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EduPortal Meeting Packet

EduPortal Meeting Packet

SULTAN SCHOOL DISTRICT NO. 311

Meeting Packet

01.05.15 Agenda

Packet page 1 of 69

1. 2.

SULTAN SCHOOL DISTRICT NO. 311

01.05.15 Agenda

7:00 PMSultan Elementary School Library

Sultan, Washington 98294

In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including ancillary communications aids,and services) during this meeting should notify the District Office three working days prior to Board meeting.

A. CALL TO ORDER

Roll CallFlag Salute

Agenda Item A.Call to Order.pdf (p. 4)

B. PUBLIC INPUTAgenda Item B. Public Input.pdf (p. 5)

C. BUSINESS

Presenter: Jake Rogers, Laurel Anderson, Nathan Plummer, Tami Nesting, Sarita Whitmire-Skeith

Each school administrator will present their 2014-2015 School Improvement Plan(s). Time alloted is approximately ten minutes perpresentation.

Agenda Item C. Business.pdf (p. 6)Agenda Item Approval of SIP 14.15.pdf (p. 7)2014 2015 GBE SIP - Math.pdf (p. 8)2014 2015 GBE SIP - Reading.pdf (p. 10)SES Reading SIP 2014-15.pdf (p. 12)SES Math SIP 2014-15.pdf (p. 17)SES Writing SIP 2014-2015.pdf (p. 23)14.15 SMS-Indistar-SIP.pdf (p. 27)14.15 Sultan High School SIP.pdf (p. 41)14.15 SHS English SIP.pdf (p. 44)14.15 SHS Science SIP.pdf (p. 47)14.15 SHS Math SIP.pdf (p. 49)14.15 SHS WL SIP.pdf (p. 51)14.15 SHS CTE SIP.pdf (p. 54)14.15 SHS Sped SIP.pdf (p. 55)CVA 2014 SIP.pdf (p. 57)

D. STUDY SESSIONAgenda Item D. Study Session.pdf (p. 66)

1. Honorary High School Diploma for Sultan Resident

Presenter: Superintendent Chaplik

A community member suggested that the Sultan School District award an honorary Sultan High School diploma to Doris Jelenk whoturns 100 years old in June and never graduated from high school.

Agenda Item Honorary Sultan School District Diploma.pdf (p. 67)

2. 24 Credit Graduation Requirement

Presenter: Superintendent Chaplik

Agenda Item Twenty-Four Credit Requirement.pdf (p. 68)

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E. ADJOURNMENTAgenda Item E. Adjournment.pdf (p. 69)

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SULTAN SCHOOL DISTRICT No. 311 Sultan, Washington

BOARD AGENDA ITEM A. Call to Order

Study Consent Supt.’s Session Action Business Informational Report 1. Roll Call 2. Flag Salute Additional Information Attached Fiscal Impact/Fund Source: N/A

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BOARD AGENDA ITEM B: Public Input

Study Consent Supt.’s Session Action Business Informational Report Time is provided for communications and /or individuals to address the Board of Directors. Additional Information Attached Fiscal Impact/Fund Source: N/A

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BOARD AGENDA ITEM C: Business

Study Consent Supt.’s Session Action Business Informational Report PRESENTERS: Various Additional Information Attached Fiscal Impact/Fund Source: N/A

√

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BOARD AGENDA ITEM

January 5, 2015

Study Consent Business Informational Supt.’s Session Action Report AGENDA ITEM: School Improvement Plans 2014/2015

Sultan Elementary School, Gold Bar Elementary School, Sultan Middle School, Sultan High School and Columbia Virtual Academy

PERSONNEL INVOLVED: Laurel Anderson, Jake Rodgers, Nathan Plummer, Tami Nesting, Sarita Whitmire-Skeith

BACKGROUND: Each school shall develop and adopt a school improvement plan or process, with annual review for progress and necessary changes. Each school shall submit its plan to the board of directors by June 30th of each year for initial approval and annual review and approval as indicated by Policy No. 2005. Sultan School District staff has been actively working on School Improvement Plans for the 2014/2015 school year for board review and approval at the January 5, 2015 board meeting. RECOMMENDATION: The administration recommends that the Board review and approve the 2014-2015 School Improvement Plans for SES, GBE, SMS, SHS, and CVA. Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other

Cotterill Fountain Fox Husmann Sumpter

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2014-2015 Gold Bar Elementary SIP - Math

Goal: To continually increase the number of students at or above grade level in math. Activities/Task & Description Person(s)

Responsible Timeframe Resources Needed Measure Notes

NEEDS ASSESSMENT: A review of 3rd, 4th, and 5th grade math trends over the last 8 – 18 years as well as cohort trends dating back to 2006 demonstrates not all of our students are meeting standard. Grade levels will identify priority needs of students and staff based off of common assessments. Our data shows that when everyone was using the same curriculum with fidelity over an eight year period, significant growth and evidence of a stable system. In addition, STAR assessments indicate a need for increasing the number of students at or above grade level. STAR Early Literacy Assessment Data (Early Numeracy Sub-Test) Kindergarten: Average of 54.6/100 Sub-domain score for Early Numeracy based on Early Literacy Assessment. Based on STAR Math Assessment 1st: 72% at or above grade level 2nd: 33% at or above grade level 3rd: 63% at or above grade level 4th: 58% at or above grade level 5th: 57% at or above grade level

BLT & Staff

Fall 2014 School data trends in math

SBAC

FOCUSED GOALS: Increase the number of students at or above grade level in math. Increase the mean scale score in math based on STAR Math assessment. (We will also look for a decrease in the variation of scores around the mean when analyzing STAR Data as this would indicate system stabilization.) Specific grade level math goals will focus on: an increased conceptual understanding of CCSS, an increased number of students meeting standards, reflect a school wide agreement on instructional focus using the supplemental curriculum, Eureka Math, and establishment of consistent K-5 effective practices as defined by 5 D+.

BLT &Staff 2014-2015 Time, data, 5D+, SIP document

STAR math, Eureka math module assessment, Formative assessments, benchmark assessments

As year progresses and in thinking about next year, we’d like to know more about what formative assessments are used and if staff need more resources or support. Focused goals can be student growth goals for Criterion 8, 6 & 3

EFFECTIVE STRATEGIES: Staff will use strategies and practices outlined in 5D+ with a focus on student friendly learning targets, common formative assessment practices and all students should receive a minimum of 60 min. of core instruction. PLC meetings with a focus on assessment. Learning walks focused on 5D framework.

Teachers and instructional paras

PLC meetings Friday mornings, Data team

meetings after data assessment windows (Wk. of Feb. 9th, Wk. of March 30th, June 5)

5D+ framework and rubric, Math CCSS, SBAC digital library

STAR math, Eureka math module assessment, Formative assessments, benchmark assessments, SBAC

7 Strategies of Assessment, PLC

REFLECTIVE PD: Focus on conceptual understanding of CCSS, training on Eureka Math, formative assessment.

• Learning walks focused on increasing staff literacy of 5D+ Framework

• Data Team meetings to focus on student growth data,

Administration BLT Staff CCSS/SBAC team

PLC meetings Friday mornings, Data team

meetings after data assessment

Release Time, PLC Time, Bldg. Budget and/or additional funding sources,

STAR math, Eureka math module assessment, Formative

7 Strategies of Assessment

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interventions • Extended PLC days (Release Days) to analyze student

growth data. • STAR 360 PD: Renaissance University available to all

staff until 12/31/14. 2 hours of coaching from Renaissance. One hour with initial STAR 360 Team (Tanya, Tamara, and Jake) and 1 hour on 12/5 with whole staff.

windows (Wk. of Feb. 9th, Wk. of March 30th, June 5)

Release Time (TBD based on PD Funds)

SBAC digital library, Eureka Math Video Library,

assessments, benchmark assessments, SBAC

INTERVENTION PLAN: In addition to the 60 min. of core instruction for all students, interventions will be provided in the classroom and additional interventions by teachers during library/tech. time (2nd-5th grades) as needed.

Classroom teachers and other staff

2014-2015 IXL program, Computer labs,


MONITORING STUDENT PROGRESS: will be conducted by classroom teachers, support staff, PLC and BLT. Intervention Support Team to meet after each STAR assessment window with grade level teams.

PLC, BLT, school staff

10/13-10/31 12/8-12/19 1/26-2/6 3/16-3/27 5/25-6/5

STAR assessment data


Intervention Support Team

COLLABORATION: 40 minutes of PLC time weekly dedicated to learning about formative assessment, analyzing student data in order to provide timely interventions and Early Release Fridays. A commitment to Data Team Meetings with each grade level after October, January, and March testing windows.

All instructional certs attend PLCs. Principal attends meetings as needed to support PLC growth and focus on data-driven decision making and assessment

2014-2015 PLC Meetings

every Friday morning from 810 - 850

Time, agendas, data


Look at modifying schedule to create extended PLCs, assemblies, etc. Due to time, we were not able to get to math data review in Data Team Meetings. As a result, the BLT decided to modify the meetings and make them 2 hours and hire a roving substitute.

CELEBRATION OF SUCCESS: Staff commitment to celebrating and showcasing successes on the basis of measurable assessment results. The purpose is to increase morale and motivation as well as learn from each other. During 1 staff meeting per month, we will share building wide growth in relationship to our focused goal. During our June 5th ERF, each grade level will present their growth data as well as what worked well for them this year.

Principal: Bring charts of growth for staff meetings. Grade levels: bring charts and any other information needed for June 5th celebration.

1 staff meeting per month.

June 5th, 2015

Venue for showcasing


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Gold Bar Elementary SIP - Reading

Goal: To continually increase the number of students meeting the standard in reading. Activities/Task & Description Person(s)

Responsible Timeframe Resources Needed Measure Notes

NEEDS ASSESSMENT: A review of 3rd, 4th, and 5th grade reading trends over the last 8 – 18 years as well as cohort trends dating back to 2006 demonstrates not all of our students are meeting standard. A survey of needs for reading PD indicate staff need training on using the new STAR 360 Reports as well as time to grow knowledge of Story Town curriculum, especially online components. In addition, STAR assessments indicate a need for increasing the number of students at or above grade level. STAR Early Literacy Assessment data percentage of students on or above grade level: K: 64% 1st: 58% STAR Reading Assessment data percentage of students on or above grade level: 2nd: 31% 3rd: 47% 4th: 51% 5th: 50%

BLT, Principal, All teaching staff. Kim is making curriculum survey. Jake is facilitating reading PD needs process.

