Auburn Senior High School

Auburn Senior High SchoolSchool Improvement Plan 2015-2018

AHS’s Mission and Vision

Mission

To RAISE learning outcomes for students through:

(R) Rigor with Relevance

(A) Academic Standards

(I) Inclusive Community

(S) Skill Development and

(E) Ethical Citizenship

Vision

To empower diverse individuals to become successful life-long learners.

Demographics

Literacy79.6%

79.7%

73.4%

75.2%

77.6%

79.0%

76.0%

79.0%

78.1%

76.6%

78.5%

80.7%

83.0%

77.6%

81

.8%

81

.2%

78

.9%

82

.6%

81

.3%

83

.5%

82

.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Reading: Overall

Auburn HS Auburn State

Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.

Math (EOC1)25.8%

63.1%

58.4%

36.7%45.9%

70.3%

65.0%

45.5%

57

.5%

56

.5%

53.5

%

59.1

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014

Grade 9 EOC-Math-1: Overall



Math (EOC2)46.7%

77.1%

76.4%

75.5%

53.1%

81.3%

82.9%

76.9%

66

.4% 76

.1%

83

.3%

79

.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014




Target Population- based

on demographic, discipline

and attendance data

analysis:

All students at AHS, with particular focus on at risk students and

subgroups, including low income, ELL and Special Education.

Action Step 1

SWT 2 All classroom teachers will use research based strategies to explicitly teach, reinforce, and assess cross curricular academic vocabulary aligned with the CCSS and Tier II content vocabulary.

Action Step

SWT 2 To increase comprehension of text, all classroom teachers will explicitly teach, model, and assess summary (summarizing). Aligned to CCSS #2 for Reading, Central Idea and Summary.

Goal 1 Literacy: The gap between Auburn High School 11th

grade students and the State will decrease by at least 2% per year from -6.9% in 2014 (based on 10th grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11th grade.

Goal 2 Math: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in 2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).

Action Step

All Algebra teachers will implement curriculum focused on identified essential core concepts as well as prerequisite skills for the next course.

Action Step Provide additional support for at-risk students.

Goal 3: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from 56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).

Action Step

Increase frequency and effectiveness of teacher – parent communication.

Action Step

Restructure Open House and Conference formats to engage more parents and to communicate more effectively.

Comprehensive Needs Assessment

Literacy

• Historically, 20% fewer low income students meet standard than non-low income

• Percent of 10th grade students meeting standards has changed only 6 – 7% from 2008 - 2014

• Consistently achieving below the State, from -3% to -9% over 5 years

• ELL students have fallen short of the AMAO1 target for the last 3 years

Comprehensive Needs Assessment

Math• The percent of 9th grade students meeting standard on EOC1 has been below

the State for 4 years

• The percent of 9th grade students scoring at Level 1 on EOC1 has increased over the last 3 years

• The percent of 10th grade students meeting standard on EOC2 has been below the District for the last 4 years

Supportive Learning Environment• 9th grade students with 1 F has increased from semester 1 to semester 2 each

year from 2010 to 2014

• Adjusted 4 year graduation rate decreased from 81.3% (Class of 2012) to 74.7% (Class of 2013)

Highlights of Year 1

Literacy• Ongoing PD around explicit vocabulary instruction

– cross curricular academic vocabulary and Tier II content vocabulary

Math• Cornell notes

– 60+ percent of students benefit/learn from notes

• Peer tutors in Algebra classes

• Common cyclical assessments

Parent Involvement• 9th Grade Open House

• Positive parent contact

• Parent contact for students who are failing

Next Steps

1. Awareness and communication of AHS’s vision and mission

2. Systematically and effectively use data to create change in our practice that will result in better outcomes for students

a. Frequent analysis of student data within departments and across the school to inform teacher practice

b. Data conversations are learning focused

3. Provide professional development that raises the sense of urgency amongst all staff that will motivate or move them to be reflective about their classroom practice

4. Continue to strengthen and implement school-wide vocabulary strategies

5. Continue to create PD and implement school-wide summarization strategies to increase comprehension: CLOSE Reading

6. Expand Interventions: 10th Grade SPEAR

7. Hire Attendance Counselor: School-to-Home

2016-2017

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Planning Year 2014-2015

Implementation September 2015-June 2018

Auburn Senior High School School Improvement Plan

School Improvement Plan Adopted by the Auburn School Board of Directors on insert school board approval date here.

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September 2013-June 2016

Auburn School District Strategic Plan

Aspiration:

The Auburn School District aspires to be a world-class education system preparing all students to

be globally competitive for career, for college, and for life in the twenty-first century.

District Goal 1: Student Achievement

All staff in the Auburn School District provides support, leadership, and guidance to ensure each

student meets or exceeds state and district standards, graduates on time, and is prepared for

career and college.

District Goal 2: Community Engagements

All staff in the Auburn School District are accountable for engaging its diverse community as

partners to support and sustain a world-class education system.

District Goal 3: Policies and Resource Management

Auburn School District policies and resources are aligned to the strategic plan.

School:

Auburn Senior High School

Date of SIP Team District Goal Review:

SIP Team Members:

Richard Zimmerman Ron Cughan

Lori Grimm Kym Hales

Stacy Jordison

Ryan Hansen

DeAnna Kilga

Elaine Hogg

Roger Lee

Brian Keller

Tony Callero

Tony Paustian

Jason Capps Abe VanDerPuy

Beth Cockcroft

Chris Zawlisak

Brandi Cole

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Executive Summary – SWT 1

COMPREHENSIVE NEEDS ASSESSMENT

Auburn School District Mission

In a safe environment, all students will achieve high standards of learning in order to become

ethically responsible decision makers and lifelong learners.

Auburn School District Vision

The vision of Auburn School District is to develop in students the skills and attitudes that will

maximize their potential for lifelong learning and ethically responsible decision making.

School Mission

Auburn High School’s mission is to RAISE learning outcomes for students through:

(R) Rigor with Relevance

(A) Academic Standards

(I) Inclusive Community

(S) Skill Development and

(E) Ethical Citizenship

School Vision

Empower diverse individuals to become successful life-long learners.

Background Information

WAC 180-16-220

Requirements for School Improvement Plan Each school shall be approved annually by the school board of directors under an approval process determined

by the district board of directors and “At a minimum the annual approval shall require each school to have a

school improvement plan that is data driven, promotes a positive impact on student learning, and includes a

continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and

update its school improvement plan.” School Improvement plans must include a brief summary of use of data

to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit

Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or

HSPE.

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Stakeholder Input

The School Improvement Team (BLT) is comprised of all department chairs which meets a

minimum once a month and when needed twice a month. A Comprehensive Needs Assessment

was planned and facilitated by the BLT in December 2014. The BLT followed up with further

data review over the next two months. The BLT shared their work with all staff for input and

feedback. The BLT will continue to meet at least one time per month to monitor the

implementation of the school-wide reform strategies and their impact on student learning.

Highly Qualified Staff – SWT 3

All AHS staff are highly qualified in their subject matter with the exception of five

teachers, specifically, two special education teachers; two ELL teachers and one

CTE teacher. Each has a plan in place to meet highly qualified criteria.

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High Quality, Highly Qualified Teachers – SWT 5

AHS participates in the district mentoring program where new teachers are partnered with an experienced staff member for support and guidance.

Online resources and tools are available for all AHS staff. Staff are encouraged to access these resources to learn more about AHS’s policies and procedures such as our mission and vision, building decision-making model, departmental curriculum, critical grading dates, professional development, school culture, standards-based grading, and business office forms.

All teachers: On PLC Mondays staff meets by department for one hour in-building and district-wide to analyze student work and to increase effective instructional practices.

District and building professional development hours are used to support the implementation of the Title 1 schoolwide reform strategies and to enhance instructional practice.

Representatives from each department attend district ATLA training and then return to the building to share learning with all staff.

Demographic Data Enrollment

Staff reviewed enrollment data, disaggregated by program and ethnicity for 4 years from 2010-11 to

2013-14.

