School Improvement Plan
Issaquah High School
School Improvement Plan, 2022-23
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Is annually approved by the school board
- Is a product of collective inquiry, led by the principal with school staff and in collaboration with district staff:
Collective
Inquiry1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence5 Monitoring
What does the evidence tell us about our implementation and the efficacy of the selected strategies?
Product: Feedback
Adapted from DuFour & Eaker and Lipton & Wellman
- Recognizes the impact of non-academic factors on student learning and wellbeing
- Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjusting
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
- Integrates the OSPI-identified 9 characteristics of successful schools:
- clear and shared focus
- high standards and expectations for all students
- effective school leadership
- high levels of collaboration and communication
- curriculum, instruction, and assessments aligned with state standards
- frequent monitoring of learning and teaching
- focused professional development
- supportive learning environment
- high levels of family and community involvement
Staff certification and demographic information is available for each school at the OSPI School Report Card Home
Issaquah School District school improvement data dashboard for high schools.
Reflection on Previous Year School Improvement Plan
In this section reflect briefly on your prior School Improvement Plan and implementation.
We were able to make progress on both School-Wide SIP Goal and our Disproportionality SIP Goal.
- We increased our overall graduation rate from 94.1% in the 20-21 school year to 96.7% in the 21-22 school year.
- We increased our graduation rate and decreased disproportionality in our graduation rates for our Black and Latinx students in the 21-22 school year. In the 20-21 school year, our Black students had an 81.3% graduation rate, which increased to 88.2% for the Class of 2021. Our Latinx students had a graduation rate of 82.9% in the 20-21 school year and that increased to 92.2% for the Class of 2021.
- While we still have work to do when it comes to closing the gap between our overall graduation, we were able to shrink the gap while also increasing our overall graduation rate.
What actions were successfully implemented?
- Professional Development and Alignment of Grading Practices
- Throughout the year, we offered a variety of professional development opportunities for teachers to learn about equitable grading practices that set students up for success while still maintaining high standards for students. We know that equitable grading practices that allow options for recovery and give students multiple opportunities to show mastery will have a direct impact on our disproportionality in academic achievement between our general population and our Black, Latinx, ELL, and students with disabilities.
- In August 2022, course teams were asked to share their common grading practices that allow for multiple opportunities to show mastery and opportunities for recovery. Our course teams were able to successfully align their practices. We believe these grading practices are also at least partially responsible for the decrease in F rates of our students.
- Moving forward, we will continue to discuss the importance of recovery options for students and ways to provide students with multiple opportunities to show mastery with our staff. We are finding that providing multiple opportunities to students is often showing up as test/quiz retakes, which is not the only way for a student to show mastery of a skill/piece of content. We will also ask our teams to meet each August to make sure their practices are aligned to provide for an equitable experience, regardless of which teacher a student is assigned.
- Multi-Tiered Support
- Our building was able to offer multiple professional development opportunities at staff meetings on Tier 1 UDL strategies. We’ve discussed GLAD strategies, inclusion and co-teaching practices, ways to make our classrooms more culturally inclusive and responsive and Tier 1 interventions that teachers can implement in their individual classrooms including relationship-building, PBSES practices in the classroom, and UDL-aligned instructional practices (turn and talks, quick writes, jigsaws, etc.). We believe these strategies are partially responsible for the decrease in F rates at various grading periods while also working to get students caught up from any learning deficits that were created during the COVID pandemic. Our Tier 2 team worked to identify students at each grading period and determine the main barriers these students were experiencing. They then provided support and resources to try to remove those barriers. Quite of few of the students who showed up on the Tier 2 list and received Tier 2 interventions are students from the Black and Latinx community. Many are also students who receive support through IEPs, 504s, or ELL services. A large number of students who were on the Tier 2 list at some point were able to improve their grades in at least 1 or more class, but we did struggle to find appropriate and successful supports for some students.
- Moving forward, we are looking to do some focused work on Inclusionary Practices at each of our staff meetings, sharing a few key strategies to ensure our staff as a whole is working to meet the needs of all students in their classrooms. We also believe that we should potentially refocus our Tier 2 team since there are so many kids who end up needing the additional support.
