Comprehensive Plan Report · Student and School Success Principle 1: Strong leadership Team...

Page: 1 of 43

Comprehensive Plan Report

Activity in the last 3 months

A detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

10/24/2016

Two Rivers School---F NCES - na

Snoqualmie Valley

Student and School Success Principle Indicators Key Indicators are shown in RED.

Student and School Success Principle 1: Strong leadership

Team structure

Indicator P1-ID11 - Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams.(46)(TitleISW)

Status Tasks completed: 1 of 5 (20%)

Assessment Level of Development: Initial: Limited Development 02/23/2016

Objective Met - 10/06/2016

Index: 6 (Priority Score x Opportunity Score)

Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Teachers are organized into teams based on instructional needs of teachers and students.

Plan Assigned to: Amy Montanye-Johnson

How it will look when fully met:

This objective will be fully met when teachers are collaborating to increase student achievement by looking at student work. Evidence that it is working will be increased rigor in completed project work based on common assessment rubrics.

Target Date: 06/16/2017

Tasks:

1. Have staff present performance scales and the strategies used to help students build performance scales to other staff.

Assigned to: Laurie Weinkauf

Added date: 02/25/2016

Target Completion Date: 06/17/2016

Comments:

Task Completed: 08/31/2016

2. Teams will develop goals and priorities for instructional practices and student learning.

Assigned to: Amy Montanye-Johnson



Comments:

Page: 2 of 43

3. Goals will be established and priorities will be set for Instructional Teams. These will be centered on student learning as related to PBL.




Comments:

4. Teams will have time to meet built into the staff meeting schedule.




Comments:

5. Principal will provide teachers with questions to respond to for each meeting.




Frequency: monthly

Comments:

Implement Percent Task Complete:

Objective Met: 10/6/2016

Experience: 10/6/2016 Our first year we worked with a consultant to build scales both as a staff and individually with teachers. In year 2 there was a gradual release of consultant support as teams gained a greater understanding of the need to match the work of PBL with the state standards.

Sustain:

10/6/2016 This year, 2016-17, Teachers will continue to work collaboratively and go deeper to make connections between PBL and state standards - more closely connected

Evidence: 10/6/2016 There are visuals displays available on-site of subject area focus and students outcomes. Once this work is completed, a chart will be developed and uploaded to Indistar.

Student and School Success Principle 1: Strong leadership

Principal's role

Indicator P1-IE07 - The principal monitors curriculum and classroom instruction regularly.(58)(TitleITA)

Status Objective Met 10/6/2016






Page: 3 of 43


The principal has a schedule developed to be in classrooms on a daily basis. There is a focus for each week for the pop-ins that is communicated to staff each week. Staff receives feedback on a observation form that includes the Marazano rubric and possible teacher and student evidence.



Using the district approved evaluation model as the frame the principal will engage in weekly observations focused on one or two aspects of the evaluation tool. A weekly monitoring sheet will be used to track both the class period and the teacher observed over time so that by the end of the 2015-16 school year, there is evidence that 100% of the staff would have been observed and provided feedback regarding the specific strategies outlined under each component.


Tasks:

1. Create a walk through tool using each of the criteria listed in the evaluation.




Frequency: weekly

Comments: Other educators who are on site to support the work will be asked to use the same walk through tool to provide the principal feedback.


2. Create a tracking sheet to manage which teachers will be observed, what period they will be observed so that adjustments can be made to observation schedule.




Frequency: weekly

Comments: Maintain documentation of schedule as evidence.


3. Inform staff of the manner in which observations will occur focused on one criteria at a time. Criteria focus may extend beyond one week until the task becomes routine.




Frequency: weekly

Comments: Each week staff will receive an email to celebrate the fact that walk through’ s occurred and the criteria that will be focused on.


4. Principal will attend Learning Team meetings on a rotating basis.




Page: 4 of 43

Frequency: twice monthly

Comments:


5. Staff will be given feedback using the walk through tool. This feedback will be given in writing at least once a week. Daily feedback will be given in a non-formal manner via email or verbally.




Frequency: weekly

Comments:




Experience: 10/6/2016 Principal and staff followed the guidelines of the contract to meet this goal

Sustain:

10/6/2016 Staff needs focused on ensuring there is a match between what they are teaching and how that focus connects to the required standards. I will continue to meet with staff and assure each understand the need to teach lessons that contain academic language that they will be expected to use during the assessment period. Teachers need to focus on what the needs of the learners are and less on what they like to teach.

Evidence: 10/6/2016 Evidence of this work is visible in each of the evaluations completed for 15-16 as well as documents included in folders

Indicator P1-IE14 - The principal provides timely, clear, constructive feedback to teachers.(1676)








Feedback is given to teachers but not on a consistent, frequent basis.



The Two Rivers leader would aggressively monitor the instructional program in its entirety, assuring alignment between learning standards and objectives and classroom instruction. The Two Rivers leader would model the importance of teaching by being directly involved in the design and implementation of the instructional program (Project Based Learning).

Page: 5 of 43

The Two Rivers leader would provide both direct aid (e.g., concrete technical assistance and materials) and indirect support (e.g., encouragement) to teachers as they attempt to integrate skills learned during staff development programs into their repertoire of instructional behaviors. The Two Rivers principal will facilitate opportunities for professional growth by enabling teachers to attend conferences, establishing mechanisms that facilitate the exchange of professional dialogue, and personally sharing ideas and materials with staff.


Tasks:

1. Revisit the key components of the Project Based Learning instructional framework.




Comments: During a staff meeting on 8/31/16 revisited PBL and updated the outcomes for the 2016-17 school year.


2. Monitor the delivery of the instructional program by being in classrooms on a daily basis.




Frequency: daily

Comments: ongoing process that is a common action on site


3. Have individual meetings with staff around their project plans and methods of planned delivery of content and assessment practices and share my ideas and offer feedback.




Comments:


4. Provide opportunities for PD on PBL or related topics.




Frequency: monthly

Comments: Staff is moving toward a deeper level of understanding regarding this work. As a result additional training on specific topics of study is not needed.


5. Provide time for teachers to collaborate during the work week. (Friday morning meeting time)


Page: 6 of 43



Comments: Contract language has identified specific dates and times for staff collaboration. If teams desires additional time, they can request and receive using dollars provided by the grant




Experience: 10/13/2016 Job-embedded professional developed was provided for all staff on the instructional framework of Project Based Learning (PBL). The principal made frequent visits to classrooms and gave feedback to teachers in relationship to the implementation of PBL. Monies were allocated to both teacher resources for implementation and for student project work.

Sustain:

10/13/2016 Job-embedded professional development will continue for the 2016-17 school year during building directed days as well as various out of the district opportunities. The principal with continue to meet with teachers individually, observe classrooms as well as provide time for teachers to collaborate with one another in the project planning process. Monies from the state grant will continue to be allocated to this effort.

Evidence: 10/13/2016 Evidence of implementation is scheduled Exhibitions Nights for the 2016-17 school year; Instructional Team time scheduled with intentional questions and expectations given to staff regarding the implementation of the PBL Instructional Framework.