October enrollment has decreased by 256 students from 1714 in 2010-11 to 1458 in 2013-14.

SpEd enrollment has remained about the same from 213 in 2010-11 to 218 in 2013-14.

Low Income enrollment has decreased by 120 students from 881 in 2010-11 to 761 in 2013-14.

ELL enrollment has decreased by 47 students from 112 in 2010-11 to 65 in 2013-14.

The percent of students in each ethnic group has remained about the same for 4 years (2010-

2014) with a small increase in the Hispanic students (20% in 2010-11 to 23% in 2013-14) and a

small decrease in White students (54% in 2010-11 to 49% in 2013-14.)

Athletic Participation

Staff reviewed data, disaggregated by gender and grade level for 4 years from 2010-11 to 2013-14.

Total number of students participating in Athletics for 4 years has decreased by 107 students from

675 students in 2010-11 to 568 students in 2013-14 (enrollment decreased during the same

period).

Male vs female participation over the 4 year period indicates consistently higher levels of male

participation than female, by as many as twice the number of males compared with females.

ASB Cards

Staff reviewed ASB card data, disaggregated by Regular, Reduced, Free and Muckleshoot/Fund a Need

Grant for 2 years from 2010-11 to 2012-13.

Number of ASB cards purchased remained fairly static between 2011-12 to 2012-13 in all

categories.

CTE Participation

Staff reviewed participation data disaggregated by gender, ethnicity and program for 2011-12 and 2012-

13. Male participants increased from 465 in 2011-12 to 620 in 2012-13. Female participants increased

from 411 to 526 during this same period

By ethnicity White students (466, 2011-12 and 554, 2012-13) and Hispanic students (182, 2011-

12 and 275, 2012-13) have the highest participation numbers.

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By Program Tech Prep (776, 2011-12 and 1,006, 2012-13), Low Income (547, 2011-12 and 713,

2012-13) and Nontraditional Enrollees (337, 2011-12 and 577, 2012-13) have the highest

numbers of participants.

Number of participants has increased by 266 students enrolled in one or more CTE courses from

876 in 2011-12 to 1142 in 2012-13.

Discipline and Attendance Analysis Attendance

Staff reviewed attendance data, disaggregated by ethnicity for 3 years from 2011-12 to 2013-14.

Overall attendance remained about the same from 88% in 2011-12 to 90% in 2013-14.

Attendance of Nat Ind/Alsk Nat increased 12% from 76% in 2011-12 to 88% in 2013-14.

Attendance by the other ethnicities remained about the same for 3 years (2011-2 to 2013-14).

Discipline

This has not been an area of strength for AHS. However, we are creating systems to collect, disaggregate

and analyze discipline data quarterly.

Data Analysis- MAPS LA 9, Algebra and Geometry teachers analyzed 9 t h grade reading comprehension and math

data for the past year. Student growth overall remained fairly constant. However, students

enrolled in Language Intervention 9 made on average increases of 7.95 in their overall RIT

score from fall to spring or 2 years of growth. The results are significant as these students

were identified as some of our lowest performing students.

This has not been an area of strength for AHS. However, we are creating systems to

disaggregate and analyze MAPS data following the fall and spring administrations. This

will allow all teachers of freshmen to know who their students are who are below standard

in reading and math in order to employ instructional practices and scaffolds to assist them

with mastering the core standards.

Data Analysis- WELPA AHS has not met all AMAO targets over the four-year period from 2010-11 through 2013-14. The

AMAO 1 target was met only in 2010-11 with 95.8% of ELL students making progress. AMAO 2 was

exceeded in 2010-11 and 2011-12 with 24.8% and 11.4% respectively, reaching English proficiency.

AMAO 3 (meeting participation/proficiency) was not met in 2010-11 or 2012-13. In 2011-12 and

2013-14 there were fewer than 30 students.

Data Analysis- Credit Attainment, Honors/AP Enrollment

Credit Attainment Over the past three years, 2010-2013, the percent of ninth graders on target for on-time graduation has

remained below 80%.

2010-2011: 75.07%

2011-2012: 69.50%

2012-2013: 77.29%

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Graduation

AHS Adjusted 4 Year Cohort Graduation data reveals an increase from 71.8% in 2011 to 75.2%

in 2014. Disaggregation of the Adjusted 4 Year Graduation data indicates the following:

*Low income increased from 63.7% in 2011 to 68.5% in 2014

*ELL increased from 50.5% in 2011 to 56.5% in 2014

*Special education decreased from 39.1% in 2011 to 37.8% in 2014

The 4 Year Adjusted Drop Out rate has decreased from 18.1% in 2011 to 17.3% in 2014.

Highlights of disaggregation by subgroup:

*Low income has decreased from 22.2% in 2011 to 21.8% in 2014

*ELL has decreased from 36.1% in 2011 to 30.4% in 2014

*Special education has increased from 17.4% in 2011 to 22.2% in 2014

Honors/AP Enrollment Review of enrollment in AP courses by ethnicity and low income for the years 2012-13 and

2013-14 revealed the following:

*White and Asian low income subgroup increased from 22 to 74

*Hispanic/Latino low income subgroup increased from 18 to 49

*Black/African American low income increased from 7 to 15

*All Other Races low income subgroup increased from 10 to 30

*All Med/High Income subgroups increased, except White & Asian which decreased by 4

students

Data for the percent of students passing the AP test with a score of 3+ reveals a drop from 53.7% (66

students) scoring a 3+ in 2010 to 32.3% (73 students) scoring a 3+ in 2014. This data reached its peak in

2012 with 60.5% (95 students) scoring a 3+.

Data Analysis- CEE Perceptual Survey

Staff Survey: 2014 Web Graphs were presented to staff. AHS staff positive perception equals or

exceeds both High Improving and High Performing high schools in all of the 9 Characteristics except:

*Clear and Shared Focus

*Effective Leadership

Analysis of the Summary View comparing 2014 with 2012 indicates little change in the “opportunity”

percentages. In areas where these percentages did change, it was not because the positive perceptions

increased, but rather that the “seldom true” and “almost never true” increased. For example:

Collaboration & Communication

2014 2012

Sometimes True 21% 26%

Seldom True 9% 5%

Almost Never True 5% 4%

Student Survey: Web Graph comparing AHS with students in High Performing high schools indicates

AHS student positive perception is below in 4 of the 7 Characteristics included in the student survey:

*Collaboration & Communication

*Effective leadership

*Supportive Learning Environment

*Monitoring of Teaching & Learning

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The Summary View of student positive perception reveals a decrease in all 7 Characteristics from 2012 to

2014.

Parent Survey: Parent positive perception of Collaboration & Communication decreased from 64% in

2010 to 56% in 2014 with a high of 84% in 2012. Parent & Community Involvement remained at 53% in

both 2010 and 2014, with a high of 81% in 2012.

HSPE Reading

10th Grade HSPE Reading Grade 10 HSPE data was analyzed. Data was disaggregated by ethnicity, SpED, ELL and Low Income.

Level data was included.

Overall performance of grade 10 students for the seven year period has dropped.

The percent of students meeting standard has decreased from 79.6% in 2008 to 76% in 2014

Level data for the past 4 years, 2011-2014 has remained static with an average of 45% at Level 4,

an average of 30% at level 3, an average of 12% at Level 2 and an average of 10% at Level 1.

The gap between SpED and Non SpED widened between 2011 and 2013 (SpED data suppressed

2014) with slight increases in Non SpED meeting standard and slight decreases in SpED meeting

standard.

The average gap between Non Low Income and Low Income between 2010 and 2014 is 18%,

with a high of 22.3% in 2010 and a low of 12% in 2012.

EOC Math

EOC Math Data for “All for All Grades” was disaggregated by:

Low Income EOC 1–The gap between low income and non-low income has decreased from

20.8% in 2011 to 14.7% in 2014 because of a decrease in the performance in both subgroups.