- Attendance Interventions
- Working to ensure that students were in classes in order to access their education was a major focus of our building. We know that students having positive relationships with their teachers can play a major role in improving student attendance and that because of remote and hybrid learning, many of our students missed the opportunity to really form those positive relationships with school staff the previous year. Our staff dedicated a great deal of time not only working to get to know where their students were academically at the start of the year but working to get to know them as people and start to form strong relationships with them. From there, we worked to identify individual students who struggled with attendance throughout the year and then tried to implement various interventions in order to support the student. Many of the students were students who qualified is Special Education, ELLs, had 504s, or were members of the Black and Latinx community.
- The success of these interventions was generally mixed, which unfortunately tends to be a trend when you look at research around improving student attendance. The interventions did create positive change for individual students in some cases, but in other cases, countless interventions did not seem to make much of an impact on attendance. Starting in the 22-23 school year, we plan to hold Tier 2/3 attendance and discipline meetings with students who have chronic absenteeism and/multiple forms of exclusionary discipline prior to the start of the school year to try to proactively work together to improve student attendance with students and their families.
- Essential Learning Realignment, Curriculum Redesign, and Academic Supports
- Our departments and course teams understand that it was highly likely that learning gaps would exist as students started the 21-22 school year. Teachers adjusted and realigned their courses based on the impact of remote learning beginning in March 2020 by identifying Essential Learnings for each course. They also worked to find ways to build more diverse experiences and real-life ties into their curriculum so students could see themselves in the curriculum. Teachers worked to find ways to fill skill gaps that existed through accelerated learning in the classroom, finding opportunities to review skills and content, while introducing new concepts. Our staff also worked to provide academic supports to struggling students by offering support during Nest. Our math, science, and CTE departments offered regular after-school ISF homework lab sessions that were well-attended and many teachers offered stand-alone sessions prior to major assessments. Essential Learnings were identified to help teachers determine what skills and content they should focus on in their classes and to allow teachers to have a clearer picture of what skills and knowledge students had mastered prior to entering their classes. Additionally, teachers offered Remediation plans that would allow students to get back on track in their classes following Quarter 1 and Academic Contracts for students to earn a P/D at various points during the school year. Our F rates decreased throughout each semester as these strategies were implemented for students.
- Moving forward, we plan to continue to review our Essential Learnings in each course and work to make our curriculum more inclusive to all of our students. We believe this practice will allow us to meet our students where they are at and hopefully lead to more academic success and engagement. We also plan to continue to encourage teaches to find ways to offer remediation plans and academic contracts to students who are struggling but have found that students who pass a course through an academic contract may go on to struggle in the next course. There is disproportionality that exists within our D/F Data, as Black and Latinx students tend to have higher D and F rates. We’ve tried to be intentional about working closely with those students, making sure teachers are offering that support to students, as well as Tier 2 Coordinators reinforcing and reminding students of what support options are available and encouraging students or even directing students to attend. We do see a lower attendance rate of those students at after-school academic supports and at assigned Nest sessions and have been working with those communities to identify ways to make those supports more accessible or to encourage participation.
- Course Selection and Course Schedule Development
- Our counseling and administrative team worked to develop an informative process for the Course Registration process for our student body. Some specific adjustments that we made last year included multiple 8th grade Course Registration Nights with students’ specific counselors and administrators so they could work to begin to build relationships with students and families. Our teachers also worked to make recommendations for individual students. As the semester progressed, we worked to identify students who could benefit from schedule changes to improve attendance, engagement, and success rates. Our math team specifically worked to identify students who were potentially misplaced and made recommendations for individual students for changes in the 2nd semester. This helped us work to build additional support classes for students including Math Labs and Guided Studies sections.
- In some cases, we saw increased attendance and engagement with students we made schedule changes for. We also saw lower failure rates during the 2nd semester of the 2021-2022 school year than we did in the 1st semester and also have lower failure rates in the 1st semester of the 22-23 school year when comparing grades at various grading periods.
- Moving into the 22-23 school year, we decided to continue many of our past practices, but also met with Tier 2/3 families in August to try to build a “just right” schedule for each of these individual students before the year even gets started.
