OSD Students Will

Be compassionate and kind.

Have the academic and life skills to pursue their individual career, civic and educational goals.

Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.

Be critical thinkers who contribute to and collaborate with our local, global and natural world.

Olympia High School 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

  1. Homeroom
    1. OHS School Climate Survey questions related to compassion and kindness
    2. CharacterStrong Implementation Inventory  (Elements 1, 4, 5, 6, 7).
    3. PBIS Tiered Fidelity Inventory data
    4. Climate Survey questions: connectedness to peers and connectedness to at least one adult at school. 
    5. Staff Survey questions related to compassion and kindness  
  2. Restorative Circles
    1. Number of restorative circles/meetings at the end of 2019-2020 School year versus number of restorative circles/meetings in 2018-2019.

Goal

  1. Homeroom (Elements 1-5)
    We will implement a Homeroom pilot for all grades, using the CharacterStrong curriculum to increase student connectedness at school and to strengthen our Tier 1 level of universal prevention/intervention framework for SEL skill development.  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 2019-2020 school year.  
  2. Restorative Circles (Elements 1-5) 
    We will increase the number of students participating in Restorative Circles during the 2019-2020 school year.  Last year we facilitated 35 restorative circles (not including classroom circles).   We did not previously track the number of students who participated in restorative circles.

Action Plan

A.  Homeroom

  • Early August, 2019 - 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.
  • Summer 2020 - Review metrics from climate surveys and other data to adjust Homeroom program.  Begin process of developing a more permanent Homeroom period. 
  • September 2020 - Revised Homeroom implemented.

 
 B.  Restorative Circles

  • Summer 2019  - Send Restorative Teacher to initial IIRP Training and Train the Trainer training in Seattle area.  Review new discipline laws with faculty.  Admin will attend initial IIRP Training in November 2019.
  • September 2019 - Review restorative process with faculty  and staff  and provide data from the previous year.
  • Faculty Meetings, 2019 - Review best restorative practices at faculty meetings.  Also review data and processes for following correct discipline procedures.
  • School Year 2019-20 . Educate student body about restorative practices in Oly Way videos.  Conduct talking circles and restorative meetings within the classroom.  

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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 2020 10th grade ELA scores and 22% in the 10th grade Math scores by the end of the 2019-2020 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  SBA's and 23% in 10th grade Math SBA's by the end of the 2019-2020 school year.  
    3. The gap between students of color to all students in 10th grade ELA  SBA's will be less than 2% and 10th Grade Math SBA's will be less than 13%by the end of the 2019-2020 school year.  
  2. ELA  
    1. 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.  
    2. Student progress will be reviewed monthly during PLC meetings to determine areas of strength and need. 
    3. 90% of students will be able to attain this goal by the end of the 2019-2020 school year.
  3. Math   
    1. We will see an increase of 5% on state SBA math scores.
    2. We will see an increase of 5% of students taking AP and CiHS math classes.
    3. We will see a 5% decline in the math failure rate.   
  4. Science  
    1. Biology:  Students will demonstrate a 10% increase from the previous year's lab experiences.   
    2. Physical Science: Student performance on this year’s common unit assessment questions will be 10% higher than last year.  We will see improved overall achievement on NGSS alignment from last year based upon teacher reflection.
    3. Chemistry: Develop methods to ensure that virtually all students are able to employ dimensional analysis and complex problem solving techniques including: identifying important pieces of information, correct set-up, units cancel, correct answer, correct answer units.
  5. Social Studies  
    1. All students will be given a pre-assessment in September and a post assessment in April to measure growth. We will share the results of these assessments with our department members to inform future goals and instruction. 
    2. Source analysis, collaborative jigsaws, written responses, skilled based lessons, and research projects can all be used to monitor and assess student progress toward meeting the goal. 
  6. HSBP Metric
    1. As reported in Career Cruising, all 12th grade students will complete all requirements of their High School and Beyond plan.
    2. As reported in Career Cruising, all 9th, 10th, and 11th grade students will have updated their student profile in Career Cruising and the required components of their High School and Beyond plan.
  7. School Within a School
    1. An initial phase of the program will be on the master schedule during the 2020-2021 School Year.
    2. 90% of the students will be on track to graduate at the end of the 2020-2021 School Year.
  8. Dual Credit
     We will reach 60% of students taking a Dual Credit Course as evidenced on the 2020-2021 OSPI  report card. 

