OSD Students Will

Outcome 1:
Be compassionate and kind.
Board Monitoring Report 6/9/2022

Outcome 2:
Have the academic and life skills to pursue their individual career, civic and educational goals.
Board Monitoring Report 1/27/2022

Outcome 3:
Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
Board Monitoring Report 4/14/2022

Outcome 4:
Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
Board Monitoring Report 3/10/2022

Outcome 5:
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022

ORLA 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

  • School Wide climate survey on kindness
  • Teacher participation Character Strong
  • Teacher participation in Character Strong activities during advisory.

Goal

By June 2021, 65% of secondary students will participate in the kindness challenge and complete the school survey.

By June 2021, 100% of elementary students who attend advisory will have the opportunity to participate in Character Strong activities with teachers. 

Action Plan

 School Wide climate survey on kindness

  • Teacher participation in Character Strong
  • Monthly teacher participation in kindness activities
  • We will also continue to add to our Kindness Activity resource document and will share with staff.
  • School wide advisory to focus on Social Emotional Health using Character Strong curriculum. 

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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

Indicate the metric you will use to measure the impact of your strategies
ELA :
K-5 Classroom based assessments

6-12 SBA test results

*Please note: Due to compressed scores the data used for our SMART Goal was obtained from the Washington Comprehensive Assessment Program (WCAP ) and includes the scores from students who completed the SBA test, not students who declined participation (students who were given zeros).

Math:
K-5 classroom based assessments to measure growth and learning. 

6-12 SBA test results

*Please note: Due to compressed scores the data used for our SMART Goal was obtained from the Washington Comprehensive Assessment Program (WCAP ) and includes the scores from students who completed the SBA test, not students who declined participation (students who were given zeros).

Science

Grades K-6, and 7  classroom based assessments to measure growth and learning.

Grades  8, 10--WCAS assessment and classroom based assessments
*Please note: Due to compressed scores the data used for our SMART Goal was obtained from the Washington Comprehensive Assessment Program (WCAP ) and includes the scores from students who completed the SBA/WCAS test, not students who declined participation (students who were given zeros
Science and Math:

We will use the SBAC test results to measure the impact of our strategies, namely overall number of proficient students at each grade level.

For K-2 and other grades that do not take the SBAC students we will utilize classroom based assessments to measure growth and learning.

Goal

ELA Goal:   By 2022, 70% or more of students taking the SBA assessment will demonstrate proficiency and improved performance relative to proficiency in writing and revising narrative, informational/explanatory, and/or opinion/argumentative paragraphs. 
 
K-2 Lower Elementary
By 2022, students will demonstrate improved performance relative to proficiency writing and revising narrative, informational/explanatory, and/or opinion/argumentative paragraphs. 
 
3-5 Upper Elementary
By 2022, 70% or more of students taking the SBA assessment students will demonstrate proficiency and improved performance relative to proficiency in writing and revising narrative, informational/explanatory, and/or opinion/argumentative paragraphs. 
 
6-8 Middle School   
By 2022, 70% or more of students taking the SBA assessment will demonstrate proficiency and improved performance relative to proficiency in writing and revising narrative, informational/explanatory, and/or opinion/argumentative paragraphs. 
 
High School  
By 2022, 85% or more of students taking the SBA assessment will demonstrate proficiency and improved performance relative to proficiency in writing and revising narrative, informational/explanatory, and/or opinion/argumentative paragraphs. 
 
 
Math Goal: 
K-2
By 2022, 70% or more of students taking math a class will be able to define and apply mathematical terms relevant to the unit 80% of the time.  Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
3-5 
By 2022, 70% or more of students taking math a class will be able to define and apply mathematical terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
6-8
By 2022, 70% or more of students taking math a class will be able to define and apply mathematical terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
High School 
By 2022, 70% or more of students taking math a class will be able to define and apply mathematical terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
 
Science SIP Goal: 
 
K-12
5th grade
By 2022, 70% or more of students taking a science class will be able to define and apply scientific terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
8th Grade 
By 2022, 70% or more of students taking a science class will be able to define and apply scientific terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 
 
High School
By 2022, 70% or more of students taking a science class will be able to define and apply scientific terms relevant to the unit 80% of the time by the post assessment for the unit. Students will have the opportunity to demonstrate mastery on a pre, formative and post assessments and make up assessments for the unit. 