Fall 2014 Chart paper, sticky notes, dots, pens, 30 minutes, survey

Data collected from surveys and prioritization

FOCUSED GOALS: Increase the number of students at or above grade level in math. Increase the mean scale score in reading based on STAR Reading and Early Literacy assessments. (We will also look for a decrease in the variation of scores around the mean when analyzing STAR Data as this would indicate system stabilization.) Specific grade level reading goals will focus on: meeting the CCSS instructional shifts, strong focus on Reading and grammar anchor standards, an increased number of students meeting CCSS, reflect a school wide agreement on instructional focus using common curriculum and effective reading practices, as well as establishment of consistent K-5 effective practices as defined by 5D+.

BLT & Staff 2014 – 2015 Time, data, 5D+, SIP document

STAR Reading and Early Literacy assessments, Dibels, Story Town theme assessments, benchmark assessments, formative assessments

As year progresses and in thinking about next year, we’d like to know more about what formative assessments are used and if staff need more resources or support. Focused goals can be student growth goals for Criterion 8, 6 & 3

EFFECTIVE STRATEGIES: Staff will use strategies and practices outlined in 5D+ with a focus on student-friendly learning targets, common formative and summative assessment practices and all students should receive a minimum of 90 minutes of core instruction in English/Language Arts. Data team meetings after every assessment window. PLC meetings with a focus on assessment. Specific interventions for Tier 2 and 3 students. Learning walks focused on 5D framework.

Teachers and instructional paras

PLC meetings Friday mornings, Data team meetings after data assessment windows (Wk. of Feb. 9th, Wk. of March 30th, June 5)

5D+ framework and rubric, Reading CCSS, SBAC digital library, 7 Strategies of Formative Assessment

STAR Reading and Early Literacy, Story Town theme assessments, Formative assessments, benchmark assessments, SBAC

After staff survey on October 24th, we will determine what other effective strategies we will focus on and move towards common agreements on building-wide reading teaching strategies.

REFLECTIVE PD: Continue PD around formative assessment. Once we gather survey information on October 24th:

BLT, Staff 2014 – 2015 PLC meetings Friday mornings,

STAR reading, Formative

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• Learning walks focused on increasing staff literacy of 5D+ Framework

• Data Team meetings to focus on student growth data, interventions

• Extended PLC days (Release Days) to analyze student growth data and align curriculum with CCSS (Meets reading PD survey needs)

• STAR 360 PD: Renaissance University available to all staff until 12/31/14. 2 hours of coaching from Renaissance. One hour with initial STAR 360 Team (Tanya, Tamara, and Jake) and 1 hour on 12/5 with whole staff.

Data team meetings after data assessment windows (Wk. of Feb. 9th, Wk. of March 30th, June 5) Release Time (TBD based on PD Funds)

assessments, benchmark assessments, SBAC, Learning Walk to determine growth in assessment practices and self evaluation aligned to the 5D+

INTERVENTION PLAN: In addition to the 90 min. of core instruction for all students, interventions will be provided in the classroom and additional interventions (30 minutes) by Title I and LAP for all grade levels, as well as 30 min. interventions for Tier 2 students by teachers in the classroom, and during library/tech. time (2nd-5th grades). 40 minutes daily of Lexia for all 4th grade students that did not pass the Reading MSP in 3rd grade and 35 minutes of Lexia for K/1st/2nd grade students in Tier III (approx. lowest 10%).

Classroom teachers, Gail and Bryan, Title I and LAP staff, BLT to monitor and support

2014 – 2015 Data, computer lab, Lexia, Read Naturally, Time, Intervention resources from Story Town

STAR Reading, Early Literacy, Custom,

MONITORING STUDENT PROGRESS: will be conducted by classroom teachers, support staff, PLC and BLT. Intervention Support Team to meet after each STAR assessment window with grade level teams. All Tier II students will be assessed every 2 – 3 weeks. Groups and instruction will be adjusted accordingly. All Tier III students will be assessed every 1 – 2 weeks and groups and instruction will be adjusted accordingly.

PLC, BLT, school staff

10/13-10/31 12/8-12/19 1/26-2/6 3/16-3/27 5/25-6/5

STAR Reading, Early Literacy, and Custom assessment data, Other assessment data

STAR Reading and Early Literacy, Custom, Story Town theme assessments, Formative assessments, benchmark assessments, SBAC

Intervention Support Team will help look at data

COLLABORATION: 40 minutes of PLC time weekly dedicated to learning about formative assessment, analyzing student data in order to provide timely interventions and Early Release Fridays. A commitment to Data Team Meetings with each grade level after October, January, and March testing windows.

All instructional certs attend PLCs. Principal attends meetings as needed to support PLC growth and focus on data-driven decision making and assessment

2014-2015 PLC Meetings

every Friday morning from 810 - 850

Time, agendas, data


Look at modifying schedule to create extended PLCs, assemblies, etc.

CELEBRATION OF SUCCESS: Staff commitment to celebrating and showcasing successes on the basis of measurable assessment results. The purpose is to increase morale and motivation as well as learn from each other. During 1 staff meeting per month, we will share building wide growth in relationship to our focused goal. During our June 5th ERF, each grade level will present their growth data as well as what worked well for them this year.

Principal: Bring charts of growth for staff meetings. Grade levels: bring charts and any other information needed for June 5th celebration.

1 staff meeting per month.

June 5th, 2015

Venue for showcasing



SES READING Goal and Action Plan 2014-2015 Page 1

SES SIP/ Cycle of Inquiry for READING 2014-2015

School Improvement Goal: Sultan Elementary School will improve students’ knowledge and skills in Reading as measured by a minimum of 82% of students meeting standard on the 3rd, 4th, and 5th grade Washington State Smarter Balanced assessment; on ESD Reading CBA’s, ; on K-5 grade level Unit Assessments; and on STAR Reading and DIBELs Next assessments by May 2015.

Data Analysis: Assessments from 3rd, 4th, and 5th grade MSP 2014 was disaggregated and analyzed. Reading DIBELs Next and STAR Reading assessment data is reviewed by grade level teams and Title Teacher and principal 3 times per year in the fall, winter, and spring to look for student growth, low performance areas, and designating students to small group learning models. Strategy: Align instruction, curriculum, and assessments to the Washington State English/Language Arts (E/LA) CCSS and the K-12 Reading Model focusing on the Reading strands: Literary Comprehension Strategies, Analyze/Infer, Informational Comprehension, Summarize, and Informational Analysis. Teachers’ instructional strategies will grow in Purpose, Engagement, Culture/Environment, and Assessment (5-Dimensions of Teaching and Learning). Teachers will work in Professional Learning Communities (PLC’s) to align Reading to the CCSS, map Reading for the year, review student data, and review assessments to promote student growth in Reading.

Rationale: Students will perform better on assessments, if the learning targets are clear, modeled, practiced, and there is increased purposeful student engagement with more rigor. Students’ learning improves when teachers use formative and summative assessments to modify instruction to better differentiate and meet students’ learning needs.

Procedures for Evaluating Success in Reaching this Goal: [What SUMMATIVE evidence will be used to show this activity is making a difference in student outcomes?] The scores in 3rd, 4th, and 5th Grade E/LA Smarter Balance 2015 will rise to a minimum of 82% meeting standard in all E/LA Reading strands. The spring May DIBELS Next & STAR Reading scores in all grade levels (K-5) will show a 20% increase in Reading skills from the winter DIBELs assessment scores per classroom.



Activities to Achieve this Goal: What actions will occur? What steps will staff take?

Professional Development How will staff acquire the necessary skills and attitudes to implement the activity?

Timeline When will this strategy or action begin and end?

Resources Available What are the existing and new resources that will be used to accomplish the activity?

Who is Responsible? Who is Involved? Who will provide the leadership? Who will do the work?

Monitoring Effectiveness What on-going FORMATIVE evidence will be gathered to show this activity is making a difference in student outcomes?

#1. Teach from core reading curriculum addressing alignment with current research, WA St K-12 Reading Model, Washington State CCSS’s, and the five essential components of a good reading program (phonemic awareness, phonics, fluency, comprehension and vocabulary).

Determine CCSS gaps in current materials per grade level.

Grade Level Teams will use WA State Reading CCSS’s to correlate current reading program. Title Team will work with research and best practice to correlate the 5 essential components. Grade level teams will locate gaps and find supplemental materials that support best practice instruction and the CCSS’s. --SES Reading Committee will review the grade level supplement suggestions.

Grade Level Teams will continuously review curriculum and student needs at team meetings during Early Release Fridays. Focus will be on supporting Tier 2 intervention instructional strategies and and models for support

Title team will meet regularly at report card assessment times to change flexible groups in grades K,1,2, 3. Kindergarten teachers will analyze flexible groups and instructional needs within their own classrooms. Grades 3, 4,5 work as teams to supplement Reading curriculum for all readers below, at, and above Standard. Storytown HM-Harcourt core Reading Curriculum; Read Well, Read Natrually, Lexia, Rewards

Title Teacher and the building Reading Committee, & principal will follow through with the Reading Activities and support models. Each Grade Level Team will also review the Reading SIP goals and analyze DIBELs progress.

Bench mark assessments with Read Well, DIBELS Next, STAR Reading and Storytown Harcourt Reading assessments will be reviewed at Report Card prep team meetings by Title teacher and Principal. Grades K and 1 will use Progress Monitoring assessments to change flexible small groups. Classroom Based Assessments will be used in Grades 2, 3, 4, and 5 and reviewed by teams with Principal. Progress for Tier 2 students will be monitored on rank ordered spread sheets. Adjustments will be made in small remedial groups.









#2-Create daily schedules allowing for grade levels to use best practice instructional strategies and Intervention Models for Reading components: ~Require 90 minutes minimum (grades K-2) ~60 minutes minimum (grades 3, 4, 5) ~an additional 30 minutes minimum for students requiring Tier 2 and 3 intervention

Teachers will review and study Storytown Harcourt curriculum at grades K,2,3,4,5. Teachers who used Storytown Harcourt will help mentor new teachers newly using it.