Student and School Success Principle 2: Staff evaluation and professional development

Professional development

Indicator P2-IF11 - Professional development is aligned with identified needs based on staff evaluation and student performance.(2879)(Expected,TitleITA)

Status Objective Met 10/6/2016 10/24/2016


Objective Met - 10/06/2016 10/24/2016





2013-14 A professional development calendar was established and outlined how staff would use both our staff meeting times as well as our Building Directed Days (BDD). Two meetings were dedicated to Learning Goals and Targets. This was an instructional goal for all of our certificated teachers, minus one. Our Special Education teacher offered PD on PBIS and behavior management systems. According to the Staff CEE Data, 27% of teachers report engaging in classroom based professional development activities that focus on improving instruction.73% of staff reported actively participating in the process of performance evaluations. 14-15 school year we continued to develop our Tier I and Tier II

Page: 7 of 43

Interventions using PBIS strategies. Our PBIS Team created school-wide posters, classroom lessons focused agreed upon expectations, and monitored student/teacher follow through throughout the school year.



This objective will be fully met when Two Rivers has a professional development learning community that fosters a school culture of continuous learning. It will also promote a culture in which professional collaboration is valued and emphasized. There are school leaders that act as instructional leaders, providing regular, detailed feedback to teachers to help them continually grow and improve their professional practice. Evidence of staff meeting this expectation will be the completion of inventories asking for number of opportunities teams have met collaboratively, attended district level trainings, and led sessions on site.


Tasks:

1. Principal will facilitate a training to review and revisit expectations of aligning teaching topics with PBL presentations




Comments: This event occurred during the opening of school on August 31


2. During the Fall, principal will engage in ongoing monitoring of fully implementation of PBL inclusion in daily lesson. The desired outcome is to see PBL as an inclusion technique instead of a task in isolation.




Frequency: four times a year

Comments: PBL is being implemented across content in various classrooms. It is integrated into the instructional framework of our school.



Objective Met: 10/6/2016 10/24/2016

Experience: 10/6/2016 Staff are fully trained on the techniques, strategies, and expected outcomes for PBL 10/24/2016 Teachers were encouraged and provided with PD around how to implement PBL into the instructional framework. This work will continue.

Sustain:

10/6/2016 Ongoing commitment and learner focused lessons designed by staff

Page: 8 of 43

10/24/2016 Teachers are working to continue the implementation of the PBL framework in each of their classes as appropriate. They are beginning to design projects cross content.

Evidence: 10/6/2016 Evidence of prior work is included in folders 10/24/2016 Teachers are using the PBL instructional framework in all of their classrooms as appropriate.

Indicator P2-IF12 - The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(2880)(Expected,TitleISW,TitleITA)







Over the past years, staff development opportunities at Two Rivers School were provided by the Snoqualmie Valley School District with Technology Levy funds. Trainings included book studies, PBIS, and the implementation of a new Science curriculum. Individual teachers attended Science, Math, CTE (Grads) and SIOP. 2014-15 All certificated staff participated in district PLC's based on grade level content areas. This time was focused on establishing Learning Targets and Goals and scales. Staff also participated in PD around the PBL instructional framework. This PD was provided by TAF, with support from the school district. Staff also received PD from an OSPI instructional coach around formative and summative assessments.



During the 2014-15 school year, all staff at Two Rivers will be in communication with TAF (Technology Access Foundation)to develop a multi-level training framework designed to increase teacher knowledge, understanding of Project/Problem Based Learning, and to enhance student engagement and learning. Successful implementation of this goal will be based on teacher observations, student presentations and other formative assessments. Data Source: Staff CEE data will raise from 27% to 75% in the area of teachers engaging in classroom-based professional development activities that focus on improving instruction and the area of using peer observation and feedback as a tool to improve instruction from 45% to 75%. (August 28th, whole group, small group and individual staff) 2015-16 Two Rivers staff will continue receiving support from the Technology Access Foundation (TAF) around the Project Based Learning Instructional Framework. Staff will be members of a building Learning

Page: 9 of 43

Team, based on content. To begin, all teams will choose and practice a protocol for looking at student work. These small PLC's will focus on how to look at student work and how to make instructional decisions based on student work. Student work will be one part of the data set that is used to make instructional decisions. These PLC's will be given time to engage in this work every 2 weeks. Staff will also receive professional development on grade level writing expectations. Staff will also have an opportunity to work with district instructional coaches as appropriate. By June 2016, 100% of Two Rivers students will have presented a completed project focused on their interests, however inclusive of specific goals, objectives, strategies and outcomes.


Tasks:

1. Create and implement Learning Teams. Learning Teams will be organized by content areas. Assignment of Instructional/Learning Teams may be fluid based on needs.




Comments:

2. Learning Team's will take notes regarding goals, objectives and outcomes of those Learning Team meetings and turn those notes in to the principal.





Comments:

3. Protocols will be chosen and used during Learning Team meetings while looking at student work.

Assigned to: Learning Teams




Comments:

4. A workshop will be offered to teachers on differentiation based on teacher request. This is specifically targeted towards our IEP students.




Comments:

5. Provide professional development around Project Based Learning to create consistency around practices, language/vocabulary and implementation. Building Directed time will be used for this purpose.




Page: 10 of 43

Comments:

6. Staff leaders will share effective instructional strategies with colleagues as appropriate.

Assigned to: Cameran Stohr



Comments:

7. All staff will participate in a writing assessment scoring activity with a district instructional coach. This will allow all staff to direct students in the writing process. All Two Rivers students will be given a writing assessment in grades 7-12 both in the Fall and this Spring for formative purposes.




Frequency: twice a year

Comments:

8. Support from TAF to implement Project Based Learning will be focused on individual teacher needs and whole staff development as necessary.





Comments: Pam (TAF) will provide a log of time spent at Two Rivers.


9. Develop an initial training session on August 28th for Two Rivers and TAF staff to come together to understand the role each plays as they work in whole group, small group and individually.




Comments:


10. Staff will develop a process and procedure to determine the number of PBL's that will be taught during the 2014-15 school year.

Assigned to: Jack Webber



Comments: Support Jack in developing a process to engage staff in a decision making strategy to determine the number of projects that will be completed during the 2014-15 school year.


11. Staff will develop a school wide strategy to share the PBL framework with students and families.

Assigned to: Ed Triggs



Page: 11 of 43

Comments:


12. Team will collaborate with group members to agree on terminology that will be used (Project or Problem Based Learning).




Comments: Will cover during staff meeting on Friday 9/19/14. I will talk with Laurie in advance to prepare for discussion.


13. Implement Student Led Conferences into Advisory class.

Assigned to: Charene Gray



Frequency: monthly

Comments: Student led conferences began in all Advisory classes in December. Charlene Gray, the school counselor, took the lead on implementing this practice through Advisory classes. Students work in Advisory to create a presentation of which to share with their Advisory teacher and family members, if able to attend. Students share their celebrations, struggles and goals for the academic terms.


