will increase the graduation rate from 87.7% (2020) to 90%. 
4.  Students will increase their Self Efficacy as related to Academics from 47% to 60% (Panorama). 
5.  Students will increase their Growth Mindset as related to Academics from 56% to 70% (Panorama).

1. Activity One Measures: Professional Learning Communities by Department. 
   1. Departmental data from the implementation of standards-based grading. Student outcomes like graduation rates and course completion, Panorama data specific to self-efficacy, supportive relationships, and growth mindset. 
2. Activity Two Measures: Instructional Coaching Plan and Learning Walks.
   1. Data was collected from learning walks at OHS and at other model schools. Panorama data includes staff efficacy, student relationships, and growth mindset.
3. Activity Three Measures: Communication with Families.
   1. A number of communications with students and families, to include medium, about assessment process and reform. Panorama data about student efficacy.

1. Activity One Action Plan: Adopt one goal aligned with standards-based assessment and equitable grading practices. 
   1. Timeframe: October 8 PD Day and monthly PLC meetings. 
   2. Leaders: Administration, department chairs, faculty leaders, district coaches, and pilot departments. 
   3. Resources: Grading for Equity by Joe Feldman. Partnership with The Evergreen State College. 
2. Activity Two Action Plan: Develop a plan to partner with instructional coaches and start doing learning walks.
   1. Timeframe: Winter 2021/Spring 2022.
   2. Leaders: Administration, department chairs, and district coaches. 
   3. Resources: Coaching plan menu of options. Learning walk framework from Safe & Civil Schools. 
3.  Activity Three Action Plan: Establish systems and supports to accurately communicate with families about standards. 
   1.  Timeframe: Spring 2022. 
   2. Leaders: Administration, department chairs, OSD Teaching & Learning leaders, SIP Team, and faculty leaders. 
   3. Resources: Skyward Family Access, Schoology, ESD 113, AWSP, OSD Instructional Technology leaders. 

1. Utilize the Panorama survey to identify the level of connectedness: Supportive Relationships (7 questions) and Emotional Regulation (6 questions).
   1. Break down results by demographic: SPED, F/R, Ethnicity
2. Decreased Exclusionary practices: Students will decrease Exclusion: Lower disproportionality among students who identify as Black (from 7% to 1.9% (proportionate to pop)) Chronic Absenteeism: We will increase attendance amongst students experiencing Homelessness from 54.5% to 60%;  increase Academic success (ongoing grades, credit attainment): Decrease the number of students who are continuously failing courses from 384 (20%) (September) to <5% at Semester.
3. Increase in Attendance: Absences/tardies.
   1. Break down, and learn from, results by demographics: SPED, F/R Ethnicity 

1. Olympia High School Graduation rates will be 95%; Students who receive Individualized Education Plans will increase graduation from 67.9% (2020) to 75%. Students who identify as Low Income will increase the graduation rate from 87.7% (2020) to 90%. 
2. Students will increase their identification of Supportive Relationships from 74% to 80% (Panorama). 
3. Students will increase their Emotional Regulation from 47% to 60% (Panorama).
4. 100% of Homerooms in grades 9-12 will implement Social Emotional Learning Lessons. 

1. Develop/implement Homeroom: Develop a schedule to support/curriculum
   1. 2021-2022: Implementation of Character Strong
   2. Anchored SEL for adults: Community/equity circles with students.
      1. Community building
      2. Oly Way
      3. Equity-related topics
      4. Collaboration with Homeroom Focus and Equity (afternoon) group
2. Care Team: Develop a process to address student needs based on identified screeners: Failing 3+ courses, Off Track (<1.5 credits off track), Suspension/Exclusion, <90% attendance.
   1. Add intentionality to the existing bi-monthly process. 
3. Counseling program: Development of a fully comprehensive counseling program aligned to ASCA: 
   1. Annual Agreement
   2. Foundation: Mission, Vision, Beliefs
   3. SMART goals
   4. Action Plans: Core curriculum (Homeroom, High School Beyond Plan)/Small Group, Closing the Gap
   5. Use of Data: Outcome, Perception, Process
4. Social-Emotional Learning for adults: Increased SEL fluency by partnering with SEL coach.
   1. Impact on Homeroom: Embed community circle/equity/restorative justice into Homeroom (weekly).  

1. Student data by demographic:
   1. Discipline
   2. Attendance
   3. Grades
   4. Enrollment
2.  Panorama data:
   1. Sense of Belonging
   2. Cultural Awareness
3. Process data:
   1. The number of students who participate on Equity Team; demographic breakdown.
   2. The number of community members who participate on Equity Teams; demographic breakdown.
   3. The number of students who participate on Principal Advisory. 
   4. The number of Homeroom lessons specific to Equity.

1. STUDENT/FACULTY EQUITY LEADERSHIP
   1. OHS will establish two Equity teams (SIP and Action Team) with representation that matches our demographics: 67% White, 10% Multi, 10% Asian, 2% Black, 1% Pacific Islander, 11% Hispanic.
      1. Students who qualify for Special Education will increase their enrollment in advanced courses: College in the High School, Advanced Placement, CTE dual credit and honors courses: From 3 students to 15 in 2022-23
      2. Enrollment in Leadership courses will match or demographics (see 1.1). 
      3. Focus on student enrollment in advanced courses: Increase of 9% for Hispanic students, increase of 8% for Multi, representation from Pacific Islander/Native Alaskan and Native American students. 
      4. Student incidents of behavior (discipline): Our discipline outcomes for students receiving Special Education Services will decrease from 26% to 11%. 
2.  HOMEROOM CURRICULUM
   1.  Increase students reporting: How often students learn about, discuss, and confront issues of race, ethnicity, and culture in school (Panorama survey: Cultural Awareness) from 31% to 51% in 2022-23.
3.  CONNECTING WITH STUDENTS
   1. Create ongoing opportunities to meet with students: Increase from 0-1 per month 