Small group Title instruction will begin no later than the fist week of October. In Oct. Grades 2, 3, 4, and 5 will create small flexible groups for Guided Reading in their own classrooms.

Title/LAP programming will provide 1 Cert and 5 Title/LAP Para- Educators to help support small group Reading instruction at K-4 grades. With the remainder time available, double dosing will be given to targeted students, using DIBELS Next; STAR Reading and Progress Monitoring data to rank order Tier 2 and 3 students.

Classroom teachers are responsible for rank ordering their students using DIBELS Next & STAR Reading data, creating small flexible groups in their own classrooms for Guided Reading. Grades: K, 2, 3, 4, 5. Title will help Walk to Read with 1st grade. Title will help with Double-dose K-2 grades

The SES Reading Committee will monitor the success of small group instruction and best practice instruction along with the Title Teacher and Principal. This will be done at Quarter check points, by reviewing DIBELS Next; STAR Reading, and Classroom Based Assessment data. ESD CBA Reading Assessments grds 3-5 Storytown Harcourt Unit Reading Assessments

3-Standardize reading CCSS assessments and rubrics across grade levels. --Create schedules for data collecting. --Analyze data for trends, then communicate successes and needs to impacted teachers and to parents. --Grade Level Teams create models to better support reading.

Principal set aside Staff meeting time. Teachers using Story town Harcourt, will use Baseline and Classroom Assessments, with Progress Monitoring to keep track of students not meeting Standard.

Fall: baseline DIBELS Next/STAR Reading. Winter, Spring assessments for Report Cards and Student Placement.

Teachers in K-1 will use DIBELS Next; STAR Reading, and Read Well , and Storytown benchmark assessments. Teachers 2, 3,4, 5 will use Storytown- Harcourt and DIBELS assessments. Grades 3-5 ESD CBA assessments.

All teachers who teach Reading. Title teacher Title Para’s.

Bench mark assessments with Read Well, DIBELS Next, STAR Reading, and Story Town Harcourt Reading assessments will be reviewed at Report Card prep team meetings by Title teacher and Principal. Data sheets will be reviewed by grade level teams once per month for finding better supports for Tier 2 students.









4-Increase Staff Development opportunities in the areas of CCSS standards, assessment, instruction, and intervention. Attention to addressing the needs of all students, including learning disabled, English Language Learners, and the academically talented.

School Assistance Team (SAT) meets weekly to review Teacher’s data on interventions for low Readers in their classroom, Title intervention data.

Sept-May Weekly SAT meetings

Storytown Harcourt has many best practice instructional samples and tools. Daily Five Reading Café ESD workshops in CCSS Reading

Title teachers Teachers Principal

BLT team and Reading Committee chaired by Title/LAP teacher will review Reading SIP goal every year to see if activities are supporting student learning, and assessments show growth in reading. If not, models and resources will be adjusted.

5-Provide timely identification and assistance to students requiring additional support in Reading. Intervention support provided through Title /LAP in school or Special Education personnel, and ELL small group pull-out.

Title teachers, Title/LAP Para’s, ELL Support Teacher, Special Ed teachers.

Fall, winter, spring.

Title staff, , Storytown Harcourt, Smarter Balance stem questions, supplemental state review booklets, Storytown Intervention materials, ELL Harcourt Support materials, Read Naturally, Rewards.

All instructional teachers and principal.

BLT team review with principal looking at data the effectiveness of the support model using Title/LAP resources and grade level intervention Tier 2 support models. Review Reading data collected by Title/LAP Reading and SB (grades 3,4,5).

6-Increase volunteer opportunities to assist students with reading achievement

Counselor will organize, train parents, and coordinate scheduling.

monthly Teachers invite and organize schedules & assign duties to parents.

Principal & each teacher. Counselor

Teachers check each year to see how many parents helping with students.

7-Grades K-5 add Vocabulary Words/Lists every week, give student awards.

Use PD time to develop appropriate lists per grade level

Grades 3-5 begin in Nov and increase lists this year

Vocabulary lists beads & awards. Vocab in Content area book for 5th grade teachers.

Teachers in 1st & 2nd Grade, with Title/LAP Support

Title/LAP teacher and Principal will monitor to check progress, especially 3-5 grades.









8-Ensure opportunities for all students to use technology/computer programs to aid in their reading instruction and practice.

Librarian will help train teachers in use of educational software at Staff Meetings: Key Skills, Renaissance, Star Fall, Lexia

Sept-June K-2 grades have Key Skills software. Grades K-5 have Renaissance; Lexia

Librarian will help support Reading technology in the classrooms

Principal, Title Teacher and Ed Software Committee will support and train teachers to use newly acquired web-based Reading software in classrooms.

9- Provide appropriate reading homework for all students on a regular basis. --Encourage all students to read consistently at home for enjoyment.

PTO Read at Home Committee supports Reading with monthly calendars, and celebrations at Cougar Pride Assemblies

1st grd sends daily Read Well homework folders. Grades 2-5 have homework per classroom set up.

Read at Home Program will be supported with Title/LAP time and Para support. Student awards will be given at benchmark dates for Read at Home points.

Classroom teachers and Title/LAP support staff send homework home on a daily basis.

Principal will review at intervals to make sure all staff are following SIP goals. Title support staff will chair Read at Home Program.

10-Use Accelerated Reading Program for students to test on AR Books to encourage frequent and consistent student reading.

--Teachers will allow class time for students to test on the AR books that they have read. --Teachers will keep track of # of books passed

Sept--June

--Certificates will be handed out at Cougar Pride Assemblies to note number of AR pages read at benchmark points. --Teachers will keep data charts in classrooms and send to AR Chair-Trulie Honegger

Librarian will give support to buy more AR books. Librarian will make sure new books added to AR tests. Trulie H track & give awards.

Reading Committee reviews this AR system on an annual basis. Is it increasing student reading? Is it supporting students to read challenging material?

11-Plan and produce Spring Family Reading Night

Title/LAP Teacher will train Para’s and other teachers how to train parents in Reading Comprehension strategies using Picture Books.

Title Teacher starts planning in January, and February 27 is the event.

Title Parent Involvement funds will be set aside by the District to support this activity: Extra time for staff, Money for Reading materials, reading crafts, and pamphlets for parents; including food and refreshments. Pamphlets printed in Spanish.

Principal, Title Teacher, 3 classroom teachers, and 2 Title/Lap Para’s

Count parent participation in attendance. Look at quality of Reading brochure for parents, improve each year, so information in Parent friendly. Feedback from parents


SES SIP MATH Cycle of Inquiry 2014-2015 Page 1

Sultan Elementary School SIP/Cycle of Inquiry for MATH 2014-2015 School Improvement Goal: Improve students’ knowledge and skills in mathematics as measured by a minimum of 82% of students meeting standard on the 3rd, 4th, and 5th grade State Math Smarter Balance Assessment in 2015. Transition a larger percentage of students out of the Level 2 Math category in all grade levels (K-5).

Data Analysis: Grades 3,4,5 MSP data was analyzed from the 2014 MSP and CCSS mapping was done, and gaps were noted in instructional materials, lessons, assessments, and teacher understanding of Math Talk, use of formative assessment and data to drive instruction. Strategy: Align instruction, curriculum, and assessments to the Washington State Math CCSS with a focus on these strands: Number Base Ten, Operations & Algebra, and Processes Strands. Improve mathematical instructional strategies to promote increased concept and content understanding. Teachers will increase their instructional skills in the 5 Dimensions of Teaching & Learning, continuing a focus on Purpose, Engagement, and Assessment. The core focus will be on Assessment and Student Engagement Student Talk this year.

Rationale: Students will perform better on assessments, if the learning targets are clear, tied to standards and background knowledge, and instructionally presented in the form of 5-D best practices. If students can talk about their mathematical thinking, and ask questions about their own or others’ understanding of math concepts, they will improve their math literacy.

Procedures for evaluating success in reaching this goal: [What SUMMATIVE evidence will be used to show this activity is making a difference in student outcomes?] Analysis of Math Smarter Balance Assessment scores at 3rd, 4th, and 5th grades. Analysis of student growth in Math CCSS on the Summative Sultan Math Assessments; State Smarter Balance Interim Assessments, for grades 1-5. DreamBox and STAR Math data will be analyzed for student growth in Math. Board Multiplication Math Fact Fluency will be measured 3X per year: Nov, Feb, May for grades 3, 4, and 5.









Teachers will teach from Every Day Math; Eureka Math curriculum and Supplemental Math lessons that are aligned with WA State CCSS in grades K-4. 5th Grade will teach from Jump Math aligned CCSS as a pilot. (Supplemental Math materials will continue to be added to units each year, as teachers continue to strengthen and align lessons to WA State Math CCSS)

Time allotted each month for Grade Level Team work. Professional Leave Days where PLC’s work together on this activity. Group PGO’s with this goal.

Grade level meeting focus. District Directed days. Professional Leave Days: 4 full days set aside per grade.

2007 edition EveryDay Math curriculum. Eureka Math as a supplement Jump Math as a supplement WA Math CCSS WA State CCSS in Math, and other State CCSS websites.

Principal will provide leadership in setting days, agenda. Grade Level PLC teams will do the work. --Early Release Fridays --4- Professional Developmental days.

Performance on grade-level unit assessments. 80% increase in student learning on Math CBA Summative assessments. An increase in Smarter Balance Math scores. Principal meet with grade level teams to check curriculum mapping & alignment to CCSS.

--Grade Level Teams will map out units, lessons, and instruction using WA State Math CCSS . --Grades 3-5 will map out Math CCSS’s that need to be covered before the Smarter Balance Assessment.

Math Committee will work as a team. Grade Levels work as a PLC team.

Grades K-5 mapped out math CCSS in PLC’s & turned into principal by January.

EDM curriculum. Updated State Math CCSS’s. Eureka Math as a supplement & website Jump Math as a supplement & website Federal Way District Math CCSS mapping Math Fellow Trulie Honegger will assist

Principal. will provide leadership and time for this work.

Performance on grade-level unit assessments. Every grade level has a Math CCSS year map and is using it. Principal collect GL maps in January.









--Teachers at each Grade Level will give students the Summative Seattle Math Assessment in the fall, winter, and spring to measure student growth. --Teachers will use this information to modify and adjust instruction in Math during the school year.

Teachers have used this multiple choice assessment for four years now. Teachers have used PLC days to align these assessments to the CCSS.