Low Income EOC 2 – The gap between low income and non-low income closed from 2012 to

2014 by a decline in the percent meeting standard in both groups.

Special Ed EOC 1 – The gap between Sped and non-Sped decreased 49% in 2011 to 23.9% in

2014, again there was a decrease in the percent meeting standard in both groups over four years.

Strand data was reviewed for both EOC 1 and EOC 2 indicating growing gaps between AHS and the

State in all strands.

EOC 1(Algebra)

Grade 9 Staff reviewed data for the last four years from 2011-2014. Comparing the percent of Auburn High

School 9th graders meeting standard with the percent at the district and state levels revealed the following:

Auburn HS has performed below the district and state for all four years.

The percent meeting standard has decreased from 36.9% in 2012 to 36.7% in 2014.

Analysis of level data indicates a 10% decrease in Levels 1 & 2 from 74% 9in 2011 to 64% in

2014.

Grade 10 Data over four years indicates an increase in percent meeting standard from 60.6% in 2011 to 75.4% in

2014. Level 1 has decreased from 19% in 2011 to 15% in 2014 and Level 2 from 12% to 7% over the

same four years

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EOC 2 (Geometry)

Grade 9 The percent meeting standard remained at/or above 90% from 2011-2013, comparable to both the district

and the state. Data for 2014 was suppressed by the state.

Grade 10 The percent of students meeting standard increased from 46.7% in 2011 to 75.5% in 2014, with a high of

77.1% in 2012. In 2014 the percent meeting standard at Auburn HS was comparable to the district and

the state (1.4% gap between AHS and district and 3.7% gap between AHS and the state).

EOC Science

EOC Science Grade 9th and 10th EOC Biology data was analyzed. Overall data and level data was included for 2012,

2013 and 2014.

9th Grade EOC Biology

A decrease of 4.2% in the percent of students meeting standard has occurred from 90.1% in 2012

to 85.9% in 2014.

AHS 9th grade students meeting standard has consistently been below the district from 2012 to

2014.

The percent of students scoring a Level 4 has decreased from 42% in 2012 to 31% in 2014.

The percent of students scoring a Level 3 has increased from 48% in 2012 to 55%in 2014.

Over the last 3 years the percent of students scoring at Level 1 and 2 has increased from 10% in

2012 to 14% in 2014 with a high of 16% in 2013.

10th Grade EOC Biology

The percent of students meeting standard has increased 23.1% from 42.6% in 2012 to 65.7% in

2014.

The percent of students scoring at Level 4 has increased 8% from 8% in 2012 to 16% in 2014.

The percent of students scoring at Level 3 has increased 14% from 34% in 2012 to 48% in 2014.

The percent of students scoring at Level 2 has decreased 20% from 44% in 2012 to 24% in 2014.

The percent of students scoring at Level 1 has decreased 6% from 13% in 2012 to 7% in 2014.

HSPE Writing

10th Grade HSPE Writing Grade 10 HSPE data was analyzed. Data was disaggregated by ethnicity, SpED, ELL and Low Income.

Level data was included.

Little change over 7 years in the percent of students meeting standard with 86.1% in 2008 and

86.3% in 2014.

Level data for the past 4 years, 2011-2014 has remained static with an average of 38.5% at Level

4, an average of 44.5% at Level 3, an average of 8% at Level 2 and an average of 5% at Level 1

(Each of the years has included a per cent not tested).

The percent of Low Income students meeting standard has increased from 64% in 2008 to 66.8%

in 2014, with an average gap of 19.8% when compared to non low income students.

The percent of SpED students meeting standard has ranged from 40.2% in 2008 to 62.3% in

2014, an increase of 22.1%.

The percent of ELL students meeting standard has increased 12.2% from 22.2% in 2008 to 34.4%

in 2014.

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Parent Involvement – SWT 6

AHS parent involvement opportunities continue to evolve in order to better equip them to

support their students in their high school career. This past year AHS redesigned Open House

and Parent-Teacher Conferences by providing breakout sessions that instructed parents on how

to navigate many school systems and high school graduation requirements. We will continue to

monitor parent participation rates and make adjustments as needed. SMART Goal 3 directly

addresses increased parent engagement and communication.

Writer’s Block Coaching Night: Parents of students in American Literature who were

struggling with writing were invited to learn how to support their student in the writing

process by utilizing the coaching guide.

Future Freshman Night: This is a way to connect with incoming students and their

parents. Students signed up for their electives and breakout sessions were provided on

graduation requirements and AP/Honors information.

Title 1 Parent Involvement and Communication was facilitated at the building level

throughout the year. At Open House parents and guardians completed the Title 1 Program

Parent Survey. End of year Parent Survey was mailed home to parents of students in the

9ith grade SPEAR program. This information will be used to help improve our Title

programs and practices. The Parents Right to Know Letter, Student/Parent/ School

Compact and Title 1 Schoolwide letter were sent home with the Federal Survey forms. In

the fall parents completed the Center for Educational Effectiveness Survey (CEE). Parent involvement was further enhanced by making available to all parents the following

information: AHS School Quarterly Newsletters; Monthly Parent Newsletters from the

Parent Institute, student progress reports, parent-teacher course failure contacts, state

testing score reports and ASD Monthly Newsletters.

Student Transitions – SWT 7

8th-9th Grade Transition:

Individual invitations are made to incoming freshmen by our Troy Crew Leaders (11th

and 12th graders). Troy Crew members are each responsible for facilitating a small group

of incoming ninth graders during Freshmen Orientation.

Future Freshmen Night-March 31, 2015

o Students and parents have the opportunity to meet staff and learn about academic

programs, clubs, activities and athletics and tour the building.

o Incoming freshmen register for their elective classes.

o Transportation is provided for parents and students at Cascade and Olympic

Middle Schools.

Resource Room teachers host a parent night at Olympic and Cascade middle Schools for

incoming freshmen.

SLC teachers host a parent night for incoming freshman at AHS.

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Incoming SLC freshmen visit AHS in June.

9th -10th Grade Transition:

Counselors complete credit checks for students during registration.

LA 9 teachers identify students who would benefit from taking Writing Lab in

conjunction with LA 10. Counselors schedule targeted students.

ELL teachers review WELPA scores and academic progress to determine individual

student’s language placement needs.

10th- 11th grade Transition:

Counselors’ complete credit checks for students during registration; identify students who

have not met standard on state assessments; and identify students who would benefit

from summer school to maintain on–time graduation status.

11th-12th grade Transition: Counselors complete credit checks for students during

registration; identify students who have not met standard on state assessments; and

identify students who would benefit from summer school to maintain on–time graduation

status.

ELL teachers review WELPA scores and academic progress to determine individual

student’s language placement needs.

Career Center Counselor meets with students and families throughout the year regarding

post-secondary options.

12 grade year:

In the fall counselors meet with each senior to complete a credit check, review graduation

requirements and discuss post-secondary plans.

Career Center Counselor meets with students and families throughout the year regarding

post-secondary options.

Seniors and their families participate in ASD College Night

Seniors complete a Post-Secondary Survey in June.

Counselors meet with non-graduating seniors and their families to create a plan to meet

graduation requirements.

12th grade SLC – Post High School Transition:

In the spring the IEP team meets to determine the student’s course of study which may

include transitioning to TAP (18-21 year old program), a blended program (SLC and

Community Lab or SLC and TAP) or graduation.

In August TAP teachers host a parent night (ice cream social) for seniors transitioning to

TAP.

Assessment Decisions – SWT 8

Staff at AHS review and analyze state assessment data in relation to the standards in August and

early fall collectively and by department to identify strengths and challenges. The data is further

discussed and evaluated within PLCs to identify gaps in the curriculum, lesson design,

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instructional practices and assessments. Modifications and adjustments are made to close the

gaps coupled with the regular review of student work.

This is an area which needs to be strengthened to ensure the consistent and ongoing use of

student data by all teachers. We are creating systems to assist staff with collecting and analyzing

student data regularly to inform and guide instructional decisions.