1. STUDENT/FACULTY EQUITY LEADERSHIP:
   2. Establish two Equity Leadership Groups: SIP Equity Group and Equity Action Team: Recruit representative group of students/community members. 
   3. Equity SIP Team: Meets monthly to focus on school improvement goals
      4.  Equity in grading
      5. PLC implementation of standards-based grading practices.
   4. Equity Action Team: Meets monthly to focus on data and identify action plans to address disproportionality. 
      7.  Disproportionality: 
         8. Focus on student enrollment in advanced courses
            9. Collaboration with our College in the High School leadership to encourage enrollment.
            10. Collaboration with our SIP Equity Group to identify areas of focus in the realm of grading practices.
            11. Team with District Office to provide professional development to support differentiation in the classroom. 
         9.  Focus on Leadership enrollment
            13. Collaboration with ASB President to recruit students of color to Leadership courses. 
         10. Focus on discipline: Students who qualify for IEP (SPED)
             15. Team with District Office to provide PD around supporting students' accommodations in class. 
             16. Team with Restorative Specialist to provide PD around restorative culture/development in classes. 
2.  HOMEROOM:
   18. Collaborate with Social Emotional Learning Coach to develop SEL/Culturally Responsive Teaching to adults.
   19. Collaborate with students/adults on implementation of SEL in Homeroom: Community Circles
       20. Include student-developed discussion/topics in Homeroom. 
3. MTSS: 
   22. Establish a routine of communicating data to Leadership/Equity teams and Care Team.
   23. Develop action plans to address disproportionality. 
4. PRINCIPAL ADVISORY:
   25. Use recommendations from teachers to identify students who meet monthly with the admin.
   26. Share relevant information with the student group, develop action plans. 

1. Student participation rates in co-curricular activities (clubs, athletics, drama) are in line with demographics.
2. Panorama Student Data: Sense of Belonging
3. Panorama Staff Data: Well-being
4. Homeroom: Cultural Awareness
   • 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. 

1. 80% of students will regularly participate in a Club during Bear Time. 
2. Students will participate in extracurricular activities in line with OHS demographics (from 6%-11% for Hispanic students, from 7% to 10% Multi)
3. Students will indicate show an increased Sense of Belonging from 31% to 51% (Panorama).
4. Teachers will indicate higher levels of Well-being from 50% to 70%. 
5. 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. 

1.  Increase information about available clubs in the Spring and Fall: Club Rush. 
2. Protected Bear Time: Club built into the school bell schedule. 
3. Regular evaluation of student participation in Clubs.
4. Collaboration with Athletic Director in line with coaches around communication/connection to athletics/drama. Visit middle schools to share information about the connection to OHS culture. 
5.  Homeroom curriculum developed through collaboration with Washington state SEL standards, Anchored SEL curriculum (staff focus) and student-voice. 
6. Homeroom Focus Group: Develop a plan to address the need for academic support, Bear Time, and Homeroom; ongoing survey data around connection. 
7.  Anchored SEL curriculum and staff development to increase SEL fluency amongst all staff. 
   1. Develop walk-through tools to see SEL implementation in classrooms.
   2. Develop student indicators for SEL.
   3. Develop Homeroom to incorporate Anchored strategies in 2023-24 SY. 
8. 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. 

Equity Teams

• *Specifically, we will see three times as many students with IEP's enrolled AP/Honors by the beginning of 2022-23 than the 2021-2022 SchoolYear.   
• *Our Leadership Composition will more accurately match the demographics in the 2022-2023 school year than the 2021-2022 school year
• *We will develop one to two building-wide grading practices for the 2022-2023 school year

Huerta Farm Program

• *95% on track to graduate by the end of the 2021-2022 school year
• *A 75% reduction in behavioral referrals from the same cohort two years ago
• *a 90% attendance rate during the 2021-2022 school year

1. By the end of the 2021-2022 School Year, we will have two active Equity teams that practice the Cycle of Inquiry and Equity.  Each group will consist of students, faculty, and the OHS community.  
2. Our Huerta Farm Program will demonstrate a dramatic impact on the students enrolled in 2021-2022 which includes all students on track to graduate, a low number of behavioral referrals, and high attendance. 

We will convene two groups with a focus on following the Cycle of Inquiry and Equity.  

  SIP Equity Leadership Team

• We will invite students to join us on this committee.  These students will be invited for an orientation about equity.  This will include some reflection on why they lead with racial equity and an overview of some of our major work.
• Faculty will self-select to join the group.  Specific recruiting will occur with faculty who have participated in  Grading for Equity work and who have been on our equity team.
• The SIP Equity team will meet regularly during the second semester to recommend 1-3 suggested building-wide grading practices
• The whole team will be given an overview of Standards-based grading
• They will prioritize the practices that assist most in promoting grading for equity at OHS
•  These recommendations will be sent to Dept Heads for implementation.

We will implement our plans for the new Huerta Farm Program which includes three levels of programming

• Huerta faculty and staff will develop a plan for ALE implementation.  This includes focused work on Student Improvement Plans.
•  Huerta faculty and staff will develop connections for students that support their SEL growth.  This includes utilizing our social worker, our TOGETHER personnel, our Drug and Alcohol Counselor, and local social service agencies.  
• The curriculum will also be developed to help connect our students to community organizations and issues.  This will provide a relevant curriculum that supports authentic learning.  
• Monthly monitoring of student data will occur to assess the success of the program.