Implement Percent Task Complete: Tasks completed: 6 of 13 (46%)

Indicator P2-IF14 - The school sets goals for professional development and monitors the extent to which it has changed practice.(3378)(Expected,TitleISW,TitleITA)







2013-14 School Year According to the Staff CEE data, 55% of staff believe that appropriate data are used to guide building directed professional development and that teachers are provided training to meet the needs of the diverse population of our school. 73% of staff believe that data from classroom observations leads to meaningful change in instructional practice. In the Spring of 2014, the Two Rivers staff began visiting Technology Access Foundation School to become more knowledgeable of Project Based Learning and the feasibility of that framework being implemented into the Two Rivers environment. Teams of teachers and students visited the school, principal met with district leadership who supported staff attendance to the STEM by TAF/Project Based Training facilitated by TAF. The 2013-2014 assessment data revealed that students in all grades scored well below expectations in Reading, Writing, and Math, although there was a increase in the Math assessment. The on-time

Page: 12 of 43

graduation rate was 22% for on-time graduation and our Extended Graduation Rate was reported as 32%. 14-15: The school used their allocated dollars to hire an on-site coordinator to ensure the implementation of PBL Framework. By the end of the 14-15 school year, two community celebrations were held with learners facilitating the presentations. The work will continue during the 15-16 school year. District Professional Development during the year focused on TPEP/Marzano Evaluation framework. Building PD focused on PBIS and Learning Targets.



During the 2014-2015 school year, 100% of Two River staff will engage in learning opportunities (curriculum planning and development, critical friends groups, data analysis activities, school improvement planning, analysis of student work and teacher self-assessment and goal setting activities) designed to support them in improving their instructional skills through the Project-Based Learning framework. The effectiveness of the new teaching, learning, and implementation will be measured by the successful completion of at least one project during the 2014-2015 school year. This will be measured by TAF teachers and staff who will evaluate the Exhibition Night using established rubrics. The rubrics will measure the implementation of the 8 Essential Elements of PBL (Significant Content, Need to Know, A Guiding Question, Student Voice and Choice, 21st Century Competencies, In depth Inquiry, Critique and Revision and Public Audience). During the 2014-2015, the school district will provide PD to all district staff through a book study focused on Common Core State Standards (CCSS). All Two Rivers staff members are a part of a content focused PLC group. The book, Using Common Core Standards by Marzano, Yanoski, Hoegh, & Simms is the material being used. Staff will receive PD on the implementation of the CCSS and how to design scales associate with the CCSS. 12-2-14 Feedback will be provided to teachers through the process of development and implementation of the PBL instructional practice by the TAF Instructional Coach, Pam Wise. This will be on-going feedback in preparation of our first Exhibition Night. 2015-16 Pam Wise will continue providing coaching to teachers to implement Project Based Learning into the school. This coaching is funded at six hours a week. This will focus on individual coaching and some whole group staff development as needed.


Tasks:

1. All staff will take a trip to TAF Academy in order to observe and collect data regarding the PBL Instructional Framework at TAF. There are several new staff members that will be encouraged to visit TAF school to get a glimpse of PBL in action.




Comments: Finish scheduling staff and setting up subs. 5-5-15 - Staff that did not go to TAF will be given the opportunity next year in the fall.

Page: 13 of 43


2. Training: Staff will engage in trainings with TAF staff to gain full understanding of all components of PBL and matching the expectations of the projects to Common Core Standards. Copies of materials used for the trainings will be made available to all staff through Indistar and a staff notebook by copier.

Assigned to: Pam Wise



Frequency: weekly

Comments: Side by side coaching will be available on a weekly basis by the trainer.Principal will be in the classroom to support the work.


3. Monitoring: Principal, with the support of TAF, will monitor the progress of staff as they engage in the work. Leaders will respond to concerns, questions, and inquiries that may interfere with the work student progress.




Frequency: weekly

Comments: This has happened on a regular basis. Teacher review project plans and give updates as to project progress on a continual basis.


4. Assessment: Staff will work as a collaborative team to create a common rubric for presentations. Rubric should include the subject requirements outlined in Common Core.




Frequency: three times a year

Comments: Rubric for the Project

5. Collaboration: Continual-on-going-job-embedded-side by side coaching of strategies provided to all staff by Technology Access Foundation staff, OSPI Coach, principal, and district staff.




Frequency: weekly

Comments: There is no MOU with TAF at this time. Need to establish continued PBL PD in by other methods.


6. Develop focused specific training/collaboration of technological resources available for the differentiation of instruction.

Assigned to: Jack Webber



Page: 14 of 43

Comments: Jack and his team will get additional information from TAF training, use district staff, and colleagues to get ideas. Anna and Maddie will speak with their classmates and present that feedback to the Leadership Team. Gayle Smith came and introduced Hapara to all staff.


7. Teachers need to be trained to effectively use the rubric to evaluate student work.

Assigned to: Pam Wise



Frequency: weekly

Comments: The rubrics will measure the implementation of the 8 Essential Elements of PBL (Significant Content, Need to Know, A Guiding Question, Student Voice and Choice, 21st Century Competencies, In depth Inquiry, Critique and Revision and Public Audience).


8. All staff will set a clear-specific Instructional Goal designed to focus on Project-Based Learning and desired outcomes for learners. This will be part of the TPEP process. Principal will set guidelines for when and where the information will be stored (Data Dashboard)





Comments: Amy and Pam Wise (TAF) will provide guidance to staff in getting this work completed and collected. This will be measured by TAF teachers and staff who will evaluate the Exhibition Night using established rubrics. The rubrics will measure the implementation of the 8 Essential Elements of PBL (Significant Content, Need to Know, A Guiding Question, Student Voice and Choice, 21st Century Competencies, In depth Inquiry, Critique and Revision and Public Audience). During the 2014-2015, the school district will provide PD to all district staff through a book study focused on Common Core State Standards (CCSS).All Two Rivers staff members are a part of a content focused PLC group. The book, Using Common Core Standards by Marzano, Yanoski, Hoegh, & Simms is the material being used. Staff will receive PD on the implementation of the CCSS and how to design scales associate with the CCSS.



Student and School Success Principle 3: Expanded time for student learning and teacher collaboration

Expanded time for student learning and teacher collaboration

Indicator P3-IVD02 - The school provides opportunities for members of the school community to meet for purposes related to students' learning.(2887)(TitleISW,TitleITA)

Status In Plan / No Tasks Created




Page: 15 of 43



Parents and family members are invited to attend monthly meetings to discuss student progress.



How can we improve communication with families about student progress?


Indicator P3-IVD05 - The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(3058)(Expected,TitleISW,TitleITA)







Two Rivers currently offers a class called Learning Lab. This is an additional class during the student day set aside for space to do homework or use of computers if needed. There is also support staff available to help students as needed. In the 2013-14 school year, we encouraged students to stay after school to get caught up on work and get extra help as needed. Few students attended school during the extended Friday afternoons. Students who are not making "progress" according to ALE WAC's, were assigned a Learning Lab class in addition to their regular scheduled classes. During the 2013-14 school year, our Advisory class was shortened to 15 minutes. For the 2015-16 school year, Advisory was scheduled for every morning and every afternoon. The total time spent in Advisory in the morning for all students is 30 minutes. The time spent in the afternoon is 15 minutes each day.