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Effective, Timely Assistance– SWT 9

Auburn High School

2014 / 2015 Pyramid Response to Interventions

Support for All Students

Before/after school tutoring

FINAO

9th grade Orientation course

Skyward Online Family Access

School-wide Title I

Progress reports (three each

semester)

PSAT/SAT/Compass/ASVAB

Core Curriculum

All classes meet/exceed state standards

School-wide SMART goals (SIP Plan)

Identified learning standards for every

course

Universal access to electives

Common assessments

School-wide recognition programs

Leveled math courses

School Structures

Safe and orderly campus

9th grade Z

Weekly collaboration (PLC)

Counselor 11th/12th grad plans

Teacher/Parent/Student communication

Increased access to AP/Honors/College

in HS

Summer school APEX electives

(accelerate)

Tier 1: Core Program

Parent contact/progress report

9th grade SPEAR

Summer school course

recapture

12th grade “at-risk” grad plans

10th grade Writing Lab

9th grade Language

Intervention

COE Algebra, Biology Reading

and Writing

ELL Language Arts

APEX/Credit Recapture

Off semester Geometry

Zero and 7th period courses

Tier 2: Supplemental Support

Special Education

Resource Room

Structured Learning

Center

Transition Assistance

Program

Tier 3: Intensive Support

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Prioritized Challenges

Literacy: The data consistently shows that 20% fewer low income students meet standard on the WASL/HSPE

Reading assessment than non-low income students from 2005 to 2014

The range of grade 10 students meeting or exceeding has not changed more than 6-7% (73.4% in 2010) and (79.7%

in 2009) since from 2008-2014.

We are consistently achieving below the State ranging from -3 percent in 2009 to -9 percent less in 2012-2013 and

2013-2014 in the comprehension skills, summarizing, inferring/predicting main ideas and vocabulary.

The strand data for informational text on the Reading HSPE shows that in 2013-2014 Auburn High School scores

were 76.4 passing/exceeding rate, as compared to the state’s score of 84.8. The trend has shown a variance of AHS

scoring between 4-9% below the state average over the last five years.

The per cent of AHS ELL students making progress in language proficiency (AMAO 1) has been below the target

for the last 3 years: -3.7% in 2012, -6% in 2013, and -26.6% in 2014.

Math: The per cent of 9th grade students meeting standard on EOC 1 (Algebra) has been below the State for the last

4 years: – 31.7% 2011, -16.3% 2012, -20.7% 2013,

-22.4% 2014.

The per cent of 9th grade students scoring at Level 1 on EOC 1 (Algebra) has increased over the last 3 years 14% in

2011 to 30% in 2014

The per cent of 10th grade students meeting standard on EOC 2 (Geometry) has been below the District for the last 4

years: -6.4% 2011, -4.2% 2012, -6.5% 2013, -1.4% 2014.

Supportive Learning Environment/ Graduation Rate: The number of 9th grade students with 1 F has increased

from 1st semester to 2nd semester over the school years 2010-11 from 68 to 71; 2011-12 from 74-79 and 2013-14

from 46-54.

Between 2012-13 and 2013-14 school years attendance percentage for Native American students rose 12 percent.

In 2014-2015 the number of low income students taking 1+ AP classes increased from 2013-2014 in all represent

races. The Black/African American group increased from 7 to 12 students, the Hispanic/Latinos group increased

from 18 to 43 students and the White and Asian group increased from 22 to 70 students.

The adjusted 4 year graduation rate at AHS decreased from 81.3% for the Class of 2012 to 74.7% for the Class of

2013.

Other than the class of 2012, our graduation rate has decreased at least 5% since 2010.

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18 | P a g e 1 1 / 1 9 / 2 0 1 3

Rationale for SMART Goals:

Using components from your Executive Summary, write a rationale including the research, resources, and achievement gap analysis that determined your SMART Goals.

SMART Goal 1: The gap between Auburn High School 11 t h grade students and the state will decrease by at least 2% per year from -6.9% in 2014 (based on 10 t h grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11 t h grade.

SMART Goal 2: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in 2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).

SMART Goal 3: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from 56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).

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19 | P a g e 1 1 / 1 9 / 2 0 1 3

Needs Assessment Data Documents

In this section include all supporting documents you used to write your SMART GOALS and ACTION STEPS. These documents include but are not limited to:

o DIBELS Dashboard

o MAP Data Dashboard

o WELPA results

o Credit Attainment Dashboards

o Honors/AP Dashboards

o CEE Spider chart

o SAT/ACT results

o Discipline Dashboards

o Demographic charts

o AYP Results

o MSP/HSPE/EOC Results and trend charts

o Other data

SIP Template

20 | P a g e 1 1 / 1 9 / 2 0 1 3

AHS AMAO Trend Data (WELPA)

Met All 3 AMAO 1 Target/ Met AMAO 2 Target/ Met AMAO 3

Reading Math

2013-14 NO 63

41.2%

67.8% NO

0

0%

7.7% NO

NR*

NR

2012-13 NO 52

61.5%

67.5% NO

3

4.1%

7.4% NO

NO

NO

2011-12 NO 66

54.5%

67.2% NO

9

11.4%

7.1% YES

NR

NR

2010-11 NO 96

95.8%

66.7% YES

26

24.8%

13.3% YES

NO

NO

AMAO 1 – Students making progress in language proficiency as measured by Spring

WELPA

AMAO 2 – Students attaining English proficiency by scoring at Language Level 4 on

WELPA

AMAO 3 - ELL Students meeting participation/proficiency on State Assessments

(Reading and Math)

*NR – “number less than required” (fewer than 30 students in the AYP cell)

Graduation and Drop Out Data

4-Year Cohort Data—All Students Group

Auburn HSBegan in Gr.

9

Transferred

In

Transferred

OutDropouts

Adjusted

CohortGraduates Grad Rate

Continuing

to 5th Year

Class of 2011 528 205 329 73 404 290 71.8% 41

Class of 2012 446 241 350 76 337 243 72.1% 18

Class of 2013 357 64 63 62 358 258 72.1% 38

Class of 2014 342 34 45 54 331 249 75.2% 28

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21 | P a g e 1 1 / 1 9 / 2 0 1 3

52

8

44

6

35

7

34

240

4

33

7

35

8

33

1

29

0

24

3

25

8

24

9

0

100

200

300

400

500

600

Class of 2011 Class of 2012 Class of 2013 Class of 2014

4-Year Adjusted Cohort Size: All Students

Began in Gr. 9 Adjusted Cohort GraduatesCopyright © Center for Educational Effectiveness, Inc., 2014

4-Year Cohort Data—Low Income Students


9

Transferred

In

Transferred

OutDropouts

Adjusted


Continuing

to 5th Year

Class of 2011 313 136 215 52 234 149 63.7% 33

Class of 2012 270 165 250 56 185 113 61.1% 16

Class of 2013 205 44 39 53 210 129 61.4% 28

Class of 2014 228 26 38 47 216 148 68.5% 21

31

3

27

0

20

5 22

8

23

4

18

5 21

0

21

6

14

9

11

3

12

9 14

8

0

50

100

150

200

250

300

350


4-Year Adjusted Cohort Size: Low Income Students


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22 | P a g e 1 1 / 1 9 / 2 0 1 3

4-Year Cohort Data—Students with Disabilities


9

Transferred

In

Transferred

OutDropouts

Adjusted


Continuing

to 5th Year

Class of 2011 61 31 46 8 46 18 39.1% 20

Class of 2012 55 36 64 14 27 11 40.7% 2

Class of 2013 52 14 12 16 54 18 33.3% 20

Class of 2014 51 5 11 10 45 17 37.8% 18

61

55

52

51

46

27

54

45

18

11

18

17

0

10

20

30

40

50

60

70


4-Year Adjusted Cohort Size: Students with Disabilities


4-Year Cohort Data—ELL Students


9

Transferred

In

Transferred

OutDropouts

Adjusted


Continuing

to 5th Year

Class of 2011 38 19 21 13 36 18 50.0% 5

Class of 2012 30 23 26 11 27 13 48.1% 3

Class of 2013 23 6 9 9 20 4 20.0% 7

Class of 2014 24 3 4 7 23 13 56.5% 3

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23 | P a g e 1 1 / 1 9 / 2 0 1 3