4 PC days during the school year. Continued this year. Will be edited and refined throughout the school year by each team.

-- OSPI site. --Smarter Balance web site --updated/revised Seattle Summative Math Assessment. --NW ESD 189 CBA Math Assess 3-5 grds --Smarter Balance Math interim assessments

Principal: leadership. Grade level teams will continue to edit and refine them.

Performance on grade-level unit assessments. Performance on the winter and spring Summative CCSS Seattle Math Assessments. Performance on the Smarter Balance Assessment for grades 3,4,5. Performance on ESD CBA Math assessments.

--Teachers at each grade level will use the Sultan Summative Math Assessment, revised by each grade level team. --Or Use supplemental Summative CCSS Math Assessments

Teachers have used & revised this performance based assessment.

Sept-June OSPI CCSS site for updating assessments. Smarter Balance website. ESD 189 for trainings in Math CCSS.

All teachers Increase in student learning & % of student growth tracked on spread sheets from fall, winter, spring.

--Spreadsheets for each Math Assessment will be used for data tracking by all SES teachers.

Tech committee will help support, train, and problem solve teachers in usage of spreadsheets..

Sept-June. OSPI & Smarter Balance websites in CCSS Math will be used to supplement Math assessments. Admin Intern will help create spreadsheets for tracking of data

All teachers have been given two different spreadsheet templates for Seattle & Sultan Summative Math assessments.

--The spreadsheets will be used to track the improvement of student performance from the fall to the winter, and winter to the spring. --Principal will assign when to assess students. --Principal will meet with GL teams to analyze student progress 3 times per year (fall/winter/spring)









Students performing below Standard in Math in grades 3-4 will be identified and may be offered additional learning opportunities.

Title/LAP teacher and teachers at each grade level will meet to review assessment data. Models for support will be analyzed and used pending building resources in

1) web-math instruction, and

2) small group Title/LAP instruction.

Sept. gather data. GL teams meet with Principal and Title teacher to examine which support model will be used.

--Small group learning opportunities will be offered to improve skills, processes, concepts, and content. --Students will be grouped according to skill level for remediation. --Supplemental Jump Math curriculum has been purchased for some grade levels. -- Grant money used to buy 5th grade Jump Math. --DreamBox web-based conceptual CCSS aligned math is available to all SES students, paid Building Budget.

Principal: leadership. Title/LAP Staff may be utilized to provide Extended Learning in Math, if Reading support is covered for below standard students.. Teachers at each grade level will work to create models to support below standard learning in Math.

Performance on grade-level unit assessments. Increased Smarter Balance scores in Math. Increased performance on SS or Supplemental CCSS aligned Math Assessment in the winter and the spring.

Teachers will group students in computer based centers independently working on newly purchased web-based DreamBox Math in grades K-5. --Every student will log in one hour of DreamBox Math independent study per week. --Students may also work on DreamBox Math at home.

Teachers will assign user names & passwords to set up all students per classroom. Teachers will allot time during the day for all students to access DreamBox.

Teachers will be trained in DreamBox Math in the fall of 2013 and again in the winter of 2014, to find better ways to implement.

7,000$ was set aside from SES Building budget to purchase K-5 spots in Dream Box Math for 2014-2015 school year. .

--DreamBox Committee, Librarian, and Principal will provide leadership. --Each teacher will be responsible for using the program in their own classrooms, and sending out how to access from home.

--Performance on grade-level unit assessments. --Performance on the winter and spring Summative Sultan; CCSS aligned Math Assessments. --Performance on the Math Smarter Balance Assessment for grades 3,4,5. --Performance on ESD CBA Math assessments.



--Students will be given Math Unit assessments that are aligned to WA State Math K-5 CCSS --Teachers will support learning for students not making Standard on Unit Assessments.

All teachers will administer Math Unit Assessments aligned to WA State Math CCSS.

Sept. Jan. May

--NW ESD CBA Math Assessments 3-5. --Sultan Summative Math Assess 1-5. --EDM unit Assess. --Grade Level created Math Unit Assessments

Grade Level Facilitators will provide Leadership. Each teacher will administer the assessments.

Performance on grade-level unit assessments.







Each class at every grade level will continue to offer a Math Problem of the Week. Results from collegial scoring will be used at grade level to inform and adjust instruction.

Grade Level teams will collegially score student problem solving three times per year before grade reports.

Oct. Begin using Problem of the Week. Jan. Check Point. May: evaluate

Teacher to Teacher MSP Math Problem of the Week Notebooks. Import Problem of the Week from other schools, Districts, and Web sites. Math Problem Scoring Guides, Anchor Papers, and Rubrics. --ESD 189 has Problem Solving Anchor Papers

Math Committee monitors process for each grade level. Teachers instruct math problem of the week.

Performance on grade-level unit assessments. Grade Level team scoring of sample student problem of the week assessments. Rubrics, scoring guides, Anchor papers have been created.

Math fact fluency will be practiced weekly in grades 1-5, and tracked on spreadsheets and DreamBox, SumDog, STAR Math for progress. Students will be given Math Fact Fluency Awards at Cougar Pride Assemblies for Benchmark minute achievement.

All teachers will provide weekly math fact practice, through EDM games, flash cards, Math Fact Triangles, and Timed Drill sheets, and Math Facts in a Flash, DreamBox Math, SumDog,

Begin: Oct Grades 3-5 track student mastery of Mult facts. February

--EDM Fact Triangles for Fact Families. --Flash Cards. --Tech Lab software. --EDM games. --Timed drill sheets. --STAR Math --Accelerated Math --SumDog Math --DreamBox Math

Math Committee will decide level for Assembly Awards. Each Teacher Grade Level facilitators.

Nov. electronic reporting of student fact fluency scores. March: May: “ “ STAR Math Cougar Pride Assemblies will celebrate Math Fact



Benchmark Certification will be established for grades 3-8 per District Direction.

STAR Math will be used as assessment

Evaluate: June

Tech Lab Para Librarian

Fluency. District grades 3-5 data Collection & Analysis.







All teachers will use and post Math vocabulary words that relate to current unit.

Teachers have cards at each grade level

Changed at each unit

Mukilteo School District Curriculum Department sent electronic vocabulary cards per grade level.

Principal will make sure all teachers have cards each year.

Scores will improve on the MSP, especially in Measurement/Geometry

Focus on Math Content/Concepts and Instructional Strategies: Purpose, Engagement/Student Talk, Assessment

Teams will meet during selected ER Friday dates. Student Talk/PD by Allison Hintz offered in August, 2014.

Begin Oct Check points each quarter: Nov, Feb, Mar, June.

. Allison Hintz from UW Bothell Book: Math Talk; Discussions That Work

Principal sets up sessions per year. Principal works w/ T&L to set up.

Teachers use more efficient and productive talk in their daily lessons, and know which areas of Math to plan for student discourse.

Each Grade Level PLC has created a Math anchor skill/concept Student Growth Goal

Grade Level PLC’s will meet 4 full sub days during the year, and 4 ER Fri Dist Dir Days: Student Growth in Math

Begin Oct Check points each quarter: Nov, Feb, Mar, June.

--Dufour’s PLC books, --OSPI rubrics for Student Growth Goals New TPEP --ESD Student Growth training wkshops

Principal sets up sessions per year. Principal works w/ T&L to set up.

Teachers become more collegial and focused on instruction. Teachers become deeper PLC and more efficient at analyzing math data.


SES SIP WRITING Goal & Cycle of Inquiry 2014-2015 Page 1

Sultan Elementary SIP/ Cycle of Inquiry WRITING 2014-2015

School Improvement Goal: All students will improve their performance in WRITING as measured by a minimum of 70% of students meeting standard on the 3rd, 4th, and 5th grade English/Language Arts (E/LA Smarter Balance assessment by the year 2015.

Strategy: Improve instructional strategies using Six Trait Writing programs and assessment strategies which align to current research and Washington State Common Core State Standards (CCSS) in Writing. Teachers will implement best practice instructional strategies in the 5 Dimensions of Teaching and Learning: Purpose, Engagement, Content/Curriculum, Culture/Environment, and Assessment.

Rationale: Students will perform better on Writing assessments, if the learning targets are clear, modeled, connected to prior knowledge, and practiced developmentally from K-5th grades consistently. Research shows that student learning improves when teachers use best practice instruction strategies.

Procedures for Evaluating Success in Reaching this Goal: [What SUMMATIVE evidence will be used to show this activity is making a difference in student outcomes?] The scores in 3rd, 4th, and 5th Grade Writing section in the E/LA Smarter Balance Assessment will rise to a minimum of 70% meeting standard. The spring May grade level Writing sample (K-5 grades) using grade level 6-Trait Rubrics, will show improvement from Levels 1s moving to Level 2s and above; Level 2s moving to Level 3s and above; and Level 3s moving to Level 4s. All SES students (K-5) will submit a final best writing sample to go up to the next grade as a performance based assessment in a Writing Portfolio.









1-Increase use of Smarter Balance-like Writing prompts at all grade levels.

Grade level meeting fall, winter, spring to focus on Writing instruction and collegially scoring CBA Writing prompts.

A common prompt and collegial scoring will be done: November, January, April, June (4Xyr)

Writing Released Smarter Balance prompts Scholastic 6 Trait Picture Book Boxes 6 Trait Teach Manual and Student Workbooks (Harcourt) Building on Background Knowledge

Grade level teams Writing Committee

Individual student’s writing portfolio. End of the year Student Writing Sample with scoring rubric. Create portfolio in Kindergarten and follow through 5th grade Send samples up to new teacher each year

2- Standardize writing assessments, establish anchor papers, and create rubrics across grade levels. K-5 uses a 1-4 scoring rubric. Analyze data for trends, then use the information to change instruction and improve student writing.

Use of Professional Leave days Time for collegial scoring on ER Fridays. Use Professional ER Fridays, Professional Leave as a team to review student samples of Writing

4 times a year aligned with reporting periods

6 Trait Writing rubric, grade level scoring guide, Ruth Culham’s 6 Trait Writing book, 6-Trait Teacher Manual & Student workbook.

All teachers All Teachers

Create prompts, rubrics and anchor papers for each grade level. Copy corrected assessment to share with parents, original in portfolio.









3-Increase this instructional strategy of providing Verbal Think Time, Verbalize thinking with a partner, prior to writing a rough draft.