In the 2014-15 school year, we will extend our Advisory class to 30 minutes per day so that students can meet with teachers to discuss schoolwork or more general concerns. The advisory period gives teachers time to develop relationships with students thereby helping to increase student engagement in school which is a vital part of student success. An Advisory curriculum will be developed, implemented and monitored throughout the year. A survey focused on the identified task will be developed and administered twice yearly (Fall and Spring) to assess our effectiveness with this implementation. 4-23-15 As identified in task #1, we will be gathering data related to the district initiative for Advisory. 2015-16 All students will check in and check out with their advisor each day. Students will be given a tool to organize and record their goals and reflections for the day, week and term. Advisors will be given a term

Page: 16 of 43

calendar outlining the activities for Advisory each day of the term. These activities will focus on goal setting, career and college research, reading time and academic success. Changes will be made to the schedule around Advisory for the 2016-17 school year.


Tasks:

1. Create a syllabus for the Advisory/Personal Pathway class for the 2016-17 school year.




Comments:

2. Monitor implementation progress of Advisory and the effectiveness of this time.

Assigned to: Elaine Maimon




Comments: Establish a way to measure effectiveness of time spent in Advisory.

3. Develop a survey to measure effectiveness of Advisory class to administer Fall and Spring.

Assigned to: Elaine Maimon



Frequency: twice a year

Comments: A draft survey will be presented at the 1/28/16 Leadership Team meeting.

4. A curriculum will be developed and implemented for Advisory class.

Assigned to: Elaine Burgener-Counselor



Comments: The Advisory class curriculum will begin Term 2 and be implemented by the end of November 2014. The curriculum of Check/Connect/Expect and Naviance will be used in Advisory for the 2015-16 school year.


5. Implement professional development to ensure that teachers use extended learning time and curriculum effectively.





Page: 17 of 43

Comments: Time will be given in staff meetings to answer questions and clarify Advisory objectives and outcomes. 4-24-15 Naviance will be implemented to meet the Core 24 graduation requirements of a Personal Pathway for each student. A framework is being developed to present the objectives for Advisory to staff that are in line with the SVSD on-time graduation requirements and Core 24 requirement of a personal pathway.


6. Establish goals and objectives for Advisory.




Comments: Establish goals and objectives for Advisory Class. Who should be assigned to the Learning Lab? Should students who are not making progress be the only students who are scheduled into Learning Lab? How will we know if the class is meeting those objectives? 4-23-15 Goals and objectives for Advisory have been established to align with both the SVSD on-time graduation objectives and Core 24 graduation requirements. Work a plan to implement Naviance.


7. Research credit recovery options for students.




Comments: Visit and research Riverview School District and their interventions.


8. Research effective master scheduling options for our school (block, summer sessions, etc.)




Comments: Look at similar schools (F/R Lunch) and bring examples to the team of turn around schools.


9. Provide advisors with the calendar and lessons needed for Advisory each term.




Frequency: monthly

Comments: Charlene Gray, counselor, has completed this task.


10. Create a summer school planning team.


Page: 18 of 43



Comments:



Indicator P3-IVD06 - The school has established a team structure for collaboration among all teachers with specific duties and time for instructional planning. (2635)(Expected,TitleITA)







For the 2014-15 school year, staff have a common planning period which is currently Period 1. Staff also have Teacher and Building Directed days that will be focused on Project/Problem Based Learning and will have opportunities during that time to collaborate on cross content projects. Teachers will also have access to individualized PD with a TAF coach on selected Teacher Directed Days.



Instructional teams will have blocks of time sufficient for careful development of differentiated instructional plans and formative assessments as well as review of student learning outcomes. Two Rivers instructional teams will be organized by subject area according to the PBL framework. Teachers will engage in PD around Critical Friends protocol in order for teachers to meet and hold these kinds of conversations a priority and structure time into the schedule for teachers to meet. Teams will be held accountable for improving the team’s professional practices as a whole, and to do this all within that culture of candor and trust. 2015-16 Learning teams will be established by content area. These teams will have scheduled time to meet twice a month for 30 minutes for each meeting. Teams will take notes on goals/objectives and outcomes and turn those into the principal.


Tasks:

1. Instructional Teams will be created




Comments: Instructional Teams have been created.


2. Instructional Teams will meet during Friday mornings on alternate days of all staff meetings.


Page: 19 of 43



Frequency: monthly

Comments: The staff meeting schedule has Instructional Team collaboration time scheduled.


3. The principal will give each Instructional Team reflection questions to focus on during their collaborative time. These questions will be focused on student work as it applies to instructional strategies.





Comments:


Student and School Success Principle 4: Rigorous, aligned instruction SVSD Goal #2 - Collaboration

Engaging teachers in aligning instruction with standards and benchmarks

Indicator P4-IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)(ELL,Expected,SWD)








Teachers have worked to develop standards aligned units of instruction for their subject and grade levels. However, more work is needed in order to address the Common Core State Standards. Teachers are working to align the CCSS with units of instruction and identifying areas that can be addressed with our new instructional framework of PBL. 2015-16 Some teachers have completed this task, while others are in need of increased professional development in order to do so. ELA teachers will engage in work with the district Instructional Coach in charge of Social Students and ELA grades 6-12. Math teachers are working with district Instructional Coaches in this area as well. Science and Career and Technical Education courses are completed.



Teachers will organize the curriculum into unit plans that guide instruction for all students and for each student, and that assure that students master standards-based objectives while also providing opportunities for enhanced learning.

Page: 20 of 43

Staff will have used the following as a model for development. (1) determines the concepts, principles, and skills that will be covered within the unit; (2) identifies the standards/benchmarks that apply to the grade level and unit topic; (3)develops all objectives that clearly align to the selected standards/benchmarks; (4) arranges the objectives in sequential order; (5) determines the best objective descriptors; (6) considers the most appropriate elements for mastery and constructs criteria for mastery; and (7) develops pre/post-test items that are clear and specific and would provide evidence of mastery consistent with the criteria established Staff will be encouraged to work together in PBL teams to develop unit plans, create activities, share strategies, and prepare a reservoir of leveled and differentiated learning activities aligned to standards and prepare the materials required for the activities. Two Rivers teachers will continue working in inclusive classrooms while receiving support from the Special Education teacher and a Paraprofessional. Teachers will identify learning styles and disabilities through classroom observation and assessment tool use; and they must be able to address different learning needs and styles with research-proven techniques, to manage students’ behavior positively, and to adapt curriculum and lesson delivery to accommodate all learners. 2015-16 Some teachers have completed this task, while others have not. 100% of ELA teachers will complete this task by January 2016. ELA teachers will engage in work with the district Instructional Coach in charge of Social Students and ELA grades 6-12. 100% of Math will complete this task by January 2016. Math teachers are working with district Instructional Coaches in this area as well. Science and Career and Technical Education courses are completed.


Tasks:

1. Teachers will present the sequence of units for their classes.




Comments:


2. Arrange for a day of planning with ELA teachers and district Instructional Coach.




Comments:




Experience:

Page: 21 of 43

10/21/2016 Teams worked together to create a standards map.

Sustain:

10/21/2016 Staff will continue to work together to create a standards map and to create cross content units.

Evidence: 10/21/2016 Our standards map is hanging on the staff room wall.