38

30

23 24

36

27

20 2

318

13

4

13

0

5

10

15

20

25

30

35

40


4-Year Adjusted Cohort Size: ELL Students


4-Year Cohort Dropout Data—All Students Group

Auburn HS Freshman Sophomore Junior SeniorTotal

Dropouts

Adjusted

Cohort

Dropout

Rate

Class of 2011 9 7 9 48 73 404 18.1%

Class of 2012 4 8 12 52 76 337 22.6%

Class of 2013 1 6 8 47 62 358 17.3%

Class of 2014 1 6 8 47 62 358 17.3%

9 7 9

48

48

12

16 8

47

16 8

47

0

10

20

30

40

50

Freshman Sophomore Junior Senior

4-Year Adjusted Cohort: Dropouts—All Students


Copyright © Center for Educational Effectiveness, Inc., 2014

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24 | P a g e 1 1 / 1 9 / 2 0 1 3

4-Year Cohort Dropout Data—Low Income Students


Dropouts

Adjusted

Cohort

Dropout

Rate

Class of 2011 3 5 7 37 52 234 22.2%

Class of 2012 3 8 9 36 56 185 30.3%

Class of 2013 1 4 7 41 53 210 25.2%

Class of 2014 4 3 8 32 47 216 21.8%

3 5 7

37

38 9

36

14

7

41

4 38

32

0

10

20

30

40

50


4-Year Adjusted Cohort: Dropouts—Low Income Students


Copyright © Center for Educational Effectiveness, Inc., 2014Copyright © Center for Educational Effectiveness, Inc., 2014

4-Year Cohort Dropout Data—Students with Disabilities


Dropouts

Adjusted

Cohort

Dropout

Rate

Class of 2011 0 2 3 3 8 46 17.4%

Class of 2012 1 2 1 10 14 27 51.9%

Class of 2013 1 3 2 10 16 54 29.6%

Class of 2014 0 1 0 9 10 45 22.2%

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25 | P a g e 1 1 / 1 9 / 2 0 1 3

0 2 3 31 2 1

10

1 3 2

10

0 1 0

9

0

10

20

30

40

50


4-Year Adjusted Cohort: Dropouts—Students with Disabilities



4-Year Cohort Dropout Data—ELL Students


Dropouts

Adjusted

Cohort

Dropout

Rate

Class of 2011 2 1 2 8 13 36 36.1%

Class of 2012 0 2 4 5 11 27 40.7%

Class of 2013 0 0 0 9 9 20 45.0%

Class of 2014 1 0 0 6 7 23 30.4%

2 1 2

8

0 2 4 50 0 0

9

1 0 0

6

0

10

20

30

40

50


4-Year Adjusted Cohort: Dropouts—ELL Students



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26 | P a g e 1 1 / 1 9 / 2 0 1 3

Demographic Data

Oct May SpEd F/R ELL

2010-11 1714 1605 213 881 112

2011-12 1587 1474 207 782 88

2012-13 1592 1438 218 800 73

2013-14 1458 1404 218 761 65

0

200

400

600

800

1000

1200

1400

1600

1800

Auburn High SchoolEnrollment Data

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27 | P a g e 1 1 / 1 9 / 2 0 1 3

NatInd/AlskNat

AsianBlacl/Afr Amer

NatHaw/Pac Isl

WhiteMultiRacial

Hispanic

AllSchool

% Attend 76 92 88 87 89 86 86 88

% Ex 38 62 51 41 60 53 46 55

% Unex 62 38 49 59 40 47 54 54

020406080

100

AHS Attendance2011-12

NatInd/AlskNat

AsianBlacl/Afr Amer

NatHaw/Pac Isl

WhiteMultiRacial

Hispanic

AllSchool

% Attend 76 92 88 87 89 86 86 88

% Ex 38 62 51 41 60 53 46 55

% Unex 62 38 49 59 40 47 54 54

020406080

100


SIP Template

28 | P a g e 1 1 / 1 9 / 2 0 1 3

AmIn/Alaska Nat

AsianBlack/Afr Amer

NatHaw/Pac Isl

White MultiHispani

cAll

School

% Attend 88 92 89 87 91 88 88 90

% Ex 60 53 45 44 57 51 44 51

% Unex 40 47 55 56 43 48 56 49

020406080

100


SIP Template

29 | P a g e 1 1 / 1 9 / 2 0 1 3

675622 630

568

402 412 405375

273

210 225193

0

100

200

300

400

500

600

700

800

2010-11 2011-12 2012-13 2013-14

AHS Athletic Participation by Gender

Total

Male

Female

9th 10th 11th 12th Total

Athlete Counts 2010-2011 180 164 175 156 675

Athlete Counts 2011-2012 164 158 179 121 622

Athlete Counts 2012-2013 180 150 159 141 630

Athlete Counts 2013-2014 151 180 114 123 568

0

100

200

300

400

500

600

700

800

AHS Athletic Participation by Grade

SIP Template

30 | P a g e 1 1 / 1 9 / 2 0 1 3

676

15

135

3

829

651

15

150

19

835

0

100

200

300

400

500

600

700

800

900

Regular Fee Reduced Fee Free Muckleshoot orFund a Need

Grant

Total

AHS ASB Cards

2011-12

2012-13

74

49

15

30

96

11 813

0

20

40

60

80

100

120

White/Asian Hispanic/LatinoBlack/African AmericanAll other Races

AHS ASB Cards

Low Income

Med/High Income

SIP Template

31 | P a g e 1 1 / 1 9 / 2 0 1 3

465

411

CTE Participants2011-12

(Students enrolled in one or more courses in any CTE area)

Male

Female

21

6131

49

182

466

66

CTE Participants by Ethnicity2011-12

American Indian

Asian

Pacific Islander

Black

Hispanic

White

Two or More Races

54

547

23337

776

CTE Participants by Program2011-12

Limited English

Low Income

Section 504

Nontraditional Enrollees

Tech Prep

SIP Template

32 | P a g e 1 1 / 1 9 / 2 0 1 3

616

526

CTE Participants2012-13

(Students enrolled in one or more courses in any CTE area)

Male

Female

33

7031

74

275554

105

CTE Participants by Ethnicity2012-13

American Indian

Asian

Pacific Islander

Black

Hispanic

White

Two or More Races

64

713

20577

1,006

CTE Participants by Program2012-13

Limited English

Low Income

Section 504

Nontraditional Enrollees

Tech Prep

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33 | P a g e 1 1 / 1 9 / 2 0 1 3

Honors/AP Data

100

6

2

12

22

18

7

10

0 20 40 60 80 100 120

White & Asian

Hispanic/Latino

Black/African American

All other Races

11th/12th Grade AP Participation2012-13

Number of Students taking 1+ AP Classes

Low Income

Med/High Income

74

49

15

30

96

11

8

13

0 20 40 60 80 100 120

White/Asian

Hispanic/Latino

Black/African American

All other Races

11th/12th grade AP Participation2013-14

Med/High Income

Low Income

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34 | P a g e 1 1 / 1 9 / 2 0 1 3

SIP Template

35 | P a g e 1 1 / 1 9 / 2 0 1 3

HSPE Reading

79.6%

79.7%

73.4%

75.2%

77.6%

79.0%

76.0%

79.0%

78.1%

76.6%

78.5%

80.7%

83.0%

77.6%

81

.8%

81

.2%

78

.9%

82

.6%

81

.3%

83

.5%

82

.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Reading: Overall



-11% -16% -18% -12% -10% -11% -14%-9% -6% -8% -11% -8% -10% -10%

37% 42% 34% 27% 29% 32% 33%

41% 34% 39% 45% 48% 45% 42%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Reading: Percent of Students by Level