Goal

  1. SBA (Elements 1 and 2) 
    1. We will close the gap between students in special education and all students in our ELA and Math SBA's by 15% by the end of the 2019-2020 school year. (41% special ed, 88.8% all- ELA) (33.3% special ed, 70.1% all - Math)
    2. We will close the gap between students from low income backgrounds and all students in our ELA SBA's by 5% in 10th grade ELA SBA's and 10% in 10th grade Math SBA's  by the end of the 2019-2020 school year.  (75.6% Low Inc., 88.8% all-ELA) (47.4%Low Inc., 70.1% All) 
    3. We will close the gap by 5% between students of color to all students in ELA and Math SBA's by the 2019-2020 school year. (82.5% SOC, 88.8% All-ELA) (57.7% SOC, 70.1% All-Math) 
  2. ELA (Element 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.
  3. Math (Elements 2 and 8)
    Math teachers will meet during PLC time to develop a set of common grading practices within each of the subjects/levels of mathematics. 
  4. Science (Element 3)
    1. Biology: Create common curriculum and lab experiences for each unit pertaining to NGSS standards, including using graphics from scientific research to help students understand:  the components of a graph, how to read and interpret, applications of the research.
    2. Physical Science: Revisit NGSS alignment from last year and modify to improve student achievement.
    3. Chemistry: From September to April, 85% of students will demonstrate increased efficacy at using dimensional analysis to solve problems.
  5. Social Studies (Element 6 and 7)
    Between September and April, all or nearly all social studies students will show increased efficacy in the analysis and/or appropriate application of primary and secondary source documents. Appropriate application includes finding and choosing appropriate evidence and using that evidence to support a claim or historical argument.
  6. High School and Beyond (Elements 5 and 9)
    1. By March, 1, 2020 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 Career Cruising.
    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 2020.
  7. School Within a School (Elements 4, 6, 7, 8)
    Using the Freedom Farmers as a base, we will develop a comprehensive four year 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.
  8. Dual Credit (Element 8)
    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 2019:  The Special Education PLC will meet to discuss the data of specific students in 10th Grade ELA and Math.
    2. 2019-20 School Year:  Special Education and Basic Education Teachers will work together to learn best practices in team teaching.  
    3. MAP testing will be conducted with select students in 9th and 10th grade  ELA and Math Classes.  Action steps will be made according to data.    
  2. ELA
    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. 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
    Within each subject, teams will meet to align the policies related to retakes and/or test corrections. This discussion will inevitably expand beyond retakes to a larger conversation about grading, what grades mean and how do we ensure a grade truly reflects a students learning. Our hope is to be aligned by the end of the 2019-2020 school year.
  4. Science 
    1. Biology: Create common curriculum and lab experiences for each unit pertaining to NGSS standards, including using graphics from scientific research to help students understand:  the components of a graph, how to read and interpret, applications of the research.
    2. Physical Science: Revisit NGSS alignment from last year and modify to improve student achievement.
    3. Chemistry: From September to April, 85% of students will demonstrate increased efficacy at using dimensional analysis to solve problems.
  5. 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. We will reflect on our practices, monitor our effectiveness, and make adjustments as necessary based on student and curriculum needs.
  6. High School and Beyond Plan
    1. The College and Career Counselor will deploy grade level lessons throughout the 2019-2020 school year to provide instruction and guidance for students to complete the requirements of their High School and Beyond Plan prior to graduation.  To meet the needs of our large Running Start population, alternative dates for 12th grade lessons are scheduled and communicated through monthly senior notes.  To meet the needs of students struggling to meet the requirements by the March 1, 2020 due date, exit interviews are scheduled for the end of May to ensure 100% goal completion.
    2. The College and Career Counselor will deploy grade level lessons throughout the 2019-2020 school year to provide instruction and guidance for students to complete the requirements of the High School and Beyond plan.  
  7. 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.  
  8. Dual Credit
    1. Fall 2019:  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.  
      Work with CTE Director to develop new CTE College Credit Classes
      Fall registration for College in the High School and AP will proceed.
    2. Winter 2020:  Develop new informational materials to promote College in the High School and CTE College Credit Offerings.
      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. 
    3. Spring 2020:  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 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. Land Acknowledgement 
    We will create a visual at the entrance(s) of our school acknowledging those who originally inhabited the land where our school is located.
  2. School Culture
    1. Reduction in the number of HIB violations by 20% from the end of the 2018-2019 school year to the 2020-2021 school year.
    2. Over 75% of 10th-12th grade students will be able to define these terms and explain how to intervene when slurs, micro-aggressions, and bias incidents occur.  
    3. PBIS TFI
    4. School climate survey questions regarding respect: I feel students treat each other with respect. I feel students treat me with respect. 
    5. Provide all students access to digital citizenship and media literacy curriculum to increase awareness of news and media validity, and the impact of digital drama and hate speech.
  3. Digital Citizenship
    In order to measure the success of our two year Digital Citizenship cycle, students will be given pre and post surveys in the following manner:  Both the pre and post surveys will contain the same questions for data collection. In year three and beyond, the Senior Exit Survey will contain questions surrounding the five Digital Citizenship Pillars in order to determine retention of information. 
  4. Social Studies
    1. All students will be given a pre-assessment in September and a post assessment in April to measure growth. We will share the results of these assessments with our department members to inform future goals and instruction.
    2. Source analysis, collaborative jigsaws, written responses, skilled based lessons, and research projects can all be used to monitor and assess student progress toward meeting the goal. 
    3. At least 90% of students will meet the Social Studies CBA in World History (10th) and Civics/AP Government (12th)