- Credit Recovery Opportunities
- During the 22-23 school year, we offered a number of credit recovery opportunities including 6 rotations in Guided Studies and a variety of options for students to access credit recovery through Canvas and optional meetings with content area teachers. 157 semester credits were earned through credit recovery sections offered in 7th period Guided Studies and 58 semester credits were accrued through after-school credit recovery. Allowing students to access opportunities both in and out of the school day has allowed students to accrue credits in classes they struggled in, but have mastered the core content for, to make progress towards on-time graduation.
- Moving forward, we have continued to offer credit recovery opportunities for students both in and out of the school day. We found that offering credit recovery through Guided Studies was more effective for our Black, Latinx, and Special Education students, as it was already built into a time they had planned to be at school and there was more in-person support. We also are working to find ways to access credit recovery during the last few weeks of a semester if they are so far behind in a class so they could potentially stay on track at the end of each semester.
- Guided Studies Program
- Our Guided Studies program had higher enrollment than it did in prior years, which provided many students with the opportunity to access academic support and credit recovery during the school day. We also created a Guided Studies section specifically for some of our Latinx students (at their request) so they could work in an environment of their preference. Teachers worked to support kids in their current classes, but also access credit recovery in some classes if needed. Our D/F rate data suggests that students who are in Guided Studies tend to be able to improve their grades in at least some of the classes they are struggling in at a higher rate than students who are struggling in multiple classes who are not enrolled in Guided Studies.
- Moving forward, we will continue to offer Guided Studies as an elective for students. Students in the course report finding it helpful to have time during the day that they can work on their other classes with a teacher there to support their progress. We do plan to make some changes including trying to make sure the sections are specific different grade levels so teachers can better support students across the same grade band. We did encourage students who struggle academically to consider taking Guided Studies and also plan to suggest that 9th graders (who tend to see a drop in academic success when they initially start high school) consider taking the course. We also discussed what period was the ideal time to offer Guided Studies. Many students and staff report liking it during 7th period because they have all their work that was assigned that day to focus on, but quite a few students who have low Guided Studies attendance report that offering the course during 7th period sometimes makes it easier for them to just skip instead of attend. We’ve opted to move 9th grade guided studies into 2nd period for the 22-23 school year since those students do not access credit recovery 1st semester and tend to get distracted by the shuffle that occurs on credit recovery rotation days. We plan to continue to monitor 7th period Guided Studies attendance and revisit if 7th period is an appropriate period to offer the course for the 23-24 school year.
- Social, Emotional, Mental Health Support
- We recognized that coming back from the pandemic our students likely have an increased need for social, emotional, and mental health support. We worked closely with our counseling department to develop SEL lessons that discussed mental health and frequently reminded students of the various resources that were available within our school and our community. We also continued to monitor SDQ results in order to connect with students and families who may need additional support. Counselors already had been meeting with every 11th grader to discuss graduation progress, but they also added 9th grade meetings with every 9th grader as well. We also created a number of small focus groups to help meet the needs of specific members of our student population. Our counselors met with small groups of students who were experiencing anxiety and we partnered with various staff members to create focus groups for our Black and Latinx students.
- Through conversations with students and student surveys, we found that students wanted an even larger portion of SEL lessons to focus on mental health. While they appreciated the SEL lessons, they felt like the lessons did not go into enough depth. Our counseling team worked hard to meet individually with half of our student body (9th-11th graders), and we hope to continue those meetings in future years, especially in the 22-23 school year as we have almost an entirely new counseling team. The focus groups were well-received by our student groups, with many of them indicating they would like us to continue those groups moving forward.
Examining the Data
This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality.
The Washington School Improvement Framework (WSIF) is provided by the state as part of the OSPI School Report Card to inform and guide school improvement goals and action plans. School SIP teams use additional data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard, aligned to the WSIF.
Issaquah School District school improvement data dashboard for high schools.
Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
Our administrative team, Building Leadership Team, and certificated staff had the opportunity to review, discuss, and share feedback related to the data and our proposed SIP Goal. Staff shared that while they were excited about the growth (particularly between 20-21 and 21-22 data), they were also concerned about being able to maintain that level of growth given the GREW waiver that students were able to access. They also noted that measuring the success of some of our efforts would be difficult as kids were still recovering from the pandemic and remote learning. When discussing if we should shift from focusing on our graduation rate to focusing on reducing D/F rates, the staff felt strongly that on-time graduation would be a better measure. There was high support around our goal of addressing our disproportionality that exists between our graduate rates of our general student body and our students of color.
Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions. Include possible root causes of disproportionality (i.e. if you were to address the causes, it would likely result in a decrease in disproportionality).
Historically, our data at Issaquah High shows disproportionality between our general student body and our Black and Latinx students in many areas including academic achievement and graduation rates, attendance rates, state test scores, and student discipline. This is an issue that our entire staff recognizes is problematic and is committed to working to address.
Borrowing from EL-16:
We believe that each student has the potential to achieve, and it is our responsibility to provide all students the opportunity and support needed to meet their highest capability in a safe and welcoming environment. We acknowledge that systemic and institutional inequities and bias exist, creating barriers for student achievement and well-being. We are committed to raising the achievement of all learners and a culture that promotes the identification and removal of barriers causing predictability and disproportionality of the highest and lowest achieving groups.
Systemic barriers include and are not limited to:
- Current and historical lack of access to resources such as academic supports
- The impact of trauma including trauma related to race and poverty
- Insufficient mitigation and support for academic, social emotional needs
- Gaps created by accessibility to learning during remote and hybrid instruction
- Lack of consistent strategies used across disciplines to address learning difficulties
- Curriculum that lacks multiple perspectives and representation
- Failure to address racial and other biases
- Lack of systemic structures to support diverse learning needs
We know that there continues to be systemic inequities that marginalize some and perpetuate advantages for others in public education, including the Issaquah School District. As a system, we must dismantle inequitable practices/beliefs listed below and rebuild a system that supports equitable outcomes for all students.
As a system, we must start:
- Increasing awareness of how educational institutions perpetuate oppression=
- Engaging in deliberate and transformative conversations about race
- Developing measurable practices to disrupt the opportunity gaps
- Elevating all voices by leveraging historically/currently marginalized voices and experiences
- Prioritizing the hiring of diverse staff
- Creating more inclusive environments for staff from diverse backgrounds
- Designing supported pathways for BIPOC candidates to pursue careers in education
- Promoting curriculum that elevates multiple stories and the American reality
- Engaging in deliberate and transformative conversations about race
- Empowering learners with grading and assessment practices
- Designing programing to eliminate racial predictability and marginalization while removing obstacles to success
- Promote PD about race/equity that is purposeful, systemic and ongoing
- Instilling discipline practices that are restorative and include student voice
- Honoring culture, climate, and student voice, in particular minoritized student groups, when making decisions
- Building relationships within the learning environment through deliberate social interactions
- Growing extracurricular opportunities in which all student groups are represented
- Creating opportunities to listen to and engage with historically/currently marginalized families
- Collaborating with community partners to support students and families holistically
- Empowering BIPOC families and leaders to contribute to meaningful organizational decisions
- Developing an equitable and fiscally sustainable spending plan surrounding family and community engagement
We must stop:
- Accepting the notion that educational institutions support all students equally
- Trusting that race has little or no impact on education
- Celebrating the elite and ignoring the practices that perpetuate the opportunity gap
- Elevating majority voices and experiences
- Hiring staff based on “good fit” within the dominant culture
- Marginalizing staff from diverse backgrounds
- Relying on historical recruitment and hiring practices that maintain the status quo
- Perpetuating current systems with barriers to marginalized populations
- Promoting curriculum that maintains a single story of the American Dream
- Assuming instruction meets all needs
- Sorting learners through grading and assessment practices without intentionality through an MTSS system that is research based
- Setting a single program/pathway to success
- Promoting PD about race/equity that is isolated, narrow and static
- Instilling discipline practices that are punitive and ineffective
- Disregarding culture, climate and student voice when making decisions
- Directing student activities and learning without building relationships without including student voice
- Growing extracurricular opportunities based on tradition and mainstream culture
- Communicating expectations to families for parent involvement
- Working in silos that set criteria for families to receive limited support
- Listening to voices that perpetuate status quo
- Prioritizing equal opportunities for families as opposed to equitable opportunities
*These lists were modified from the DuPage Regional Office of Education.
Goal Setting
This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented and timely (SMART) school-wide achievement goal(s)
School-Wide Achievement Goal(s)
Issaquah High School will achieve a 95% on-time graduation rate by 2024 by providing students with high-quality instruction, targeted interventions, and supporting student health, wellness, and attendance.