Use Megan Sloan’s books for Writing Workshop PD & modeling; conferring/editing:

Sept-June. -Use of templates -Megan Sloan Writing books for teachers: Ellaborate & Into Writing. -Adult conferences

All teachers Make sure new teachers have the MS Writing books.

We would see samples of better written drafts. Better writing samples at Quarterly assessments. More students writing daily K-3

4- Utilize grade level appropriate writing templates for 6 Trait Writing strands.

Already given to grade level teams. Use templates to help develop the writing process.

2014-2015 --Megan Sloan’s 2 Writing books. --Scholastic Writing Prompt book --6-Trait Teacher Manual & Student Workbook--Harcourt

Grade level teams Improved Organization and Ideas seen in student work. Analysis of which template works better per trait and grade level.

5- Continue to implement the use of writing portfolios.

Continue at the end of the year assessment

Folder End of the year writing sample with all writing process components and scoring rubric

All teachers New teacher each year receives a writing sample for each new student. 5th grade samples sent up to the Middle School.

6- Continue to implement the use of Scholastic Trait Crates which include Picture Books with instructional lessons.

Teachers will review and map out how they will use the 6-Trait Picture Book crate in the fall, winter, spring

Begin Sept. Teach minimum of one lesson per trait.

--Scholastic Trait Crate per grade level provided. --Storytown Writing lessons & prompts

All teachers Improved results on Writing CBA’s with grade level teacher scoring collegially.

7- Ensure opportunities for all students to use technology/ Computer programs to aid in their writing instruction.

Computer Lab Instructor will share tech. programs, such as Power Point, Keyboarding skills, WORD

Sept-June Two fully equipped computer labs.

Tech savvy staff. Increased student ability and interest level. Increased student word processing skills









8-Implement Writing lessons found in the new Storytown Harcourt. Use background information and common vocabulary from reading in student writing.

Grade level teams in 2, 3, 4, and 5 will review lessons and units during ER Fridays.

Grade level teams will meet to review Writing Instruction 4 X per year

Harcourt Story town curriculum, Writing Prompts, Scoring rubrics, and Anchor paper samples for scoring and teaching.

Class room teachers

Principal will review Writing prompts at each grade level in team meetings 4X per year before Quarter grading. Principal will do Walk-throughs looking for Writing instruction.

9-Implement the weekly use of new 6 Trait Writing Teacher Manual and Student Workbooks per grade level. (best practice writing instruction)

PLC days for Writing for collegial instructional growth

Sept- June 6 Trait Writing Teacher Manual & Student Workbooks. PD money from T&L

Grade Level teams will work on this project throughout the year

Principal will organize time for teams to meet. BLT will give recommendations

10-Improve Spelling Instruction: Continue use of the new editions of Harcourt-Brace/Houghton Mifflin for Spelling: grades 3-5. 2nd Grade may use SpellWrite.

Grade level teams review Storytown Harcourt Writing & Spelling lessons and plan, map how to use weekly.

2014-2015 Further investigate how to implement Spelling.

Grades 2, 3, 4, 5 review Harcourt Story town spelling and vocabulary lists.

Classroom teachers.

Common spelling lists given to students weekly in grade K-5


Comprehensive Plan ReportA 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.12/2/2014

Sultan Middle School---F NCES - na Sultan School DistrictStudent and School Success Principle Indicators Key Indicators are shown in RED.Student and School Success Principle 1: Strong leadershipPrincipal's roleIndicator P1-IE05 - The principal participates actively with the school’s teams. (56)(SWD)Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 05/14/2014

Explain why not a Priority or Interest: Not required to focus on.Indicator P1-IE06 - The principal keeps a focus on instructional improvement and student learning

outcomes.(57)(Expected,TitleITA)Status Tasks completed: 3 of 11 (27%)Assessment Level of Development: Initial: Limited Development 10/03/2014

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:

Currently the principal has shown to value staff members and their voice through his open door policy, personal conversation, how he shares out at staff meetings, and his transparency; Additionally, he has a staff recognition program.He has established regular/consistent meetings. Building trust through communication via weekly updates and inviting parents to visit. Additionally, teachers and students are positive about him, in turn creating positive news going home to parents.

Plan Assigned to: Erika MartinHow it will look when fully met: By June 2015,the principal with leadership team will create an

environment that promotes learning for all members and is focused on increasing student achievement in SMS, through frequent classroom observations and providing focused feedback for improvement, creating clear processes for effective PLC's in the building, monitoring data, creating academic and behavioral intervention supports, and engaging the community, as measured by student achievement data, PLC effectiveness (through PLC agendas), and staff/student/parent perception data.

Target Date: 06/10/2015Tasks:

1. Provide an opportunity for Staff Voice to form SIP/Indistar PlanAssigned to: Nathan PlummerAdded date: 10/11/2014Target Completion Date: 09/22/2014Comments:

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Comments: An opportunity to gather voice occurred on 9/29, the BuILT then used the voice to help create the plan, and the final review of the plan occured on 10/21/2014

Task Completed: 10/21/20142. Work with Building Leadership Team to use whole staff collected voice to formulate a plan for continuous improvement.

Assigned to: Nathan PlummerAdded date: 10/11/2014Target Completion Date: 10/03/2014Comments: Will be done in two sessions, a final session on 10/22/2014 was held to

collect input.Task Completed: 10/22/2014

3. The Principal creates a common definition of instruction in the building.Assigned to: Nathan PlummerAdded date: 10/23/2014Target Completion Date: 06/10/2015Comments: Staff meeting time will be utilized for this

4. Bring a portion of the leadership team to the Leadership Symposium to solidify a common vision and culture of learning throughout the building through shared leadership.

Assigned to: Nathan PlummerAdded date: 10/11/2014Target Completion Date: 10/10/2014Comments: Funded by grant. Darci, Kimbra, Rebecca will join.Task Completed: 10/10/2014

5. Provide Building Leadership Team members training in providing focused feedback to teachers following an observation of practice.

Assigned to: Nathan PlummerAdded date: 10/11/2014Target Completion Date: 10/30/2014Comments: Heidi and Brooke will attend

6. Create a learning walk construct for the building that will provide teachers with feedback that will benefit their instructional practice.

Assigned to: Erika MartinAdded date: 10/11/2014Target Completion Date: 11/30/2014Comments: This will be done as a team.

7. Model, Facilitate, and continue to provide a culture of learning, and continuous improvement building wide.

Assigned to: Erika MartinAdded date: 10/11/2014Target Completion Date: 06/10/2015Comments: Ongoing

8. Provide building wide supports and systems of accountability to aid the SLC/PLC efforts.Assigned to:

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Assigned to: Erika MartinAdded date: 10/11/2014Target Completion Date: 06/10/2015Comments: Ongoing

9. Solicit assistance from OSPI to conduct an audit of Special Education Services in the building, and follow the recommendations to improve our systems.

Assigned to: Nathan PlummerAdded date: 10/11/2014Target Completion Date: 12/31/2014Comments: Audit report will drive program changes.

10. Have all building directives, and actions directly or indirectly support our SIP plan throughout the remainder of the 2014-2015 school year.

Assigned to: Erika MartinAdded date: 10/11/2014Target Completion Date: 06/10/2015Comments: Erika and BuILT will help hold building wide actions accountable to

staying focused on the plan.11. Work to sustain and maintain STEM Program in the building, through focused professional development.

Assigned to: Nathan PlummerAdded date: 10/27/2014Target Completion Date: 08/31/2015Comments: Indistar funds if needed.

Implement Percent Task Complete: Tasks completed: 3 of 11 (27%)Student and School Success Principle 2: Staff evaluation and professional developmentProfessional developmentIndicator P2-IF11 - Professional development is aligned with identified needs based on staff evaluation

and student performance.(2879)(Expected,TitleITA)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/03/2014




Professional Communities support individual teacher growth, and evaluation cycle with teaching staff provides individual feedback based on performance.

Plan Assigned to: Not yet assigned

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

Status Tasks completed: 0 of 7 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




Professional Learning Communities are established, time is committed and scheduled. Time is designated on Early Release Friday's, which occurs approximately once a month. Previous years had department meetings which were less focused than this year's meetings will be.

Plan Assigned to: Darci MurphyHow it will look when fully met: By June of 2015, all PLC groups will operate under established norms,

utilize agenda, and operate effectively towards established SMART Goals. Professional development needs will be identified and addressed through the PLC process.

The collaboration agenda for PLC groups is utilized regularly to guide meetings and record progress. At full implementation individual teachers and PLC teams will professionally grow based on their progress towards the established SMART Goals. SMS will identify, evaluate, and show evidence of growth in student achievement.


1. Establish norms for each PLC group and have them visible on the agenda. Assigned to: Darci MurphyAdded date: 10/03/2014Target Completion Date: 09/26/2014Comments: That norms are established and are visible on agenda.

2. Reviewing norms will be the first item to discuss during each meeting, as evidenced by agenda notes.Assigned to: Darci MurphyAdded date: 10/03/2014Target Completion Date: 12/19/2014Frequency: monthlyComments: Identify completion of task in agenda notes/minutes. Modify note

template to include formative assessment of meeting effectiveness. 3. PLC groups will create 1-3 SMART Goals that will support the alignment of classroom instruction in the common core/next generation science standards providing evidence of student growth to support that alignment.

Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 10/24/2014Comments: Review submitted SMART goals for each PLC looking for accuracy.

4. Designing learning walks to support progression towards SMART goals.Assigned to:

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Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Learning walks need to tie directly to SMART goals, and will be

reoccurring. Review agendas to appropriately arrange learning walks. Communicate learning walk possibilities to PLC's.

5. Identify outside professional development needs based on PLC SMART Goals.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Ongoing, agenda items, based on needs for towards SMART Goals and

evaluation needs.6. Teacher leaders will receive training in UW focused feedback to train staff in the building to support learning walks throughout the building.

Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 11/21/2014Comments: Establish staff meeting time to share focused feedback training with

staff. Build capacity throughout the building.7. Provide Special Education Teachers with Professional Development for best practices in Special Education

Assigned to: Nathan PlummerAdded date: 10/27/2014Target Completion Date: 03/18/2015Comments: Indistar

Implement Percent Task Complete: Tasks completed: 0 of 7 (0%)Indicator P2-IF14 - The school sets goals for professional development and monitors the extent to which it

has changed practice.(3378)(Expected,TitleISW,TitleITA)Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 10/23/2014

Explain why not a Priority or Interest: As a school the impact on professional development impacting practice is an important indicator of success, however our focus will be on building our Professional Learning Community systems as a foundation for effective change.