Indicator P4-IIA03 - The school leadership team regularly monitors and makes adjustments to continuously improve the core instructional program based on identified student needs.(2637)(Expected,TitleITA)







2013-14 School Year Teachers are using standards associated with their content area. Currently, teachers have worked in isolation of one another with little to no cross curricular teaching being done. State assessment data is the predominant data used to inform instruction. There is no current system of discussing instructional strategies and the effectiveness or lack there-of of those strategies. Beginning in 2013-14, Two Rivers staff decided to research an instructional strategy called Project Based Learning and are developing a process of implementation for the current year. 2015-16 Teachers will be using classroom based assessments, district assessment data, along with standardized testing in order to measure student progress. Instructional strategies are adjusted according to teacher - this is not a building wide practice as of this date.



In the 2014-15 school year, Two Rivers staff will increase their use and understanding of classroom formative and summative assessments as a means of informing their daily instructional practices. With the implementation of PBL, staff will have a common tool by which to make this goal a reality. Leadership Team will use CEE data to craft specific strategies that can be used to measure full implementation and monitoring of the work. CEE Data for two of three markers were above 70%, one just at 52%. The goal would be to move all three areas above 80% in one year. 2015-16 - The principal will use information gathered in classroom observations to provide the Leadership Team with information regarding the instructional strategies being used in each classroom. This information will be used to make decisions on the professional development needed for all staff. The use of classroom, district and state assessment results will also be used to make decisions for the building, teacher and student to meet academic objectives.

Page: 22 of 43


Tasks:

1. Teachers develop a system of assessment for students every day. Some methods might include questioning, pre-/post-tests, checking homework, watching facial expressions and body language during instruction time, and a myriad of other clues that a student is either “getting it” or not.




Comments: Each teacher will have a system of formative assessment that is used in the classroom.


2. Teachers will adjust how information is being relayed to the student and how the student is interacting with the information if assessment data indicates the need to do so.




Comments: Instructional adjustments may occur as a result of in class assessments. 5-21-15 - Teachers are beginning to use proficiency scales to monitor student learning and for students to use as well. This work will continue next year.


3. Provide Professional Development on Formative Assessment theory and practice.

Assigned to: Amy Montanye-Johnson/OSPI Coach



Comments: Contact PD resources through OSPI for formative assessment PD. The coordinator is [email protected] 5-21-15 This training occurred, however teachers who I believe would have benefitted most did not attend.


4. A survey will be developed and given to Two Rivers teachers to solicit information about what current formative assessment practices are occurring.

Assigned to: Ed Triggs



Comments:


5. Choose and use a protocol to look at student work with PLC groups.


Page: 23 of 43




Comments:

6. Look at school level data disaggregated by student groups and by grade and subject areas to make decisions about improvements to the core instructional program.




Frequency: monthly

Comments: Gather data by credit attainment and grad year, as well as subject areas (credit attainment, etc.) 5-5-15 - Use Lexia and STAR Math assessment data, as well as classroom data as needed. Establish a system to review student data on a regular basis.

7. Teachers will share this information in team meetings so changes can be made, if necessary to the instruction program, lesson plans, assessments, etc.

Assigned to: Learning Teams



Frequency: monthly

Comments: Teachers can share student work and instructional plans with one another or with an Instructional Coach in order to inform their instruction and make changes as necessary.

8. Provide a substitute for staff so that they can observe each other and their instructional strategies in their classrooms. Or, invite teachers to be a part of instructional rounds with the high school instructional coach, Kim Sales.




Comments:


Student and School Success Principle 4: Rigorous, aligned instruction

Expecting and monitoring sound instruction in a variety of modes

Indicator P4-IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116)(ELL,Expected,TitleISW,TitleITA)





Page: 24 of 43



We have implemented an inclusion model with our Special Education teacher working as a co-teacher with the general education teacher. In the past, serving our Special Education students has been a consult based model with limited direct instruction delivered to our SPED population. For the 2014-15 school year, students will be included in general education classes and receive direct instruction from both general education and special education highly qualified teachers.



Teachers will work to differentiate instruction for their students when the teams have prepared units of instruction with an array of differentiated activities aligned to standards. The individual teacher can then select appropriate activities for each student. The teacher looks at pretests and the student’s ongoing work to assess mastery and make adjustments in the plans. Teachers will work to implement instructional strategies that meets all students where they are at and take them to the next level of their learning. Teachers will work to use assessments strategies to know where students are, and then move them beyond this point. For differentiation to be effective, teachers need to know, for each student, where that student begins and where he or she is in his or her journey towards meeting the success criteria of the lesson. Teachers will continue to consult with our special education teacher to create specially designed instruction (SDI) for special education students that is based on students’ identified disabilities (cognitive and behavioral)and alter rubrics as needed. Determine results indicators and the means for determining the effectiveness of the selected instructional strategies. Decide how to monitor the application and effectiveness of those strategies throughout the unit of study. 2015-16 Teachers will continue to consult with our special education teacher to create specially designed instruction (SDI) for special education students that is based on students’ identified disabilities (cognitive and behavioral)and alter rubrics as needed. Determine results indicators and the means for determining the effectiveness of the selected instructional strategies. Decide how to monitor the application and effectiveness of those strategies throughout the unit of study. Teacherswill also practice effective scaffolding for students who are struggling or are below grade level in their learning.


Tasks:

1. A workshop will be offered to teachers on a teacher directed day that will provide strategies on how to differentiate work for IEP students and how to assign credit to that work.




Comments:

2. All teachers are participating in District Directed Days. These are collaborative meetings between teachers in like content areas. This time will be spent on alignment and conversations directed towards student learning.

Page: 25 of 43




Comments:

3. Time will be given to teachers for collaborative time on the staff meeting schedule.





Comments:

4. Staff will meet to align ELA and SS course content with IEP student goals to support struggling students.

Assigned to: Robin Walbeck Forest



Comments:

5. Meetings will focus on improving instructional practice and student learning. Teachers will be asked to reflect in writing and give to the principal.




Comments:

6. Staff will have access to multiple data points (STAR assessments, SBA data, classroom assessments, etc.)




Comments:


Student and School Success Principle 5: Use of data for school improvement and instruction SVSD Goal #3 – Using Data

Assessing student learning frequently with standards-based assessments

Indicator P5-IID07 - The Leadership Team reviews student data to recommend appropriate support for each student’s transition from pre-K to Kindergarten, grade to grade, or school to school (e.g., elementary to middle level).(3068)(TitleISW,TitleITA)


Assessment Level of Development: Initial: No development or Implementation 02/23/2016



Page: 26 of 43



Limited qualitative data is reviewed in order to provide students the support they need when transitioning to the next level or class. (Students moving from ELA 9/10 to ELA 11/12) or from grades 6,7 & 8 to grade level 9.



The whole staff participated in this process.