Disproportionality Goal(s)
Issaquah High School will close the gap for on-time graduation for our Black and Latinx students.
Action Plan
District-Wide Actions
What systemic (district-wide) research-based strategies will be implemented in support of achievement and disproportionality goals?
Multi-Tiered Systems of Support (MTSS) is a proactive framework to improve outcomes for each and every student though a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.
MTSS employs a team-driven, data-based, problem-solving approach; components of which include: early interventions, a comprehensive assessment system, and common assurances around the highest leverage instructional, intervention, and assessment practices.
MTSS Theory of Action: In order to result in ALL holding a sense of belonging and to effectively foster equitable outcomes for students, we will articulate a clear vision and implement with fidelity a strategic plan for a comprehensive MTSS framework that provides an environment in which to thrive that is consistent, predictable, and inclusive of the strengths and needs of all, by supporting adults with resources, training and leadership.
- Action: Credit Recovery
- Action: Tier 3 Meetings
- Action: Algebra 1 & Geometry Lab Classes
- Action: Flex Time
- Action: Guided Studies
- Action: Tier 1 Behavior
- Action: Small Counseling Groups
- Action: SDQ
- Action: Consent Speaker
- Parent University
Action: Credit Recovery
Credit Recovery
Offer credit recovery via Canvas modules through ISD teachers (on demand Oct-June)
Implementation
- Collaboration with teachers during 2021-22 school year to design courses
- Offered in spring 2022 and fall/spring 2022/23
Impact: Evidence / Monitoring
- On-time graduation rates
- Number of students by course, by school, by term pass rates
Action: Tier 3 Meetings
Tier 3 Meetings
Admin/student/guardian meet to build relationships and establish a success plan and identify what each person can do to contribute to success (staff, student, parent/guardian).
Implementation
- Collaboration with all high school administrators in June and August Sectionals
- Calibration with truancy and equity on the framework for the meetings (spring 2022)
- Implemented August 2022
Impact: Evidence / Monitoring
- Increase in family/school partnerships for Tier 3 students
- Increase in students’ relationships with admin
- Increase in students’ attendance
- Decrease in students’ discipline
Action: Algebra 1 & Geometry Lab Classes
Algebra 1 & Geometry Lab classes
Offer an elective lab class that goes in partnership with Algebra 1 and/or Geometry as a math support for students who are identified as benefiting from it and/or self-select.
Implementation
- Offer in 2022-23 course guide
- Invite students identified using data (SBAC, i-Ready, math course grade history, teacher recommendation)
- Schedule and try to eliminate conflicts for student schedules
Impact: Evidence / Monitoring
- Reduced Algebra 1 and Geometry course failures
- Increase in SBAC pass rates for math
- Build math confidence
Action: Flex Time
Flex Time
Students have several days per week to access teachers for academic support (making up work from absences, retakes, Q&A, etc.). Make getting help from teachers equitably accessible to all students.
Implementation
- Research and design in 2017-18
- Implemented at Issaquah High 2018-19
- Implemented at Skyline in 2019-20
- Implemented at Liberty in 2022-23
Impact: Evidence / Monitoring
- Reduce missing assignments based on absences
- Increase course pass rates for all courses
Action: Guided Studies
Guided Studies
A class that supports students’ executive functioning and provides academic support in the school day.
Implementation
- Students are identified using academic and behavior data and invited to enroll (they can also self-select)
- Schedule and try to eliminate conflicts for student schedule
Impact: Evidence / Monitoring
- Increase course pass rates for all courses for students in GS
- Increase students’ executive functioning and academic behaviors
Action: Tier 1 Behavior
Tier 1 Behavior
All high schools have behavior expectations. These were taught in September with the additional lens of teaching what they look like in specific settings (lunchroom, hallway, spectator, etc.)
Implementation
- Schools developed their school-wide expectations in collaboration with staff and students
- Students were explicitly taught the expectations in September 2022
Impact: Evidence / Monitoring
- Decreased school exclusion discipline
Action: Small Counseling Groups
Small Counseling Groups
Students will be identified through a screener or referral and be invited to participate in a small group with a specific focus during Flex time.