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Student and School Success Principle 3: Expanded time for student learning and teacher collaborationExpanded time for student learning and teacher collaborationIndicator 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)Status Tasks completed: 0 of 4 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




A 26 minute period of time is currently scheduled a majority of the school year at the beginning of the day. Additionally, an after school tutoring program was offered Monday-Thursday.

Plan Assigned to: Kimbra SmithHow it will look when fully met: By June 2015 with staff approval, we will develop a system that will

address SLC/HSB/SEL/progress monitoring, as well as skills deficiencies and/or enrichment, and work completion in an advisory type setting.


1. Clearly establish the purpose of advisory through consensus.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 12/16/2014Frequency: monthlyComments: BuILT team brain storm to generate ideas on the purpose of advisory

and present to staff. Solicit staff input through survey.2. Once purpose is agreed upon, BuILT team will design a system to meet that purpose.

Assigned to: Kimbra SmithAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Hold team members accountable to the established and agreed upon

purpose.3. In addition to advisory, SMS will provide an after school component and construct for additional help after school hours

Assigned to: Nathan PlummerAdded date: 10/24/2014Target Completion Date: 06/03/2015Comments: The key is to establish a consistent funding source and measurement

to monitor student performance.4. Obtain support curriculum for intervention work- targeting student groups who are deficient in identified areas.

Assigned to: Nathan PlummerAdded date: 10/27/2014

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Added date: 10/27/2014Target Completion Date: 06/12/2015Comments: Indistar Grant

Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)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)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/23/2014




Release time is already established in the district; however our focus as a building is to effectively utilize established advisory time to satisfy this principle.

Plan Assigned to: Not yet assignedStudent and School Success Principle 4: Rigorous, aligned instructionEngaging teachers in aligning instruction with standards and benchmarksIndicator P4-IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject

and grade level.(88)(ELL,Expected,SWD)Status Tasks completed: 0 of 4 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




Department level meeting times are established. All departments have access to the Common Core and in some departments partial alignment is in place.

Plan Assigned to: Heidi HarderHow it will look when fully met: By June 2015 classroom curriculum will be aligned to State Standards

which directly support the Common Core State Standards/Next Generation Science Standards as indicated in PLC SMART Goals.


1. Establish SMART goals in PLC groups that align to Standards and support the CCSS/NGSSAssigned to: Heidi HarderAdded date: 10/03/2014Target Completion Date: 10/24/2014Comments: Evaluate established goals for appropriateness.

2. Monitor progress towards the established SMART Goals regarding unit alignment.Assigned to: Heidi HarderAdded date: 10/03/2014Target Completion Date:

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Target Completion Date: 06/10/2015Frequency: three times a yearComments: Regular monitoring of PLC progress through minutes and observation.

3. Providing time for PLC's to align content to Standards/CCSS/NGSS.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Ongoing, based on need.

4. Providing time for interdisciplinary collaboration in support of Standards alignment.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: four times a yearComments: Providing time in staff meetings

Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)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)

Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 10/23/2014

Explain why not a Priority or Interest: At this point, the Building Instructional Leadership Team is being utilized in establishing systems within the building that will meet the varying needs of students at SMS.

Student and School Success Principle 4: Rigorous, aligned instructionExpecting and monitoring sound instruction in a variety of modesIndicator 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)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/23/2014




This will not be included in our plan. Aligning Content, and establishing effective PLC's is the first order of business.


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Student and School Success Principle 5: Use of data for school improvement and instructionAssessing student learning frequently with standards-based assessmentsIndicator P5-IID08 - Instructional Teams use student learning data to assess strengths and weaknesses of

the curriculum and instructional strategies.(106)(ELL,Expected,SWD,TitleITA)Status Tasks completed: 0 of 4 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




Departmental teams are in place, some departments have partial development of common assessments where others have none. Additionally, AIMSWeb screening tool was administered in the Winter and Spring of 2014.

Plan Assigned to: Brooke LomansHow it will look when fully met: By June 2015, teaching staff will utilize student assessment data to

monitor and adjust curriculum and instructional practices based on student performance, as evidenced by PLC minutes and by observations of teachers' practice; resulting in an increase of student performance in all areas.


1. Create a regular assessment schedule for administering assessments - AIMSWeb and STARAssigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 09/30/2014Comments: Distribute to staff

2. Set-up HomeroomAssigned to: Dave MoonAdded date: 10/03/2014Target Completion Date: 10/31/2014Comments: Nathan will be persistent.

3. Train staff to utilize Homeroom(data dashboard system) to inform and drive instruction.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 12/16/2014Frequency: weeklyComments: On going support

4. Common assessments will be created and utilized in classes to drive PLC work and instructional practices in progressing towards established SMART Goals.

Assigned to: Brooke LomansAdded date: Page: 9 of 14


Added date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Check PLC agenda notes. Evidence of common assessments and their

use needs to be apparent.Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)Indicator P5-IID12 - All teachers monitor and assess student mastery of standards-based objectives in

order to make appropriate curriculum adjustments.(1715)(Expected,TitleITA)Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 10/23/2014

Explain why not a Priority or Interest: At this point the building is not prepared to take on a standards based approach to student learning as it must establish solid systems of collaboration and a common understanding of what needs to be taught, how we will best assess student learning, and what mastery looks like before undertaking this step.

Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical healthSchool and classroom cultureIndicator P6-IIIC13 - All teachers reinforce classroom rules and procedures by positively teaching them.

(165)(Expected)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/23/2014




We are currently establishing and implementing tier 1 PBIS principles in our building and supporting teachers in reinforcing those expectations.


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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)

Status Tasks completed: 0 of 4 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




Currently, in Tier 1 implementation of PBIS. Expected behaviors have been taught in a positive way and are posted. Rewards system is in place to reinforce expected behaviors.

Plan Assigned to: Rebecca ManduchiHow it will look when fully met: By June 2015, SMS will have a system in place to create a positive

school culture and safe environment through PBIS/(BEST); as measured by data analysis of BEST Bucks, student discipline records, PBIS fidelity tools, and CEE perception survey results.


1. Define what a safe school environment and positive culture means to SMS.Assigned to: Rebecca ManduchiAdded date: 10/03/2014Target Completion Date: 06/10/2015Comments: Look at Wise Ways information for guidance.

2. Establish a tracking system for majors.Assigned to: Keith BuechlerAdded date: 10/03/2014Target Completion Date: 06/10/2015Comments: Determine need for appropriate tracking system.

3. Finalize implementation of tier 1, and begin to implement tier 2 strategies.Assigned to: Rebecca ManduchiAdded date: 10/03/2014Target Completion Date: 06/10/2015Comments: Fidelity Checks, and building understanding of tier 2 and next steps.

4. Create a safe place for staff members to make suggestions to improve the culture.Assigned to: Rebecca ManduchiAdded date: 10/23/2014Target Completion Date: 07/10/2015Comments: For the PBIS Team

Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)

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Student and School Success Principle 7: Family and community engagementDefining the purpose, policies, and practices of a school communityIndicator P7-IVA01 - Parent (Family) representatives advise the School Leadership Team on matters

related to family-school relations.(3069)(Expected,TitleISW,TitleITA)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/23/2014




We are in the process of including a parent on our building leadership team and our AVID Site team.

Plan Assigned to: Not yet assignedIndicator 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)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/23/2014




We are currently building our communication tools and getting these key documents to families.

Plan Assigned to: Not yet assignedIndicator 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)

Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 10/23/2014

Explain why not a Priority or Interest: SMS is working closely with the PTSO to establish this level of communication

Page: 12 of 14


Student and School Success Principle 7: Family and community engagementEducating parents to support their children's learning and teachers to work with parentsIndicator P7-IVA13 - The LEA/School has engaged parents and community in the transformation process.

(1649)(Expected)Status Tasks completed: 0 of 5 (0%)Assessment Level of Development: Initial: Limited Development 10/03/2014




PTSO is established with limited participation. PTSO is currently a fundraising group, which mainly consists of parents. The group occasionally supports classrooms and ASB.

Plan Assigned to: Jeff GushwaHow it will look when fully met: By June 2015, our PTSO will consist of a partnership of Parents,

Teachers, and Students who will represent the interests of their constituencies to transform the community environment of SMS as measured by the CEE student perception survey and school initiated parent survey.


1. Promote participation in PTSO, from all categories.Assigned to: Jeff GushwaAdded date: 10/03/2014Target Completion Date: 01/30/2015Frequency: monthlyComments: Advertise, announcements, informational announcements.

2. Create attendance logs at meetings.Assigned to: PTSO-Secretary: Michelle AdieAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency: monthlyComments: Collect Minutes

3. Create WATCH Dogs ProgramsAssigned to: Dave MonsonAdded date: 10/03/2014Target Completion Date: 06/10/2015Comments: Monitor involvement

4. Recruit PTSO member for AVID Site Team.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Frequency:

Page: 13 of 14


Frequency: monthlyComments: Find somebody (Beth)

5. Recruit PTSO member for BuILT Team.Assigned to: Nathan PlummerAdded date: 10/03/2014Target Completion Date: 06/10/2015Comments: Find somebody (Lara)

Implement Percent Task Complete: Tasks completed: 0 of 5 (0%)

Page: 14 of 14


Sultan High School Improvement Plan 2014

SHS Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017 • Science: to align our curriculum to the next generation science standards • CTE: to increase student participation in clubs (CTSOS) to increase student engagement in CTE Programs • Special Ed: by June 2015, the special education department will increase contact of students, to once a month minimum with their assigned IEP case

manager by 10% thus impacting overall student growth, grade improvement and communication with students, general education teachers and families, as measured by data collection, case management lists and anecdotal notes.