Goal

  1. Land Acknowledgement (Elements 1 and 2) 
    We will develop a visual Land Acknowledgement of Native cultures who inhabited the area before we became a country.   
  2. School Culture (Elements 3 and 4)
    We will implement grade-level presentations, videos, and school assemblies to increase student and staff understanding of the following terms:  slurs, micro-aggressions, and bias incidents.  Students and staff will also learn how to interrupt slurs, micro-aggressions, and bias incidents.  As a result, we will see a 20% reduction in HIB incidents by the end of the 2020-2021 school year and an increased report of students treating each other with respect at school as measured by HIB reports, discipline referral types, and the school climate survey.
  3. Digital Citizenship (Element 3,5,6))
    OHS will incorporate a two year cycle of Digital Citizenship lessons and content into the OlyWay video platform beginning in the 2019-2020 school year. These videos will address the following pillars of Digital Citizenship: Privacy & Security; Relationships & Communication; Media Balance & Well-Being; Digital Footprint & Identity; Cyberbullying, Digital Drama & Hate Speech. Through Post surveys, virtually all students will be able to identify these key concepts that relate to Digital Citizenship.
  4. Social Studies  (Elements 5 and 6) 
    Between September and April, all or nearly all social studies students will show increased efficacy in the analysis and/or appropriate application of primary and secondary source documents. Appropriate application includes finding and choosing appropriate evidence and using that evidence to support a claim or historical argument.