Implementation
- Schools are working to identify their greatest needs using data (SDQ, SWIS, Swedish referrals, etc.)
- Schools are designing small group models and selecting dates for spring 2023
Impact: Evidence / Monitoring
- Depends on the groups that run:
- Decrease in student anxiety around tests (if they run a test anxiety group)
- Increase in school attendance (if they run a school avoidance group)
Action: SDQ
SDQ
All students are offered a screener that identifies students with social emotional support needs.
Implementation
-
Schools offer the SDQ in October and March
-
School teams follow up with all students who scored high on internationalizing behaviors (meet with student, call home, create a success plan that identifies next steps for increased supports)
Impact: Evidence / Monitoring
-
Decrease in SDQ internalizers in spring (from fall)
-
Increased student access to resources (mental health help)
Action: Consent Speaker
Consent Speaker
In partnership with ISF, bring out the Center for Respect to conduct an assembly on respect in relationships with a specific emphasis on consent.
Implementation
- Assemblies for two grade bands in November at each high school
Impact: Evidence / Monitoring
- Decrease in reports of sexual assault and sexual harassment
Parent University
Parent University
A series of videos to support increased parent engagement at high school (make sure parents have the knowledge to be able to engage).
Implementation
- Building the list of content needs this year
- Building the videos and creating interpreted versions in several languages
- Push out as they are built but a strong emphasis on the videos in fall 2023
Impact: Evidence / Monitoring
- Increased parent engagement (Canvas log ins, guidance team presence, connection with teachers/coaches, course selection, etc.)
School-Based Actions
What additional or specific research-based strategies will be the focus of implementation to achieve school-wide goals? Or describe how your school is implementing systemic action listed above. Indicate elements targeted (not school-wide) to address disproportionality.
- Action: Provide students with credit recovery opportunities both in and out of the school day
- Action: Provide regular professional development opportunities for teachers related to UDL, High Leverage Instructional Practices, and Inclusive Practices for classrooms
- Action: Provide small group Social, Emotional, and Mental Health Support for Students
- Action: Provide academic support and interventions for students who are struggling in math
- Action: Intensive Support and Interventions for 9th Grade Students
- Action: Attendance and Behavior Meetings with Tier 2/3 students
- Action: Update School-Wide Attendance Practices
- Action: Guided Studies Program
Action: Provide students with credit recovery opportunities both in and out of the school day
Provide students with credit recovery opportunities both in and out of the school day
Implementation
- Create 6 credit recovery rotations in 7th period Guided Studies for grades 10-12 and 3 credit recovery rotations for most commonly failed 9th grade classes for 9th grade Guided Studies.
- Counseling and OTGS work to identify students who are credit deficient
- Identify students in last 6 weeks of a semester that will not pass a course they are enrolled in and work to enroll them in a credit recovery course for that specific class with support from certificated staff to learn and show mastery of Essential Learnings
Impact: Evidence / Monitoring
- Number of students who access credit recovery through Guided Studies and number of students who earn credit through credit recovery in Guided Studies
- Number of students who access and earn credit through online credit recovery modules
- Number of students who access and earn credit through end of semester school day
Action: Provide regular professional development opportunities for teachers related to UDL, High Leverage Instructional Practices, and Inclusive Practices for classrooms
Provide regular professional development opportunities for teachers related to UDL, High Leverage Instructional Practices, and Inclusive Practices for classrooms
Implementation
- Share district-wide professional development on UDL, High Leverage practice, Trauma Informed Practices, and Culturally Responsive practices
- Observe to Learn opportunities for teachers to observe their peers in one of these key instructional areas
- >Partner with OSPI on Inclusive practices to provide a few strategies that staff could implement at the start of 2nd semester staff meetings and have an opportunity for co-teaching teams to do optional training and planning related to inclusionary practices
Impact: Evidence / Monitoring
- Teacher feedback surveys related to professional development
- Classroom observations looking for evidence of UDL practices, use of High Leverage Practices , and inclusive practices