Action Plan

ELA/Social Studies:
Teachers will provide students with a cornucopia of opportunities to write, edit, revise, improve, and publish narrative, informational/explanatory, and/or opinion/argumentative pieces of writing.

Students will experience direct instruction, guided practice, and independent practice opportunities from their teachers across a plethora of parameters within the context of creating multitudinous writing responses.

Genres of writing will be assigned and practiced in relation to grade level CCSS .  In addition, SBAC performance scores and individual developmental levels of students will be considered to determine where students may need additional scaffolding to buttress the mastery of their skills.

Math: 
Students will demonstrate a working math vocabulary when speaking and listening to math.   

We will give a pre- and post-assessment with math vocabulary embedded in the problems. We will monitor student growth in this area by asking students to use the correct mathematical terms when speaking about math and I will confer with specific students as the need arises. 

We will meet as a team to reflect on our practice, conferring with each other with about our successes and failures, making adjustments as necessary. We  will present methods for building mathematical vocabulary as a continuum across grade levels. 

Science: 
Students will demonstrate a working math vocabulary when speaking and listening to science.   

We will give a pre- and post-assessment with science vocabulary embedded in the problems. We will monitor student growth in this area by asking students to use the correct scientific terms when speaking about science and I will confer with specific students as the need arises. 

We will meet as a team to reflect on our practice, conferring with each other with about our successes and failures, making adjustments as necessary. We  will present methods for building scientific vocabulary as a continuum across grade levels. 

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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

K-5
Student weekly check in and documentation of their Social Emotional well being through the OSD Portal.

6-12
Students will learn and practice writing and sending appropriate email communication to their teachers after participating in a lesson “Email Communication Training” about this skill.

Goal

K-5
By June 2021, 80% of students who attend advisory will participate in collaborative conversations with diverse partners with peers and small and large groups related to their social emotional well being.

6-12
By June 2021 80% of students who participated in the lesson on emails will send an appropriate email to the teacher.

Action Plan

  • Students will participate in email communication training and practice the skill.
  • Teachers will provide SEL activities during weekly advisory. 
  • PLC teams will identify students of concern and formulate a strategy to assist these kids and families.

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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

K-5 
Students will self evaluate their experiences encountering unfairness in their daily lives, will record their personal response to that unfairness and will reflect on other possible responses. 

6-12
By June 2021 80% of students who participate in the lesson will be able to correctly identify whether a source is credible with 80% accuracy. 

Goal

K-5 
By June 2021 80% students will have demonstrated progress with the courage and skills to advocate for themselves and others to confront unfairness and bias. 

6-12
By June 2021 80% of students who participate in the lesson will be able to correctly identify whether a source is credible with 80% accuracy. 

Action Plan

Students will participate in a “Common Sense Media - Digital Citizenship News and Media Literacy” lesson and correctly identify credibility of source

Teachers will research curriculum to find developmentally appropriate lessons.  Students will complete the self evaluation survey before and after lessons.

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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

Metric

  • Attendance at Empower Hours
  • Student attendance at clubs
  • Increased number of clubs
  • School-wide Survey

Goal

By 2021, ORLA  students in grades 7-12 will show perseverance by attending Empower Hours when additional help is needed.    

By 2021, ORLA  students will discover passions in learning through school opportunities such as school focused projects, PTA after school clubs, and ASB activities and clubs. 

Action Plan

  • Increased focus on school-wide participation in Science fair and Arts Walk
  • Increase ASB activities and clubs.  
  • Increase focus on the Empower Hours as a place for all students
  • Advertise and promote extracurricular activities via morning announcements, Office TV monitor/ reader board, newsletters, posters/flyers
  • Partner with Booster Club/PTA groups to bring in outside speakers or instructors
  • Use of the Performing Arts Initiative as a way to spark interest

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