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36 | P a g e 1 1 / 1 9 / 2 0 1 3

Non Special Education vs Special Education

Low Income Vs. Non Low Income

SIP Template

37 | P a g e 1 1 / 1 9 / 2 0 1 3

HSPE Writing

86.1%

87.3%

87.5%

83.8%

83.4%

83.3%

86.3%

83.8%

84.7%

84.9%

85.6%

83.5%

85.0%

83.4%

86

.8%

86

.7%

86

.0%

86

.3%

85

.4%

84

.9%

85

.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Writing: Overall



-8% -7% -9% -7% -7% -10% -8%-5% -5% -3% -8% -3% -7% -4%

45% 47% 43% 41% 47% 46% 43%

39% 38% 44% 40% 35% 33% 41%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Writing: Percent of Students by Level


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38 | P a g e 1 1 / 1 9 / 2 0 1 3

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Writing: Program Gap

Low-Income SpEd ELL Migrant


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014

Grade 10 Writing: Ethnic Gap

African American / Black American Indian / Alaskan Native Asian

Hispanic Nat. Hawaiian / Pacific Islander Two or More

White


SIP Template

39 | P a g e 1 1 / 1 9 / 2 0 1 3

EOC Math 1

25.8%

63.1%

58.4%

36.7%

45.9%

70.3%

65.0%

45.5%

57

.5%

56

.5%

53

.5%

59

.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014




-29% -23% -27% -34%

-45%

-14% -14%

-30%

24%38% 36% 35%

2%

25% 22%2%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014

Grade 9 EOC-Math-1: Percent of Students by Level


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40 | P a g e 1 1 / 1 9 / 2 0 1 3

Special ED Vs. Non Special ED

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41 | P a g e 1 1 / 1 9 / 2 0 1 3

90.6%

92.1%

92.4%

0.0%

92.5%

93.6%

96.0%

81.8%9

1.2

%

91

.4%

93

.6%

81

.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014




-8% -6% -7% 0%-1% -2% -1%

0%

48%38% 40%

0%

42% 54% 52%

0%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014



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42 | P a g e 1 1 / 1 9 / 2 0 1 3

46.7%

77.1%

76.4%

75.5%

53.1%

81.3%

82.9%

76.9%

66

.4% 76

.1%

83

.3%

79

.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014




-36%-15% -19% -12%

-17%

-7% -5% -13%

40% 46% 47% 41%

7%

31% 29% 35%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014



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43 | P a g e 1 1 / 1 9 / 2 0 1 3

Low Income Vs. Non Low Income

Special ED Vs. Non Special ED *

* (No Math EOC 2 Data for Special ED Vs. Non Special ED for last 3 years, 2010-2014)

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44 | P a g e 1 1 / 1 9 / 2 0 1 3

EOC Biology

90.1%

84.2%

85.9%

93.7%

91.6%

88.2%

81

.3%

82

.0%

84

.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012 2013 2014

Grade 9 EOC-Biology: Overall



-10% -16% -13%0% 0%

-1%

48% 51% 55%

42% 33% 31%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2012 2013 2014

Grade 9 EOC-Biology: Percent of Students by Level


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45 | P a g e 1 1 / 1 9 / 2 0 1 3

42.6%

61.7%

65.7%

51.6%

67.5%

67.7%

61

.3% 7

1.6

%

77

.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012 2013 2014

Grade 10 EOC-Biology: Overall



-44%-26% -24%

-13%

-12% -7%

34%40% 48%

8%

17% 16%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

2012 2013 2014

Grade 10 EOC-Biology: Percent of Students by Level


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46 | P a g e 1 1 / 1 9 / 2 0 1 3

Staff CEE Survey

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Collaboration and Communication

Clear and Shared Focus

High Standards and Expectations

Effective Leadership

Supportive Learning Environment

Parent and Community Involvement

Curriculum, Instruction, and Assessment

Monitoring of Teaching and Learning

Focused Professional Development

Cultural Responsiveness

District Support for Improvement

Comparison with High-Improving Schools

Auburn HS Schools of Distinction at Your Level

© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.

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47 | P a g e 1 1 / 1 9 / 2 0 1 3

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Comparison with High-Performing Schools

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SIP Template

48 | P a g e 1 1 / 1 9 / 2 0 1 3

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SIP Template

49 | P a g e 1 1 / 1 9 / 2 0 1 3

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4%

5%

4%

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3%

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4%

9%

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3%

3%

9%

8%

7%

6%

8%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Nov 2014

Nov 2012

Nov 2014

Nov 2012

Nov 2014

Nov 2012

Nov 2014

Nov 2012

Nov 2014

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9 Characteristics of High-Performing Schools—Summary ViewChart 1 of 2

Almost Always True Often True Sometimes True Seldom True Almost Never True Missing


SIP Template

50 | P a g e 1 1 / 1 9 / 2 0 1 3

29%

18%

29%

21%

29%

17%

31%

22%

31%

40%

36%

39%

24%

32%

27%

35%

20%

24%

16%

19%

20%

23%

19%

21%

10%

7%

3%

3%

8%

8%

6%

7%

2%

2%

1%

1%

7%

4%

7%

5%

8%

8%

16%

16%

12%

16%

9%

9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Nov 2014

Nov 2012

Nov 2014

Nov 2012

Nov 2014

Nov 2012

Nov 2014

Nov 2012

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9 Characteristics of High-Performing Schools—Summary ViewChart 2 of 2



SIP Template

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Student CEE Survey

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%




Effective LeadershipSupportive Learning

Environment



Comparison with High-Improving Schools(5% highest improving schools at your grade level)

Auburn HS Top 5% of Schools by Improvement

Copyright © Center for Educational Effectiveness, Inc., 2003-2014.

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

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Mean Score Comparison with High-Improving Schools

(5% highest improving schools at your grade level)

Auburn HS High-Improving Schools


SIP Template

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27%

29%

45%

52%

25%

29%

20%

26%

21%

26%

25%

29%

22%

27%

31%

32%

33%

30%

31%

29%

30%

31%

28%

26%

30%

29%

25%

26%

26%

26%

15%

13%

26%

26%

28%

24%

25%

23%

24%

22%

26%

23%

9%

7%

4%

3%

10%

9%

12%

11%

13%

12%

10%

10%

14%

12%

4%

3%

2%

2%

5%

5%

6%

5%

10%

10%

7%

7%

8%

9%

2%

2%

1%

1%

2%

2%

4%

3%

4%

3%

3%

3%

5%

3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Dec 2014

Dec 2012

Dec 2014

Dec 2012

Dec 2014

Dec 2012

Dec 2014

Dec 2012

Dec 2014

Dec 2012

Dec 2014

Dec 2012

Dec 2014

Dec 2012

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Student Summary:9 Characteristics of High-Performing Schools



SIP Template

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CEE Comparison Report


Year Staff Parents Students

2010 49% (61) 64% (29)

*2012 58% (83) 84% (75) 57% (796)

2014 56% (75) 56% (63) 50% (997)

Parent Communication and Involvement

Year Staff Parents Students

2010 46% (61) 53% (29)

*2012 58% (83) 81% (75) 52% (796)

2014 60% (75) 53% (63) 49% (997)

SIP Template

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SMART Goal 1 Subject Area: Literacy

School Name: Auburn High School

Target Population- based on

demographic, discipline and attendance

data analysis:

All students at AHS, with particular focus on at risk students and subgroups, including low income, ELL and Special

Education.

Our Reality-based on assessment

data analysis:

Gap between AHS and the State on the 19th Grade Reading HSPE: 2011- 7.5%, 2012 – 3.7%, 2014 – 6.9%

Our SMART Goal-based on target

population and your reality:

The gap between Auburn High School 11th grade students and the state will decrease by at least 2% per year from -6.9% in

2014 (based on 10th grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11th

grade.