Tasks:

1. A team will use data to establish an Advisory program that transitions all students to life after high school.




Frequency: monthly

Comments:


Indicator P5-IID08 - Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)(ELL,Expected,SWD,TitleITA)







Two Rivers has a small staff and does not as of yet have formalized "Instructional Teams". Our Instructional Teams do not continuously evaluate the effectiveness of their instructional plans based on an analysis of the strategies used and the results in student outcomes. We are not yet including frequent formative assessments; including those embedded in their instructional activities. The school does not yet provide common templates and guidance for this work. The work of the "Instructional Teams" is not currently reviewed. 2014-15 Two Rivers staff worked together as a whole staff to discuss the best instructional strategies for our student population. The work was centered around Project Based Learning and the research surrounding that particular instructional framework being a best practice for students who are struggling. Staff developed rubrics for students in order to assess student work. Students were asked to present their PBL work to an authentic audience that included parents, district personnel and members of the community. Teachers used classroom assessments in order to assess student progress. 2015-16 Implementation of the Project Based Learning Instructional Framework

Page: 27 of 43

continues this year with 6 hours a week of instructional coaching being provided by TAF with Pam Wise. Learning teams will be established and meet every other Friday for 30 minutes following a protocol to be used while looking at student work. Teams will complete notes that will be given to the principal that address the following: What standards or units are you discussing? What teaching strategies did you use to help students reach the standards? What formative assessments did you use, including those embedded in your instructional activities? What student work did you look at to determine whether or not students met the standard? What did you use to know that the student met the standard? All teachers will use classroom, district and state assessment data to measure student growth.



In the year 2014-15, Two Rivers will develop "Instructional Teams" for the purpose of evaluating the effectiveness of their instructional plans based on an analysis of the strategies used and the results in student outcomes by embedding frequent formative assessments in the instructional activities. Data from meetings will be uploaded into a Google drive account for frequent review and evaluation and restructure if needed. 2015-16 Each staff member will be a part of a Learning/Instructional Team based on content area. These teams will have a 30 minute meeting twice a month to look at student work and use other data sources to analyze instructional strategies and student outcomes. These teams must start with their standards maps (scope and sequence) in order to know what they want students to know and be able to do. Teachers will then be able to use data to determine if content, instructional mode and learner requisites are aligned. Each team will have a template to complete each meeting and turn into the principal. These meeting notes will be shared with the Leadership Team on a monthly basis. Teachers will be asked to use scales as a data source for measuring student outcomes.


Tasks:

1. A team will develop a common template to use as guide for the implementation of the Instructional Teams.




Comments: Amy will develop a template and present to the Leadership Team for review. This is a task that is in process.

2. Learning teams will complete the template each meeting and turn into the principal. This task is in process.





Comments:

Page: 28 of 43

3. Teacher survey to collect information regarding current formative assessment practices. We will be looking at CEE data to determine what this work should look like.




Frequency: monthly

Comments:

4. Time needs to be built into the schedule for staff to meet,




Comments:

5. Staff will use data in the meetings to discuss student outcomes.




Comments:

6. Staff will use multiple data points to establish goals for the 2016-17 school year. (SBA, MSP, Graduation Rates, At-risk data, EES Data, IEP/504, etc.)




Comments:

7. Contact OSPI regarding providing Professional Development in the understanding and creation of Formative Assessments.




Comments: OSPI Instructional Coach provided PD to staff on two separate occasions during the 2014-15 school year.


8. Create the instructional teams. Teams may be fluid based on student need.




Comments: upload team lists


9. Schedule team meeting times.



Page: 29 of 43


Comments:



Indicator P5-IID12 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)(Expected,TitleITA)







2013-14 A computer based Math intervention program (ALEKS)was used to enhance the learning for all Math students. 2013-14 State Assessment Data Grade 10 Reading - 57.1% Writing - 76.9% EOC Yr.1 - 40% EOC Yr. 2 - 0 Biology - 69.2% All Students EOC 1 - 47.6% Biology 58.8% 2012-13 State Assessment Data Grade 10 Reading - 81.8% Writing - 80% EOC 1 - 20.5% EOC 2 - 38.4% This data has been used in the past to determine School Improvement Plan goals and professional development foci for the school year. 2015-16 Assessment data is as follows: SBA ELA 2015 % Met Grade 6 - 50% - 4 tested Grade 7 - 67% - 6 tested Grade 8 - 20% - 5 tested Grade 10 - n/a Grade 11 - 47% - 19 tested SBA Math 2015 % Met Grade 6 - 25% - 4 tested Grade 7 - 50% - 6 tested Grade 8 - 0% - 3 tested Grade 11 - 0% - 1 tested MSP Science Grade 8 - 75% Met - 4 tested EOC Algebra 1 # tested - 26 / 50% Met EOC Biology # tested - 12 / 33% Met HSPE Reading

Page: 30 of 43

Number tested - 6 / 83% Met HSPE Writing Number tested - 3 / 100% Met



In the 2014-15 school year, we will use both ALEKS and STAR Math assessments for Math and Lexia for Reading at the beginning and middle of the school year to identify students who are academically on-track and those who are at-risk for difficulties in the key critical content areas of reading and mathematics. LAP monies will be used to supplement these interventions. These programs will also be used for progress monitoring measures to track the progress of students receiving intervention services toward critical academic outcomes. Teachers will use formative assessments which can be collected in classrooms and give teachers feedback about students’ understanding of the material presented and the minor adjustments to their instruction that may be needed to improve students’ understanding. The evidence that will be provided to show that this objective has been fully met will be an increase in student percentages of meeting standard on state assessments. Goals are to increase on time and extended graduation rates by 15%; increase both Math and Reading by 15%; increase Writing by 10% and increase Science by 20% as measured by the state assessments. Decrease the gap between the state performance and our school performance for those piloting the SBA, as results will not be available and measures will not be consistent. 2015-16 1. Identify which students are at risk for difficulties with certain subjects, such as mathematics or reading, and provide more intense instruction to students identified as at risk using the STAR Math and the STAR reading assessments. 2. Employ efficient, easy-to-use progress monitoring measures to track the progress of students receiving intervention services toward critical academic outcomes 3. Use formative assessments to evaluate learning and determine what minor adjustments can be made to instruction to enhance student understanding During the 2015-16 school year: 4. The number of students meeting standard in the ELA SBA in grades 6-11 will increase by 10%. 5. The number of students meeting standard in the Math SBA in grades 6-11 will increase by 20%. 6. The number of students meeting standard on the MSP Science will increase by 10%. 7. The number of students meeting standard on the EOC Algebra will increase by 15%. 8. The number of students meeting standard on the EOC Science will increase by 15%. 9. 100% of current 12th graders will meet standard on the HSPE Reading and Writing as appropriate. 10.The number of students who graduate in a 4 year time frame will increase by 10%. 11. The number of students who graduate in a 5 year time frame will

Page: 31 of 43

increase by 15%.


Tasks:

1. Administer STAR Reading and STAR Math assessments to all students.

Assigned to: Denise Atkinson




Comments: Denise will help with this task by assessing identified LAP students. Daniela will assess all incoming students. 5-21-15 This work will continue next year as well. Staff will then use the data to inform instruction. 10-26-15 - Work continues this school year.

2. All teachers will create a Standards Map for the academic year. Staff have done this for 2016-17 school year. This is on-going.




Comments: Pam can continue to coach staff on the need for standard mapping. Elise can provide ongoing support to staff in order to complete the task.

3. Create and inform teachers of the district assessment calendar. Have students participate in appropriate district assessments in order to provide teachers with formative data to drive instruction.





Comments: Staff will be aware of the district assessment calendar in order to provide appropriate content area assessments throughout the year.


Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical health SVSD Goal #1 – School Environment

School and classroom culture

Indicator P6-IIIC13 - All teachers reinforce classroom rules and procedures by positively teaching them.(165)(Expected)







Behavioral Expectations have been rewritten using PBIS positive language. Expectations are posted in classrooms, common area and office area. Success Strategies orientation introduces PBIS expectations

Page: 32 of 43

for each new cohort of students (and reminds established students). However there is inconsistency with implementation of expectations regarding student behavior, teacher interactions, technology, and other minor classroom interruptions. Acknowledge positive behavior with certificates each term, teacher language in the classroom mirrors PBIS expectations. 2015-16 Staff will participate in the PBIS district initiative by attending training's and continuing to implement PBIS into our building. A building team will be established. A task list will be created while we work to implement Tier 1 interventions with fidelity.

Plan Assigned to: Robin Walbeck Forest


During the 2014-2015, the Two Rivers MS/HS will experience 80%-90% positive interactions by all learners at the school in each classroom. This will be measured using CEE Student Survey data. Acknowledgement of positive actions by students will occur by: verbal feedback to students, notes, charts, and four positive to one negative feedback everyday-all day. This will be measured by administering a survey monkey twice a year (January and May) using questions that scored below 70% on the student CEE data; Discipline problems are handled fairly and quickly in this school; The rules about behavior are equally applied to all students in this school; In my classes, students are busy doing schoolwork; I feel comfortable asking my teachers for additional help. 2015-16 We will participate in the district initiative of PBIS. The complete task list to start is: • Make TR characteristics larger, highly visible in Commons and classroom areas • Create a PBIS matrix • Create a common language for staff in addressing student emotional, behavioral needs (PBIS) • Use advisory to teach emotional/social/health lessons • Create our 3 Tiers language, staff-wide • Creating individualized plans for Tier 2 and 3 students (outside resources, Check-Connect-Expect, point sheet, interval observations) • Re-introduce major-minor form to staff • Create an office referral form (or at least some common language/understanding about how to address student emotional/behavioral needs)


Tasks:

1. Create and use a common language for encouraging the PBIS characteristics building wide. Re-introduce the language to all staff.




Comments:

2. Create a behavior matrix using the PBIS characteristics of Personal Responsibility, Participation and Personal Best.



Page: 33 of 43


Comments:

3. Display posters of expectations in each area of the school.




Comments: Robin will work with Charene to have posters made and hung around the building.

4. Implement new SWIS system.




Comments:

5. Create time in staff meeting calendar for "radar" meetings. These meetings would be a time for staff to talk about students of concern.




Comments:

6. Consult with student leaders on culture of Two Rivers and areas of concern.




Comments:

7. Establish a clear intervention plan for students struggling both academically and behaviorally.




Comments:

8. Create a system to acknowledge students and staff for following expectations. Celebrate as Personal Pathway classes and as a whole school.




Comments:

9. Discuss common practices for whole school with staff (15/10 practice - Students must be in class the first 15 minutes of class and the last 10)




Comments:

Page: 34 of 43

10. Re-introduce the major-minor form to staff.




Comments:


11. Create a data tracking system in order to track student behaviors and design interventions for those students.

Assigned to: RJ Monton



Comments:


12. Create a system to solicit and communicate positive comments for students and staff.

Assigned to: RJ Monton



Frequency: weekly

Comments:



Indicator P6-IIIC16 - The school leadership team ensures that the school environment is safe and supportive (i.e., it addresses non-academic factors, such as social and emotional well-being).(2639)(Expected)








How does your school address matters of school climate? What programs or practices are in place to attend to students’ social and emotional learning? In the 2012-13 school year, a PBIS (Positive Behavior Intervention and Supports) system was piloted in January 2013. Implementation continued in the 2013-14 school year with monthly acknowledgement of students who meet the behavioral expectations for an effective learning atmosphere. In the 2014-15 school year, the next step of implementation is to systematically track behaviors and keep data in order to provide targeted interventions. What data sources does the Leadership Team consider in determining the effectiveness of school climate and social and emotional learning

Page: 35 of 43

initiatives. Current data used are student surveys (Leadership surveys', CEE data and the Healthy Youth Survey). Currently the Leadership Team does not report its findings and recommendations. 2015-16 Marzano (2003) believes that a safe and orderly learning environment is critical to ensuring effective schools, and if schools do not pay attention to this factor they risk undermining all other efforts of school improvement. He outlines action steps that help achieve a safe and orderly environment. The focus is primarily on establishing rules and procedures with appropriate consequences for violations, and establishing a program that teaches self-discipline and responsibility to all students. While this is critically important, other aspects of the school environment are also important to school achievement. Four of these aspects are: a physical environment that is welcoming and conducive to learning; a social environment that promotes communication and interaction; an affective environment that promotes a sense of belonging and self-esteem; and an academic environment that promotes learning and self-fulfillment. The principal will monitor these aspects of the Marazano model using the TPEP framework and Criteria 5, Safe, Positive Learning Environment.

Plan Assigned to: Robin Walbeck Forest


This objective will be fully met when the four action steps recommended by Marzano have been fully implemented at Two Rivers. The focus must be on establishing rules and procedures with appropriate consequences for violations, and establishing a program that teaches self-discipline and responsibility to all students. Other aspects of the school environment are also important to school achievement. Four of these aspects are: 1. a physical environment that is welcoming and conducive to learning; 2. a social environment that promotes communication and interaction; 3. an affective environment that promotes a sense of belonging and self-esteem; and 4. an academic environment that promotes learning and self-fulfillment 2015-16 -PBIS (MTSS) Interventions and actions will continue (Expectations of Behavior communicated to all students, posted around the school and published in the school handbook and other publications, students acknowledged for meeting those expectations in an exemplary manner with a monthly certificate , weekly anonymous postings of student and staff behaviors that align with the PBIS Expectations (Personal Best, Responsibility, Participation) -Grant funding for services from Sound Mental Health delivered on campus up to six hours a week. -Counselor survey to both students and staff to seek input on needs of students (mental health, drugs/alcohol, anxiety, stress, etc) -Survey to parents to seek input on needs to students and parents (mental health, drugs/alcohol, anxiety, stress, etc) -Community resource connections to provide support to students (Friends of Youth, Sounds Mental Health, Division of Vocational

Page: 36 of 43

Rehabilitation, etc) -Active Leadership class with a focus on the eradication of harassment and bullying in the school (Mentor program for new student, active participants in new student class) -Student representation on staff interview teams and on the school Leadership Team -Participation in district PBIS team and meetings


Tasks:

1. The implementation of a PBIS program has been implemented at Two Rivers and continues to drive our work. We receive coaching from the district office and a behavioral specialist on an on-going basis. We are continuing to expand the PBIS components in order to move forward.




Comments: This is work that will continue at both a building and a district level.




Experience: 10/21/2016 The school leadership team will continue to focus on culture and environment.

Sustain:

10/21/2016 This is a continued focus for both the building and district level.

Evidence: 10/21/2016 This is an ongoing priority that is addressed as a district requirement in our School Improvement Planning process.