• Social studies: For students to accept and value the link between attendance and success in the class room . • Art: to increase passing rates to 97% by allowing for make-up work and sending out danger of failing reports. • English: to increase the writing HSPE scores through the development of COS through the use of genre-specific outlines. • World languages: To align our curriculum to the Washington State Standards of Foreign Language Learning in the 21st Century (from National ACTFL) • Math: To increase Algebra and Geometry EOC numbers in the Level 3 and Level 4 categories • PE: Level 1 students will be proficient at writing goals based on a predetermined fitness program • Level 2 students will be proficient at writing a fitness program based on their individual fitness goals and program. • •

Activities/Tasks &Descriptions Person Responsible

Resources Needed

Cost & Funding Source

Measure

NEEDS ASSESSMENT: A review of the comprehensive needs assessment including an analysis of student achievement data indicates the need to focus on on-time graduation rates. Each department has looked at how to support this need and has created a SIP goal related to this. Student Achievement on mandated tests is a priority, especially with transition from HSPE/EOC to SBAC.

Admin team BLT

Student achievement and attendance data, school demographic data; staff, student and parent survey data, Strand data. Department collaboration time.

Building Budget DEWIS SPED

Graduation rates HomeRoom data Strand scores

FOCUSED GOALS: specific school-wide graduation goals will focus on: More students attending, more students earning credits and improved test sores.

Admin team BLT

State/federal assessment data CCSS 5Ds HYS Dept collaboration time

Building budget

SBAC/EOC/HSPE Attendance data Participation data HYS

EFFECTIVE STRATEGIES: School-wide agreements and strategies used by all teachers and instructional para-educators will focus on analyzing standards, identifying essential concepts and skills and how taught, crafting hands-on lessons, developing a clear understanding of what students should know and be able to do, and developing formative and common assessments. The purpose is to increase students’ ability to engage with learning, take responsibility

Admin team BLT SHS and Dept agreements AVID Site Team PBIS

State/federal assessment data Classroom formative assessments 5Ds Dept collaboration time

AVID DEWIS Building budget SPED

Informal observations Exit slips Student grades


Sultan High School Improvement Plan 2014 for their learning, identify critical concepts, transfer learning among disciplines and increase student academic achievement. REFLECTIVE PROFESSIONAL DEVELOPMENT: Focus on aligned curriculum with identified essential concepts and the development of shared formative and common assessments. Purpose is to provide teachers with the skills (5Ds) needed to instruct all students with different skill levels and to create a scope and sequence for course work.

Admin team BLT Dept Agreements AVID Site Team PBIS Accreditation team

State assessments Classroom formative assessments Student work 5Ds Dept-based PD PLC book study AVID training Accreditation meetings Dept collaboration time

SPED AVID DEWIS CTE Building PD budget

Student grades Student-centered classrooms Accreditation

INTERVENTION PLAN: Identify how resources will be used to provide students not meeting grade level expectation with the instruction they need. Each teacher will focus on pyramid of interventions within their classroom. The purpose is to ensure that timely interventions are provided to students below grade level and the needs of all students are met.

Admin team Counselors BLT Dept agreements AVID Site Team PBIS Advisors

State/federal assessments Student grades Classroom formative assessments Student work IEP requirements HomeRoom Dept collaboration time

AVID SPED DEWIS Building budget

Informal observations student work Student grades HYS Free/Reduced participation Student tutoring participation Parent involvement

MONITORING STUDENT PROGRESS: Content teams will analyze student progress based on quarter grades, end of unit test and formative assessments, as well as state/federal assessments. The purpose is to ensure that timely interventions are provided to students below grade level and the needs of all students are met.

Admin team Counselors BLT Dept agreements AVID Site Team PBIS Advisors

State assessments Classroom formative assessments Student work HomeRoom Dept collaboration time

AVID SPED Building budget

Student led conferences Item analysis Analysis of attendance and participation

COLLABORATION: 30 minutes monthly will be dedicated to discussion of student progress, calibration of assessments and implementation of best practices. In addition, staff has 6 ERFs and designated substitute available days for collaboration. On a volunteer basis, staff may participate in a book study on student success. The purpose is to ensure that timely interventions are provided to students below grade level and the needs of all students are met.

Admin team BLT Dept agreements

Release time Dept collaboration time PLC book study

AVID Building budget

Participation in staff development 6-12 Vertical alignment


Sultan High School Improvement Plan 2014 CELEBRATION OF SUCCESS: Emphasis will be place on celebrating, studying, and showcasing team successes on the basis of measureable assessment results. .

Admin team BLT AVID Site Team Advisors PBIS

Web page

AVID Building budget

Student Led Conferences Senior presentations Classroom formative assessments Student work Credits earned Graduation


Sultan High School ENGLISH Department Improvement Plan 2014

Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017 English: to increase the writing HSPE scores through the development of COS through the use of genre-specific outlines. Activities/Tasks &Descriptions Person

Responsible Start/ End

Resources Needed


Measure

NEEDS ASSESSMENT: An analysis of student achievement data concerning Writing HSPE strands; Our purpose is to identify priority needs of students according to 2014 HSPE results.

English Dept members & ESD Coach

Now-JUNE 2014 HSPE results (collective & individual scores—break down of strands); info concerning writing expectations of SBAC; comparison of Writing HSPE expectations with SBAC expectations

Building budget (PD)

2015 HSPE scores; 2015 SBAC scores

FOCUSED GOALS: Continued development and growth of Content, Organization, and Style requirements (as determined by the HSPE & SBAC)


Oct 14 Nov 13 End: JUNE

Targeted lessons that focus on COS elements



EFFECTIVE STRATEGIES: Dept-wide commitment to analyzing the following: 2014 HSPE results (collective & individual scores—break down of strands); info concerning writing expectations of SBAC; comparison of Writing HSPE expectations with SBAC expectations


Oct 14 Nov 13 End: JUNE

2014 HSPE results (collective & individual scores—break down of strands); info




Sultan High School ENGLISH Department Improvement Plan 2014

concerning writing expectations of SBAC; comparison of Writing HSPE expectations with SBAC expectations; PAPER!

REFLECTIVE PROFESSIONAL DEVELOPMENT: Focus on aligned curriculum with identified essential concepts of CCSS (SBAC expectations) and COS elements of Writing HSPE; Focus on formative assessment opportunities to drive further teaching strategies


Oct 14 Nov 13 Dec 4 Jan 12 End: JUNE

Targeted lessons that focus on COS elements; Formative Assessment strategies


2015 HSPE scores; 2015 SBAC scores; daily student progress

INTERVENTION PLAN: Identify how resources will be used to provide students not meeting grade level expectation (HSPE and SBAC) with the instruction they need; Individualized instruction concerning COS requirements of Writing HSPE and SBAC.

English Dept members

Now-JUNE Targeted lessons that focus on COS elements; Formative Assessment strategies; student work samples


2015 HSPE scores; 2015 SBAC scores; daily student progress; Dept reflection/collaboration time

MONITORING STUDENT PROGRESS: English department will analyze student progress based on quarter grades, end of unit tests, and formative assessments. Monitor student growth; identify effective instructional strategies and techniques to provide timely intervention.

English Dept members

Now-JUNE Formative and Summative Assessment strategies; student work samples


2015 HSPE scores; 2015 SBAC scores; daily student progress; Dept reflection/collaboration time

COLLABORATION: Monthly dept meetings will be dedicated to discussion of student progress, calibration of assessments, and

English Dept members &

Oct 14 Nov 13

Targeted lessons that

Building budget

2015 HSPE scores; 2015 SBAC scores; daily


Sultan High School ENGLISH Department Improvement Plan 2014 implementation of best practices; English Dept will be meeting with ESD Coach on the following dates: Oct 14, Nov 13, Dec 4, and Jan 12

ESD Coach Dec 4 Jan 12 End: JUNE

focus on COS elements; Formative Assessment strategies; student work samples

(PD) student progress; Dept reflection/collaboration time

CELEBRATION OF SUCCESS: BBQ at Jackie’s (Karen will provide MARGARITAS!); Emphasis will be placed on celebrating, studying, and showcasing team successes on the basis of measureable assessment results.

English Dept members (Admin invited to BBQ with provisional supply of something chocolate AND additional malted beverages)

JUNE Building budget (PD)* *Will the building pay for our BBQ…Cory will drink Coors Light as it’s cheaper ?

2015 HSPE scores; 2015 SBAC scores; size of the hangover the next morning


Sultan High School Department Improvement Plan 2014

Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017 Science: to align our curriculum to the next generation science standards (NGSS) Activities/Tasks &Descriptions Person


Resources Needed


Measure

NEEDS ASSESSMENTA review of the comprehensive needs assessment including an analysis of student achievement data indicates the need to focus on on-time graduation rates. Focus : Biology EOC which will change to NGSS in 2017

Administrative Team;

---2017

Student achievement and attendance data, school demographic data, staff, student and parent survey data

Building budget AVID budget

Graduation daIdentify/

FOCUSED GOALS: Align our curriculum to meet the NGSS Science Team 2014-2017

State assessments 5Ds

District Dept budget

SBAC/EOC/HSPE Attendance data

EFFECTIVE STRATEGIES: Create lessons to be hands-on, open ended questions, and increase the use of computer simulations when needed. Engage students with learning and have them take responsibility for their learning, identify critical concepts. When possible have students create their own investigative question.

teacher Classroom formative assessments 5Ds

Informal Walk-throughs, exit slips, lab grades.

REFLECTIVE PROFESSIONAL DEVELOPMENT: Attend conferences on stem and CTE when possible

2014 Grant budget

Dept professional development ½ days PLC

INTERVENTION PLAN: Making sure to contact parents, encourage tutoring after school. Allow extra study time when needed.

Classroom formative assessments Student work

Tests, record of parent contact

MONITORING STUDENT PROGRESS: Analyze student progress based on formative check-ins, quarter grades, end of unit tests and formative assessments. Monitor student growth; identify

State assessments, classroom formative assessments.

Tests, student work, Biology EOC Quizzes


Sultan High School Department Improvement Plan 2014 effective instructional strategies and techniques to provide timely intervention.

Student work

Unit tests

COLLABORATION: At least 30 mins every other week will be dedicated to discuss student progress, and implementation of NGSS lessons.

Release time

CELEBRATION OF SUCCESS: Emphasis will be placed on celebrating, studying, and showcasing team successes on the basis of measureable assessment results.

How to showcase Effective Strategies?