Action Plan

  1. Land Acknowledgement 
    1. Fall/Winter 2019: 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:  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 2020:  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.  
  2. School Culture
    1. Fall 2019:  During the Senior Class Meeting, we will explain the challenges we are experiencing with slurs, micro-aggressions, and bias incidents and make a call to action to our seniors to interrupt them.  Students will be provided with a brief menu of methods to use for intervening.  
    2. Fall 2019: 9th grade students will be provided with a presentation in Health and Fitness classes where they will learn about the terms "slurs", "micro-aggressions", and "bias incidents".  They will also be educated on the different ways to report these incidents.  
    3. Winter 2019:  The STAND Club will create a video explaining the definition and impact of slurs, micro-aggressions, and bias incidents. 
    4. School Year 2019-2020:  There will be a series of all school and optional assemblies called "Bears Cares Assemblies" 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, micro-aggressions, 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.
  3. Digital Citizenship
    This school year (2019-20) is the first year of implementation for the two year cycle. The content for the video lessons have been mapped out by high school Teacher-Librarians and Tech TOSAs . This team of educators will work in collaboration with Leadership students and instructors to create fresh videos yearly. 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. 
  4. Social Studies
    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. 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. We will reflect on our practices, monitor our effectiveness, and make adjustments as necessary based on student and curriculum needs. All students will be given a pre-assessment in September and a post assessment in April to measure growth. We will share the results of these assessments with our department members to inform future goals and instruction. Source analysis, collaborative jigsaws, written responses, skilled based lessons, and research projects can all be used to monitor and assess student progress toward meeting the goal. 

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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. Climate Action Group 
    1. By the end of the 2019-20 school year, there will be a single use plastic ban in the City of Olympia.
    2. By the end of the 2019-2020 school year, we will receive 500 pledges from Olympia High School students that they will not idle their car.
    3. By the 2020-2021 School Year, there will be an electric bus within the Olympia School District.
  2. Equity Team 
    1. By the end of the 2020-2021 school year, there will be no more than 5% disproportionality between students of color and all students in our total suspensions , discipline referrals, special education, and honors classes.  There will also be no more than a 15% disproportionality between students in special services with our total suspensions, discipline referrals, graduation rate and achievement on SBA tests. 

Goal

  1. The Climate Action Club (Element 3)
    The Climate Action Club plans to lobby for one or two electric buses and a reduction in idling in the OSD by the end of the 2019-20 school year.  They will also work to end single use plastics in our community.
  2. Equity Team (Element 5) 
    The OHS Equity Team will work to reduce the disproportionality in suspensions, discipline referrals, graduation rate, special education, and honors classes by conducting professional development with faculty and partnering with authentic student community partners. 

Action Plan

  1. Climate Action Club
    1. Fall 2019:  The Climate Action Club will meet with the Olympia School Board to advocate for electric buses and see about pursuing a grant for one.
    2. Fall 2019:  They will coordinate with the Olympia City Council to end single use plastics in Olympia.  
    3. Spring 2019:  The Climate Action club will seek pledges to stop car idling at OHS.
  2. Equity Team
    1. Fall 2019:  OHS Equity Team meets with Faculty during October PD day to provide faculty with students of color's testimonials who provide their advice to teachers.  Faculty will also discuss the article "privileged" by Kyle Korver and discuss systematic racism and the individual's role in changing that system.  We will also introduce the term "White Fragility' and break into discussion groups.  The aim for this day is to bring awareness to our faculty.
    2. Monthly 2019-2021:  Reconstruct Equity Team to include student, faculty, and parent stakeholders.  Engage in data discussions about suspensions, discipline, special education, and honors classes.  Set short term goals to close gaps in all of these areas.  Solicit strategies for closing the gaps.
    3. Spring 2020:  Provide staff development on the book "Closing Responsive Teaching and the Brain:  Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students".  Set teaching goals with these teachers.
    4. Spring 2020:  Conduct focus groups with students of color and students in special services.  
    5. Summer 2020:  Review data from the school year and specify goals for all of the faculty.  
    6. Fall 2020:  Spell out SMART goals in each of these areas.  Implement new strategies derived from book study, focus groups, and equity team.
    7. Spring 2021:  Review Data and make adjustments.  

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