Student and School Success Principle 7: Family and community engagement

Defining the purpose, policies, and practices of a school community

Indicator P7-IVA01 - Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.(3069)(Expected,TitleISW,TitleITA)


Assessment Level of Development: Initial: No development or Implementation 10/10/2014





Family representatives are not currently represented on the Leadership Team to advise on matters related to family-school relations. 2015-16 The Leadership team currently has certificated and classified staff, students, parents and community members as members. All staff are

Page: 37 of 43

invited to participate on the Leadership Team and receive compensation for their time.



There will be representation from all identified groups on decision making teams for Two Rivers. During the 2014-15 school year, students from the high school, PTSA members and instructional assistants will be recruited to take on these roles. We will monitor the ongoing success with agendas that will list the members that have attended the meetings. We will have representation of students, community members, parents and school staff at least 50% of our Leadership Team meetings.


Tasks:

1. Include Leadership Team progress in communications with families in letter sent home. Include information in e-News too.





Comments:

2. Solicit student, families and community members to join the building leadership team.




Comments:

3. Solicit representation from the PTSA for our building leadership team.




Comments:

4. Create "Community Nights" around identified areas of need for students and families (Tax Prep, Parenting Skills, Job Info/Resume Building, Mental Illness info, Drug Info, Snoqualmie Police info)




Comments:

5. Establish effective ways to communicate with our community regarding school events.




Comments: The flyers in the community would be a good idea for communicating regarding events held at our school. We use e-news and the phone on occasion. What are we missing? Facebook Live?

Page: 38 of 43

6. Principal will attend a PTSA meeting, share the role of the Leadership Team participants and encourage representative participation.




Comments: Members of the PTSA were approached and accepted the invitation to be members of our Leadership Team. The two members have joined us for one meeting and have committed to participating for the 2014-15 year.


7. Solicit PTSA meeting locations, dates and times.

Assigned to: Maddie Hite



Comments: Gayle Thompson is the PTSA President and will have this information.


8. A report will be given at PTSA meetings as to the work and progress of the Leadership Team.





Comments:



Indicator P7-IVA02 - The school’s key documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.(3077)(Expected,TitleITA)







2014-15 School Year Currently Two Rivers has an Open House and a Celebration of Learning, two evening events for Two Rivers students and their families throughout the school year. Families are also invited to monthly meetings with students regarding academic progress. These meetings are held during the school day. The Student Handbook is on the school website which includes our vision and mission statement. We do not currently have a compact for Two Rivers students and families. 2015-16

Page: 39 of 43

The school plans to have 3 Exhibitions evenings for students and their families. Families are also invited to attend monthly meetings to discuss student academic progress. The School Handbook needs to be updated to include information pertinent to families and put on the school website.

Plan Assigned to: Laurie Weinkauf


This objective will be fully implemented when students, staff, volunteers and members of the community know their school community’s purpose, what they value in the education of their children, and everyone’s role in getting the job done. The members of a school community communicate about these values, the expectations they have of one another, the roles they play, and the progress they are making. The members of a school community educate themselves and one another to perform their roles more competently. They associate with one another to strengthen their relationships and amplify the effects of their individual contributions to children’s learning and personal development. Two Rivers will have a compact that will serve as a valuable tool to effectively and meaningfully engage the school and the home in supporting the academic development and needs of the students. The process involved in the development of the compact is its real strength. When parents and school officials sit down and discuss issues related to student success, parents are given a sense of voice and time to think about their responsibilities, while schools are given a strong starting point at developing and sustaining momentum around communicating with families and developing relationships. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. Staff will discuss if this may be something that is done during conference week. 2015-16 Continue the work stated above and publish the School Handbook. Student led conferences will also be researched and discussed for implementation into our monthly academic reports of progress in Advisory classes. By April of 2016, we will have implemented at least 1 student led conference in every advisory class.


Tasks:

1. Complete School Handbook and distribute.




Comments: Amy has draft. Edits will need to be made.


2. Letter home to families each month celebrating student success.



Page: 40 of 43


Comments:


3. Teachers communicate with families using Skyward or a website the classroom curriculum, homework expectations, etc.




Comments: This task is ongoing.

4. Letters home to families each month communicate academic concerns (Academic Intervention students)




Comments: Maria can help with this as well. Daniela creates the list on appointment day.


5. Discuss Student Led conferences at staff meetings and process to implement.




Comments: Samantha Randalls from the PPP can help us with this one.


6. Develop a system that allows for communication with families about the time of each students conference on appointment day. A letter template for students to complete in Advisory class could be used as a communication tool to families about student led-conferences.




Comments:

7. Add a section to our materials that communicates initial concerns of Two Rivers families. Include their comments and what they learned about Two Rivers that relieved them of their concerns.




Comments: We can use our PTSA and other parents as a resource to complete this task.


Indicator P7-IVA04 - The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).(3071)(Expected,TitleISW,TitleITA)



Page: 41 of 43






2014-15 We do not currently have a School Compact that communicates what families can do to support their student's learning at home.



The current Student Handbook could be renamed a "Success Handbook" and include elements of a compact that would be discussed on a meeting with student, family member and advisor at the beginning of each school year. 2015-16 This information will be added to our School Handbook this year.


Tasks:

1. This is ongoing work that was initiated 3 years ago with frequent updates.

Assigned to: Maria Kritsonis



Comments:




Experience: 10/21/2016 Throughout the years this task has been completed by communicating clearly to families and students about the expectations of school.

Sustain:

10/21/2016 This work will continue as we monitor the requirements and follow the procedures in accordance with the law.

Evidence: 10/21/2016 Evidence is included in Title 1 documentation at school. This information is available to all new students throughout the year.

Student and School Success Principle 7: Family and community engagement

Educating parents to support their children's learning and teachers to work with parents

Indicator P7-IVA13 - The LEA/School has engaged parents and community in the transformation process.(1649)(Expected)


Page: 42 of 43







In the 2014-15 school year, there is limited engagement of families and the community in the transformation process.



Two Rivers will work to meet the unique needs of its students by addressing the needs of the whole child – physical, social, emotional, and academic. This community-oriented concept for schools will create an environment that fulfills the necessary conditions for learning. We will also work to know that when the core academic curriculum is tied to the community, removing the artificial separation between the classroom and the real world, student outcomes are improved. This will be a connection we hope to make through the implementation of Project Based Learning. “Complementary learning” involves coordinating non-school community and family resources with existing school services; co-locating these services at the school increase positive outcomes for students, families, schools, and communities (Sound Mental Health, King County Library, Friends of Youth, PTSA, etc.) 2015-16 All of the above participants will continue to be involved in the school community. A resource fair occurred at the school last spring which brought community resources into the school. This practice will happen again this school year. It will include college and career resources as well.


Tasks:

1. Both students and families have been invited and have participated fully in the transformation process.




Comments:




Experience: 10/21/2016 Both students and families participated and continue to participate on our school leadership team.

Sustain:

10/21/2016 Families, students and community members are invited and will continue to be a part of our Leadership Team and engaged in the transformation process.

Page: 43 of 43

Evidence: 10/21/2016 Our Leadership Team is made up of parents, community members, students and staff.

Comprehensive Plan Report · Student and School Success Principle 1: Strong leadership Team...

Documents

Transcript of Comprehensive Plan Report · Student and School Success Principle 1: Strong leadership Team...