Action Plan

Action Step SWT 2 All classroom teacher will use research based strategies to explicitly teach, reinforce, and

assess cross curricular academic vocabulary aligned with the CCSS and Tier II content vocabulary

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Explicit vocabulary instruction will include:

New words introduced weekly with

picture, definition, sentence

Multiple exposures to meaning with

examples/non-examples

Posted in the classroom, i.e. Word Wall

Brief review integrated into daily

instruction

Cumulative assessments (each new

assessment includes words previously

assessed)

Integrate cross curricular academic and

Tier II content vocabulary into CBA’s at

least monthly and into cumulative

assessments quarterly

MAP data, Fall/Winter/Spring

State assessment data

Initial professional

development in explicit

vocabulary instruction

and assessment,

Spring/Summer, 2015

Booster PD Sessions to

be scheduled for

2016/2017

Analyze student data

from monthly and

quarterly assessments

in PLCs

Analysis of Fall and

Spring MAP data

Analysis of state

Cross curricular academic

vocabulary list identified

by department and BLT,

Spring 2015

Title I Funds

Building Hours

Principal Hours

Admin Team to Lead

Implementation &

Impact

All Teachers

Dept. Chairs to lead

PLC work

Building Leadership

Team to Monitor

Implementation &

Impact

SIP Template

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assessment data

August/September

Action Step SWT 2 To increase comprehension of text, all classroom teachers will explicitly teach, model, and assess

summary (summarizing). Aligned to CCSS #2 for Reading, Central Idea and Summary


Explicitly teach text structure:

Description

Chronology/Sequence

Cause and Effect

Problem and Solution

Compare and Contrast

The following 4 questions will be used

consistently in teaching students to

formulate effective summaries:

1.What is the text mostly about? (Topic)

2.How did the author organize the

information in the text? (Text Structure)

3.What does the author want us to

understand about the topic? (Central Idea)

4.What details help us understand the

central idea? (Key Details/Vocabulary)

Summary brief writes are integrated and

assessed at least monthly into all content

instruction

Quick summary strategies are embedded in

daily classroom lesson design

Students will identify text structure as a

way to organize thinking and monitor

comprehension

Students will orally summarize at regular

intervals during instruction

(formative assessment)

Student summaries are assessed

using a common schoolwide rubric

Student work is analyzed at least

quarterly in PLCs to guide instruction

Initial professional

development in

summary instruction

and assessment,

Spring/Summer, 2015

Booster PD Sessions to

be scheduled for

2016/2017

Consensus on

Schoolwide Summary

Rubric Spring 2015

Title 1 Funds

Building Hours

Principal Hours

PLCs

Admin Team to Lead

Implementation &

Impact

All Teachers

Dept. Chairs to lead

PLC work

Building Leadership

Team to Monitor

Implementation &

Impact

Alignment to District Improvement Plan Objectives: Goal 1:1, 1:2, 1:3 and 1:5 Goal 2:1 Goal 3:1

SIP Template

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SMART Goal 2

Subject Area: Math

School Name: Auburn High School



data analysis:

9th Grade students enrolled in Algebra. Success in Algebra supports students in Geometry and other upper level math

courses.


data analysis:

Gap between AHS and the State on EOC I (9th Grade):

2011 -31.7%, 2012 -16.3%, 2013 -20.7%, 2014 -22.4% (4 year average gap -22.8%)


population and your reality: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in

2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).

Action Plan

Action Step All Algebra teachers will implement curriculum focused on identified essential core concepts as well as

prerequisite skills for the next course.


Daily note taking template will include:

Topic

Learning Target

Success Criteria

Resources (book and online)

Vocabulary

3 to 4 examples

Assignment completed:

___________________________

All students engaged through

Think-Pair-Share or other group

work

Students demonstrates/articulate

their thinking

Common spiraling assessments will be

analyzed at least every 1 to 2 weeks in

PLCs (each assessment to include

questions on new learning plus questions

on 3 previous sections of learning)

District developed common core aligned

assessments analyzed each semester

Increased achievement as measured by

MAP and EOC I (State assessment)

Identify essential core

concepts – Summer

2015

Develop common

Spiraling assessments –

Summer 2015

Professional

development for the

Note taking template

and student engagement

strategies August 2015

Professional

development in

effective use of MAP

Prioritize use of FTE to

keep Algebra classes

under 25 students

Title 1 Funds (Summer

work)

PLC

Building Hours

Principal Hours

Admin team to Lead the

work

Building Leadership

Team to monitor

Implementation and

Impact

Dept. Chair

Algebra Teachers

SIP Template

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Strategies to formatively assess

used throughout the lesson

Use of multiple strategies to

present skills/concepts

Scaffolding for struggling students

data for math teachers –

Oct 2015

Action Step Provide additional support for at-risk students


Strategic use of volunteers and peer

tutors:

Up to 2 peer tutors in each

Algebra classroom to work

directly with no more than 3

students at a time

Support for teachers to use peer

tutors and volunteers effectively

Increase support in SPEAR Program:

Additional class time

(intervention)

3 teachers share a common

cohort of students

common plan for the 3 teachers

to collaborate and make parent

contacts

Increased student achievement on

spiraling common assessments

Increased achievement as measured

by MAP and EOC I

Admin team to Lead the

work

Building Leadership

Team to monitor

Implementation and

Impact

Dept. Chair

Algebra Teachers

Alignment to District Improvement Plan Objectives: Goal 1: 1, 1:1, 1:3, 1:4 and 1:5 Goal 2:1 Goal 3:

SIP Template

58 | P a g e 1 1 / 1 9 / 2 0 1 3

SMART Goal 3

Subject Area: Collaboration & Communication

School Name: Auburn Senior High School



data analysis:

All students, staff, and parents in the Auburn High School learning community.


data analysis:

CEE perceptual Survey Data: 2014 2012 2014 2012

Collaboration & Communication Parents: 56% 84% Staff: 56% 58%

Parent & Community Involvement Parents: 53% 81% Staff: 60% 58%


population and your reality: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from

56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).

Action Plan

Action Step Increase frequency and effectiveness of teacher – parent communication


Each teacher will make a positive contact

with each one of their students (100% at

least one time per semester.)

Each teacher will communicate with

parents of students who are failing after

each interim reporting period (5 week, 9

week, and 12 week.

**Make at least 2 attempts

**Set up interventions

Completed Parent Communication Log

Completed Parent Communication Log

Reduced number of failing grades,

disaggregated by grade level and course

End of December

End of April

At 5, 9, and 12 weeks

each semester

Grade analysis each

semester

Teachers submit

completed logs by end

of Dec and end of April

Administrators review

logs submitted by

teachers and provide

feedback within 4 – 5

school days

BLT to review

attendance, discipline

and grade data each

semester with a focus

on root causes of

failures and next steps

SIP Template

59 | P a g e 1 1 / 1 9 / 2 0 1 3

Each teacher will update Gradebook in

Skyward at least every 2 weeks, by the

end of the day on the 2nd and 4th Friday of

each month.

Track number of Gradebook logins in

Skyward

Reduction in failing grades

Follow up discussion

with Dean of Students,

counselors and Family

Engagement Liaison to

provide additional

support and resources.

All Teachers

Admin check regularly

Action Step Restructure Open House and Conference formats to engage more parents and to communicate more

effectively.


Open House will include:

1. 9th grade Open House

2. 10th -12th Open House

(Format TBD)

*Curriculum fair prior to opening session

*Parent visits to classrooms

*Breakout sessions –

Graduation requirements

Standards-based grading

Athletic eligibility

College prep

Skyward and how parents

can best support their students

Update Skyward info

Create email account

**Involve students in facilitation of

sessions and bridging language

barriers

**Provide transportation to and from

event at feeder middle schools.