Action: Provide small group Social, Emotional, and Mental Health Support for Students
Provide small group Social, Emotional, and Mental Health Support for Students
Implementation
- Students of Color Affinity Group with Rashad Norris
- Evening events with Family Partnership Liaison for our Latinx families focusing on mental health support that is offered in the school and in the community
- Consejo counseling groups for Latinx Students
- Counseling small groups based on Student Needs Assessment
Impact: Evidence / Monitoring
- Student feedback
- Feedback from families who attend evening events
- SDQ scores
Action: Provide academic support and interventions for students who are struggling in math
Provide academic support and interventions for students who are struggling in math
Implementation
- ISF Math HW Labs offered twice a week
- Math support offered during Nest for academic support with students who are struggling; intentionally assigned to get additional support with their math teachers
- Aligned grading practices in each course to allow opportunities for retakes and grade improvement
- Offer sections of Pre-Algebra, Algebra 1 Lab, Geometry Lab
- Re-leveling and schedule adjustments made at beginning of 1st semester and teacher recommendations for schedule changes at the start of 2nd semester
- Algebra 2 and Applied Algebra 2 Guided Studies Section
Impact: Evidence / Monitoring
- D/F rates in math courses at each grading period
- Math attendance during Nest
- Attendance at ISF HW labs
Action: Intensive Support and Interventions for 9th Grade Students
Intensive Support and Interventions for 9th Grade Students
Implementation
- 2nd Period 9th Grade Guided Studies sections with co-teachers in each section
- Focus on executive functioning skills in 1st semester and opportunities for credit recovery from 1st semester courses in 2nd semester
- Adopt an Eagle program
- Reduced class sizes in some core academic 9th grade courses
Impact: Evidence / Monitoring
- On-track rate for 9th grade students at 1st and 2nd semester enrolled in Guided Studies or who are part of Adopt an Eagle program
Action: Attendance and Behavior Meetings with Tier 2/3 students
Attendance and Behavior Meetings with Tier 2/3 students
Implementation
- Identify students in August that have 15 or more absences in the previous school year and meet with students and families in August to discuss past barriers and plans
- Identify students who have been disciplined multiple times and meet with students and families to discuss key expectations and brainstorm ways to support students
- Tier 2 Team meets with students who are failing in multiple classes to work to provide frequent check-ins and support
Impact: Evidence / Monitoring
- Attendance rates and data for students who struggled with attendance last year
- Discipline data
Action: Update School-Wide Attendance Practices
Update School-Wide Attendance Practices
Implementation
- Utilize passes so students can be easily identified as who has permission to be out of class and who doesn’t
- School-wide implementation of one-in, one-out policy and no passes being given in the first 10 minutes or last 10 minutes of class
- Create regular hallway presence and supervision by partnering with teachers
- Begin to monitor and track students who are frequently out in the hallways during class to find interventions to help support the student attending class
Impact: Evidence / Monitoring
- Attendance rates (Lates, Tardies, and Absences)
- Data related to number of students being reported in the hallway
Action: Guided Studies Program
Guided Studies Program
Implementation
-
Identify students who may benefit from Guided Studies from Tier 2/3 list and encourage them to register for Guided Studies
- Intentional grouping of students in sections to encourage attendance and productivity in class
- Teachers provide weekly check-ins with students to help keep them on track in their classes
Impact: Evidence / Monitoring
- Pass rates of Guided Studies students in their classes each semester
- Student surveys
SIP Team & Final Review
- Principal: Erin Connolly
- Site Council/PTSA Review Date: March 10, 2023
- Supervisor Review: Andrea Zier, February 9, 2023
- School Board Review Date: March 15, 2023
- Leadership Team:
- Will Buker: Assistant Principal
- Carrie Anne Eveland: Assistant Principal
- Leah Hernandez: Assistant Principal
- Kelly Kraft: Assistant Principal
- Kaitlin Shaw: On Time Graduation Specialist
- Emily Combellick: Counselor
- Keri Dean: English Department Chair
- Vale Crain: Math Department Chair
- Ellen Jarvinen: CTE Department Chair
- Megan Gratias: PE Department Chair
- Pat Holen: Fine Arts Department Chair
- Abby Winterbrook: Visual Arts Department Chair
- Denise Moberly: Science Department Chair
- Kari Leon/Deb Bayley: Special Education Department Chair
- Natalie Sheehan: Social Studies Department Chair
- Cristina Uramis/Paige Friedli: World Language Department Chair