State assessments Classroom formative assessments Student Work

Grant writing is best use of teacher time

Where is student performance aspect



Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017 MATH: To increase Algebra and Geometry EOC numbers in the Level 3 and Level 4 categories Activities/Tasks &Descriptions Person


Resources Needed


Measure

NEEDS ASSESSMENT: Teaching supplies; rulers, protractors, compasses, classroom sets of calculators. Also time to collaborate

Dept Head 2014 Money Building budget and Sunshine funds

EOC scores

FOCUSED GOALS To increase Algebra and Geometry EOC numbers in the Level 3 and Level 4 categories

Department 2014-2017

See needs assessment Building budget and Sunshine funds

EOC scores

EFFECTIVE STRATEGIES Align curriculum across department. Increase use of higher thinking problems in Algebra, Geometry, and Algebra 2

Department 2014 Collaboration time Building and District Funds

Discussion during department meetings

REFLECTIVE PROFESSIONAL DEVELOPMENT More collaboration time to revisit curriculum alignment and discuss use of group worthy problems

Department 2014-2017

Collaboration time. Building and District Funds

Discussion during department meetings

INTERVENTION PLAN: Focus on student self-evaluation and awareness of learning targets

Department 2014 Discussion during department meetings

MONITORING STUDENT PROGRESS Daily formative assessment. Bi-weekly summative assessment,. Yearly state assessment

Department 2014 Normal classroom support and resources.

EOC scores

COLLABORATION Discussion of successful activities, teaching

Department 2014 time Building and District Funds

EOC scores


Sultan High School Department Improvement Plan 2014 strategies, idea generation, curriculum alignment CELEBRATION OF SUCCESS Focus on encouraging student growth by highlighting both individual and class high scores

Department 2014 EOC scores


Sultan High School Department Improvement Plan - 2014

Goal: to align our curriculum to the Washington State Standards of Foreign Language Learning in the 21st Century (from National ACTFL) World Language: Activities/Tasks &Descriptions Person


Resources Needed


Measure

NEEDS ASSESSMENT: -Data from the district describing demographics of students may be helpful to determine a baseline of prior knowledge so that we can determine which skills to focus on in the curriculum. –Survey to enrolled students to describe the reasons for taking foreign language so that we can determine on which skills to focus.

-World Language Department

2014-2017

-School and District demographic data –Student surveys

-Building Budget -World Language Department

-Student Surveys -Teacher Observations

FOCUSED GOALS: -Create curriculum to align to the Washington State standards. -Focus first year on development of Spanish I, second year on Spanish II/III, third year on upper levels and literacy component for heritage speakers.

-World Language Department

2014-2017

-Attendance at Local, State, National Conferences for collaboration -Professional Development days for observations -Dues for membership to Professional Organization -Textbooks and other Supplementary Teaching Materials


-Curriculum -Teaching Materials -Attendance -Membership

EFFECTIVE STRATEGIES: -Choose Teaching Materials upon their alignment with the Washington State Standards -Collaborate with other world language teachers. -Collaborate with other content area teachers, including those in other grades, upon overlap of curriculum within

-World Language Department -District Teachers

2014-2017

--Attendance at Local, State, National Conferences for collaboration -Professional


-Teaching Materials -Student Work -Teacher


Sultan High School Department Improvement Plan - 2014 content areas Development days

for observations -Dues for membership to Professional Organization -Textbooks and other Supplementary Teaching Materials -Collaboration Time with District Teachers.

Assignments -Attendance -Membership

REFLECTIVE PROFESSIONAL DEVELOPMENT: -Focus on the growth of the World Language program and what to expect for the future as the Building SIP encourages students to plan for college, many of which require world language credit.

-World Language Department -Administrative Team -Counselors

2014-2017

-Collaboration Time -Admission Informative from Post-Secondary Options


-Registration Numbers -Student Surveys

INTERVENTION PLAN: Development of the hierarchy of skills needed for each level of World Language necessary to continue throughout the curriculum and to advance to the next course level. Discuss a remedial plan to complete before students can be promoted. Gather data of retention from beginning levels to upper levels of students enrolled.

-World Language Department -Administrative Team -Counselors

2014-2017

-Collaboration Time -Attendance at Local, State, National Conferences for collaboration -Professional Development days for observations -Dues for membership to Professional Organization -Textbooks and other Supplementary Teaching Materials


-Student Work -Registration Numbers -Attendance -Membership

MONITORING STUDENT PROGRESS: Monitor student -World 2014- -Collaboration Time -World -Student


Sultan High School Department Improvement Plan - 2014

growth with formative and summative assessments. Identify effective instructional strategies.

Language Department

2017 -Attendance at Local, State, National Conferences for collaboration -Professional Development days for observations -Dues for membership to Professional Organization

Language Department -Building Budget

Work -Teacher Goals -Attendance -Membership

COLLABORATION: -Collaborate with other world language teachers. -Collaborate with other content area teachers, including those in other grades, upon overlap of curriculum within content areas.

-World Language Department -District Teachers

2014-2017

-Collaboration Time -Attendance at Local, State, National Conferences for collaboration -Professional Development days for observations -Dues for membership to Professional Organization

-World Language Department -Building Budget

-Attendance -Membership -Teacher Assignments -Student Work

CELEBRATION OF SUCCESS: -Rewards for student growth. -Recognition in the community.

-World Language Department -Administrative Team

2014-2017

-Student Achievement -Support from Building, District, and Community

-World Language Department -Building Budget

-Student Work -Teacher Goals



Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017 CTE: To increase student enrollment and engagement in CTE programs. Activities/Tasks &Descriptions Person


Resources Needed


Measure

NEEDS ASSESSMENT: Reduce and cap class sizes at full state funding rate.

District administration 2014 Larger percentage of Perkins and state VOC funds go to CTE and less to district overhead.

State Voc and Perkins funds

Increased CTE FTE

FOCUSED GOALS: Bring in Science, math and possibly other classes into CTE. Offer wider variety of CTE classes.

Building and CTE Admin. 2014-2017

Conditional, regular CTE certifications, classroom space and instructional resources.

District, State Voc and Perkins funds

More CTE classes AND increased FTE count.

EFFECTIVE STRATEGIES : Increase CTSO availability, visibility and participation.

CTE Department 2014 More hours??? District and State Voc funds.

Increased CTSO participation

REFLECTIVE PROFESSIONAL DEVELOPMENT Professional conferences, workshops and on-line classes

CTE Teachers 2014-2017

Release time, sub coverage, district cooperation.

Perkins, State Voc and Sunshine funds.

Increased staff professionalism.

INTERVENTION PLAN: Increase visibility of CTE classes and programs to lower level middle school students.

CTE outreach to middle school students

2015-2017

Release time, sub coverage, district cooperation.

District. Increased enrollment in CTE.

MONITORING STUDENT PROGRESS Content and discipline specific within the framework of the 5D evaluation system. Improve formative assessment on a day to day basis.

CTE Teacher 2014, no end

Normal classroom support and resources.

N/A Increased student growth and positive outcomes.

COLLABORATION Focus on more effective Department collaboration time and team building, and less time spent on building-wide collaboration.

Building Administration 2014 PD/ERF time and snacks. Snacks (sunshine fund)

More productive and effective CTE teachers.

CELEBRATION OF SUCCESS CTE department BBQ?


Sultan High School SPED Department Improvement Plan 2014

1 | P a g e

BLDG Goal: Increase on-time graduation rates by 10%--from 78% in 2013 to 88% in 2017

SPED Goal: By June 2015, contact with special education students will increase by 10% impacting overall student growth and graduation rates.

Activities/Tasks & Descriptions Person Responsible Start/End Resources Needed


Measure

Needs Assessment: 1 month baseline data; document spreadsheet; collection of data and pre-intervention to determine existing contact

SPED 2014-2017

Data sheet; para-educator time to converse with special education teachers

BLDG and SPED Budget

Data sheet information

Focused Goals: increase contact of students; once a month minimum contact with case manager; overall student growth; grade improvement; communication with students, families and other high school staff

SPED 2014-2017

Time BLDG and SPED Budget

Data and notes

Effective Strategies: use a check-off sheet to show contact; casual conversations; informal classroom conversations; formal meetings

SPED/GEN. ED. / ADMIN.

2014-2017


Conversations and notes

Reflective Professional Development: Friday morning meetings; lunch time collaboration with team members; development of ‘draft’ IEP plans


2014-2017


Data sheet; conversation; notes; grades; student feedback; IEP’s

Intervention Plan: grade checks with students during class time; if students are failing – determine how to ‘help them’ be responsible


2014-2014




Sultan High School SPED Department Improvement Plan 2014

2 | P a g e

Monitoring Student Progress: students complete their own grade checks once a week in resource room; grade report time; IEP review or re-evaluations; feedback from families and staff members on student performance; data sheet collection of contact time; and anecdotal notes from team members

SPED/GEN. ED.

2014-2017



Collaboration: constantly conversing with students, teachers & guidance counselors; para-educator contact

SPED 2014-2017


Conversations; on-going reflection

Celebration of Success: graduation day; student grade improvement; positive feedback from families and general education staff on student improvement; state test scores passing; better attendance; student’s esteem visibly increases through actions and work


2014-2017


Cap and Gowns with tassels moving from left to right



BOARD AGENDA ITEM D. Study Session

Study Consent Supt.’s Session Action Business Informational Report Time is provided for discussing special topics with administration and the Board of Directors. Additional Information Attached Fiscal Impact/Fund Source: N/A



BOARD AGENDA ITEM

January 5, 2015

Study Consent Business Informational Supt.’s Session Action Report AGENDA ITEM: Honorary Sultan School District Diploma PERSONNEL INVOLVED: Superintendent Chaplik BACKGROUND:

Doris Jelenk turns 100 years old in June and a community member suggested that Sultan High School recognize her with an “honorary diploma”.

Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other




BOARD AGENDA ITEM

January 5, 2015

Study Consent Business Informational Supt.’s Session Action Report AGENDA ITEM: Twenty-Four Credit Requirement for Graduation PERSONNEL INVOLVED: Superintendent Chaplik BACKGROUND:

The state will in the future require 24 credits for a WA State diploma. Discuss waiver and options.

Additional Information Attached Fiscal Impact/Fund Source: BOARD ACTION: NOTES: M

otion

Second

Aye

Nay

Abstain

Other




BOARD AGENDA ITEM E: Adjournment

Study Consent Supt.’s Session Action Business Informational Report Additional Information Attached Fiscal Impact/Fund Source: N/A


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