**Provide daycare

** Raffle prizes

Parent Attendance at Open House

Brief survey to get feedback from

parents

Increased student attendance and

decrease in course failures

Planning in the summer

2015September

9th-early September

10th-12th late September

BLT review survey

results by end of

October and make

adjustments as needed

for the next year

Develop brief survey and

adjust format based on

parent feedback

Administrative Team

and BLT develop and

organize plan for Open

House

All staff

SIP Template

60 | P a g e 1 1 / 1 9 / 2 0 1 3

Parent-Teacher Conferences will

facilitate the engagement of more parents

by:

(details TBD)

*

*

*

Attendance at Parent-Teacher

Conferences

Increased student attendance and

decrease in course failures

Planning in the summer

2015September

BLT reviews feedback

and makes adjustments

for April 2016

Develop brief survey to

determine if format of

conferences met needs of

parents (adjust format

based on feedback)

Administrative Team

and BLT develop and

organize plan for

conferences

All staff

Alignment to District Improvement Plan Objectives: Goal 1: 1, 1:2, 1:3, 1:4 and 1:5 Goal 2:1 Goal 3:1

SIP Template

61 | P a g e 1 1 / 1 9 / 2 0 1 3

SIP Template

62 | P a g e 1 1 / 1 9 / 2 0 1 3

Planning Implementation Calendar SWT 3

High Quality and Ongoing Professional Development – SWT4

Implementation and Professional Development Calendar (SWT 4)

Month Building 28+6

principal’s

hours

Staff Meetings BLT Meetings District/Waiver

Days Title extra hours

June 6/25 6 hr PD Math Dept

to launch work on

Goal 2 strategies

(4 part each teacher

for addt’l 18 hrs

application)

6/22 – 7/16 Summer School

Credit deficient Jr &

Sr (APEX)

6/29 – 7/16 ELL Level 1 and 2

Summer

School

August 8/31 3 hrs (Principal Hours

2014-15) School

Culture and

Climate

8/31 31/2 hrs Introduction of

chrome books all

staff

TBD SPEAR

students/families

welcome event

TBD ELL

students/families

welcome event

8/26 3 hrs BLT

finalize 9/1 agenda

and plan data review

September 9/1 6 hrs PD

All staff to launch

Literacy Reform

Strategies

9/3 6 hrs Nuts’n

Bolts; Goal 3

9/30 CEL5D

training on

Student Growth

Goals

9/22 SIP/Title & Bldg

Review 9th Grade Open

House survey results.

9/3 TAP/SLC

student/families

welcome event

9/16 9th Open House

9/30 10th -12th grade Open

House

SIP Template

63 | P a g e 1 1 / 1 9 / 2 0 1 3

October 10/14 Parent-

Teacher Conf.

(reformatted per

Goal 3)

10/21 90 min.

Attendance,

Discipline, and

Attendance

(TBD State

assessment analysis)

10/7 Update

on Trojan

Way

Fire Drills

10/13 SIP/Title: MAP and

state assessment data review

( if data is available)

10/27 Bldg Review 10/21

PD feedback and identify

any additional PD.

Review 10th- 12th

Grade Open House and P-T

Conference survey results.

10/19 – 10/30 half

day release or after

school session for

Literacy Goal

differentiated by

department

November 11/4 Trojan

Way-Respect 11/10 SIP/Title dept. chairs

bring student work/data

related to implementation of

action steps. (Postponed

until end 1st sem) Identify

data to share with staff and

next piece of PD to present

to staff

11/24 Bldg

December 12/9 90 min.

Literacy Goal PD

Based on

feedback from

11/10/15 BLT

(Create revise

vocab. and

summary

assessments,

score/provide

results to dept

chairs.)

12/2 Trojan

Way-Overcome 12/8 SIP/Title –Review and

finalize 12/9 PD agenda.

January 1/6 Trojan

Way-Join 1/12 SIP/Title dept. chairs



action steps. Identify data to

share with staff and next

piece of PD to present to

staff

1/26 Bldg

1/6 – 1/15 half day

release or after school

session for Literacy Goal differentiated by

dept

February 2/10 90 min.

Literacy Goal PD

Based on

feedback from

Jan. Booster

sessions and 1/12

BLT.

Include data

highlights from

2/3 Trojan

Way-Advocate 2/9 SIP/Title Attendance

Discipline and failing grades

data re view

Review and finalize 2/10 PD

agenda

2/23 Bldg

SIP Template

64 | P a g e 1 1 / 1 9 / 2 0 1 3

2/9 BLT.

March 3/2 Trojan

Way-Nice 3/8 SIP/Title dept. chairs



action steps.

Identify data to share with

staff and next piece of PD to

present to staff

3/22 Bldg

3/1 – 3/11 half day

release or after school

session for Literacy Goal differentiated by

dept

April

4/20 3 hrs P-T Conferences

4/27 90 min.

Literacy Goal PD

Based on

feedback from

3/8/16 BLT and

March booster

sessions.

Share P-T survey

results

4/6 Brief Attend. &

Disc update

Trojan Way-

Work

4/5 SIP/Title Attendance and

Discipline data review (10

min)

4/26 Bldg

Review April-P-T Conf.

results/data

May 5/4 Trojan

Way-Attend and

You

5/10 SIP/Title dept. chairs



action steps. Identify data to

share with staff, reflections

and next steps.

Identify ongoing PD to

present to staff for the 2016-

2017 school year.

5/24 Bldg Attendance and

Discipline data re view (10

min)

June 6/1 1 hr

Reflection on Year1

Implementation and

Next Steps

6/7 SIP/Title-MAP Spring

Data review (results

pending)

August TBD (8/24/16) ? BLT Retreat to assess

Year 1 progress and

plan forward

SIP Template

65 | P a g e 1 1 / 1 9 / 2 0 1 3

Coordination and Integration of Federal, State, and Local services

and programs – SWT 10

Auburn HS

Title I Budgeting Template

2013-14 LAP Allocation $106,032

2014-15 Title I Allocation $224,700

Increase in Title I funding over LAP $118,668

5110 31 XXXX 401

Title I Professional Development Set Aside (10% of Total Allocation) $22,470

5103 27 2XXX 401 Title I Parent Involvement Set Aside (1% of Total Allocation) $2,247

Total Set Asides $24,717

Staffing Currently Assigned from Title I Funds

TBH Math .3 5102 Second Semester combined with .4 0100 posting $23,410

Callero, Anthony 0.4 5102 $25,670

Jason Capps .2 5102 $19,731

Abe VanDerPuy .2 FTE $14,865

5102 27 2000 401 Salary $83,676

5102 27 42XX 401 Benefits (35%) $29,287

5102 27 3000 401 Salary $0

5102 27 43XX 401 Benefits (30%) $0

5102 31 2200 401 Tri Time $6,819

Total Salary and Benefits Costs $119,782

Professional Development - must follow the supplement not supplant guidelines

5110 31 2110 401 Substitute account for SIP PD purposes (in or out of district - $150/full-day) $3,750

5110 31 2120 401 4-part account extra hours for PD ($50/21hr/20) $21,000

5110 31 42XX 401 Benefits (35 percent) $8,663

5110 31 7450 401 Contract PD Support (SIP Consultant) $20,000

5110 31 7620 401 Conference Registration $0

5110 31 8020 401 Travel for PD $0

Total for PD $53,413

Other Misc. - must follow the supplement not supplant guidelines

5102 27 5000 401 Title I materials and supplies account $1,500

5102 33 5010 401 Supplemental Curriculum Materials (Reading, Math, Writing, Science) $5,000

5107 27 2120 401 4-part account extra hours for tutoring $7,500


5105 27 2120 401 4-part account extra hours for Summer School $7,500


Total Other $26,750

SIP Template

66 | P a g e 1 1 / 1 9 / 2 0 1 3

2014-15 Total Title I Allocation $224,700

Total Set Asides $24,717

Total Salary and Benefits $119,782

Total for PD (must = $22,407) $53,413

Total Other $26,750

*5102 27 7990 401 Total Unallocated $38

* PO's and 4-parts cannot be paid directly from this account. Funds must be transferred first. Once the budget plan is established, accounts will be created to enable budget transfers to support your plan.

Auburn Senior High School

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