Port Angeles High School · Specific strategies, numbers of students, staff responsible, and...

Continuous School Improvement Plan 1 Port AngelesHigh School10/10/2005

Port Angeles School District

Port Angeles High School

Continuous

School Improvement Plan

2014-15

September 12, 2014

Continuous School Improvement Plan 2 PAHS September 12, 2014

DIRECTIONS The process for developing your Continuous School Improvement Plan is outlined below. Decide where you need to put your focus in order to reach your

specific learning improvement goals. Feel free to attach as appendices school-specific surveys, evaluations, assessments, self-study documents, or other

information that will be descriptive and supportive of your plan.

PART 1: VISION, MISSION, AND BELIEFS

Define your school’s vision and mission and beliefs.

PART 2: DATA ANALYSIS

Collect and analyze critical information.

PART 3: AREAS OF STRENGTH AND IMPROVEMENT

Determine needs and strengths.

PART 4: STRATEGIC GOALS AND OBJECTIVES Establish priority goals for improvement based on the district strategic plan. Establish building-level objectives to meet major goal expectations.

PART 5: ACTION PLANS Design action plans complete with responsibility designation, timelines, and indicators of success. For each action plan, see specific directions and exam-

ple found on page 18.

PART 6: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY Briefly summarize your school’s strategy for student remediation. Specific strategies, numbers of students, staff responsible, and timeline for implemen-

tation and other related details should be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate responsive-

ness to student tutorial needs. This summary should clearly describe a comprehensive approach embedded in strategies.

PART 7: SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY

Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the activity. Identify only the budget

estimates that total to your school’s basic staff development allocation.

PART 8: SUMMARY

Summarize your Continuous School Improvement Plan. Please submit to the superintendent a preliminary revision of your draft by September 12, 2014.

The final plan is due to the superintendent by October 9, 2014. Schools will report progress on January 22, 2015, April 9, 2015, and finally for the

year on June 25, 2015.

PART 9: SIGN-OFF SHEET An original sign-off sheet that includes the names, positions, and signature of your site team must accompany the final plan on October 9, 2014.

PART 1: VISION, MISSION AND BELIEFS


VISION, MISSION AND BELIEFS

Directions: Define your school’s vision. Vision is described as the single most important tool for leading your school. It captures your school’s

collective commitment to a future state. Vision elements are key words and phrases in the statement that prevent differing interpretations of the

vision.

Vision: Port Angeles High School will be a personalized, rigorous, student-centered learning community that respects our demo-

cratic heritage and values diversity in order to create a better world.

Directions: Define your school’s mission. The mission is a written statement of purpose, crafted to inspire people to commit to the

organization’s vision. It answers the questions: Why do we exist? What do we do? For whom do we do it? Why do we do it?

Mission: To prepare students for a lifetime of learning by creating a foundation for personal success.

Directions: Define your school’s beliefs. Beliefs are written statements that capture your school’s shared values. Beliefs are crafted to clarify the

principles, the ideals, by which the school team operates. Beliefs underlie the mission and vision statements.

Beliefs: All students can learn. Learning is a life-long endeavor. Teachers facilitate learning by creating conditions for rigor, rele-

vance, relationships and responsibilities.



DATA ANALYSIS

High School Proficiency Exam (HSPE) and End of Course (EOC) DATA

Directions: Enter the scores on the READING, WRITING, MATH, and SCIENCE sections of the HSPE.

Analysis Tool/

Measurement Device 2011 2012 2013 2014

Analysis Tool/


HSPE Reading 10:

% of students at each level

Level 1:

Level 2:

Level 3:

Level 4:

7.7 3.2

4.9

5.1

HSPE Writing 10:

% of students at each skill

Conventions:

Content, Organization and

Style:

83.4 93.7 94.8 90.0

9.6 7.9

8.7 6.4

22.7 23.1

31.0 24.9

55.4 61.7

54.2

59.0 75.7 84.3 89.6 87.0

HSPE Reading 10:

% Meeting Standard:

% Not Meeting Standard:

79.6 86.6

85.2 85.4

HSPE Writing 10:

% Meeting Standard:


85.5 89.4 91.0 84.8

20.4 13.4

14.8

11.5 14.5 10.6 9.0 7.6

Analysis Tool/

Measurement Device 2011

Y1/Y2

2012

Y1/Y2

2013

Y1/Y2 2014

Analysis Tool/


HSPE Math 10/EOC Y1/Y2:

% of students at each skill

Level 1:

Level 2:

Level 3:

Level 4:

12.8/xx.x 15.4/32.7

14.6/9.5 26.9

HSPE Science 10/EOC Biology

% of students at each level

Level 1:

Level 2:

Level 3:

Level 4:

15.2 14.9 4.0 1.8

15.2/xx.x 0.0/24.5 27.1/16.7 15.3 15 19.1 13.4 10.6

35.0/xx.x 30.7/30.6

14.6/46.0 39.7 53.3 39.6 40.3 43.9

34.6/xx.x 7.7/4.1

20.8/27.8 15.3 12.8 26.7 35.3 29.6

HSPE Math 10/EOC Y1/Y2:

Includes Previously Passed

% Meeting Standard:


69.6/xx.x 88.7/78.8

86.5/85.3

83.9

HSPE Science 10/EOC Biology

% Meeting Standard:

% Not Meeting

Standard:

66.1 68.1

82.1 81.6

30.4/xx.x 11.3/21.2

11.8/14.7 42.3 33.9 31.9 16.4 16.4



HSPE/EOC GENDER DISAGGREGATION DATA

Directions: Copy the percent of students meeting and exceeding standard for each of the gender and subject area subtests.

GENDER GRADE 10 READING GRADE 10 WRITING

2011 2012 2013 2014 2011 2012 2013 2014

Male 77.3% 86.1% 82.6% 83.1% 79.4% 84.3% 85.6% 79.5%

Female 82.0% 87.1% 88.1% 88.7% 91.9% 94.3% 96.9% 91.7%

GENDER

Math EOC Year One; In-

cludes Previously Passed

Math EOC Year Two; Includes

Previously Passed

2011 2012 2013 2014 2011 2012 2013 2014

Male 68.8% 78.4% 87.4% NA 70.2% 84.7% 92.6% 86.0%

Female 74.7% 79.3% 90.4% NA 75.0% 87.9% 91.9% 90.4%

GENDER GRADE 10 SCIENCE

2011 2012 2013 2014

Male 72.2% 66.7% 91.8% 79.4%

Female 59.7% 69.4% 92.1% 85.7%



HSPE READING ACHIEVEMENT PROFILE

Directions: Copy the percent of students meeting and exceeding standard for each of the reading subtests.

HSPE/EOC MATHEMATICS ACHIEVEMENT PROFILE Directions: Under the sub-tests for mathematics, locate the percentage of students met or exceeded the standard for each content and

process strand.

EOC

Year 1;

To In-

clude

PP

Number,

Operations,

Expressions &

Variables

Linear

Equations

& Inequalities

Characteristics

& Behaviors of

Linear and

Non-Linear

Functions

Data &

Statistics

EOC

Year 2;

To In-

clude PP

Logical

Arguments and

Proofs

Providing & Ap-

plying

Properties of 2-

Dimensional

Figures

Figures in a

Coordinate

Plane &

Measurement

School State School State School State School State School State School State School State

2012

66.7% 43.5% 50.0% 25.0% 58.3% 26.5% 41.7% 28.2% 2012 37.8% 63.3% 40.5% 55.6% 40.5% 57.1%

2013

47.2% 55.4% 39.2% 55.2% 56.0% 57.1% 32.0% 44.0% 2013 81.2% 72.7% 81.5% 72.9% 72.5% 69.5%

2014

44.1% 58.2% 46.2% 61.3% 69.9% 62.9% 58.1% 65.2% 2014 59.5% 63.6% 45.9% 53.5% 32.4% 49.6%

Grade 10 Reading

Comprehension Analysis Critical Thinking Literary Text Informational Text

School State School State School State School State School State

2010

86.3% 83.1% 78.8% 79.2% 79.5% 78.9% 74.4%% 77.2% 80.9% 76.6%

2011

88.2% 85.3% 81.5% 84.2% 87.0% 88.1% 83.6% 83.1% 84.0% 84.9%

2012

86.5% 80.2% 88.5% 82.9% 90.8% 85.5% 87.3% 79.4% 88.1% 84.2%

2013

79.4% 76.4% 82.7% 82.5% 87.1% 87.4% 87.9% 84.7% 84.7% 85.5%

2014 82.2% 81.4% 84.8% 80.9% 85.5% 85.2% 86.6% 84.2% 87.0% 84.8%



EOC SCIENCE ACHIEVEMENT PROFILE

Directions: Under the sub-tests for science, locate the percentage of students met or exceeded the standard for each content and

process strand.

Grade 9 and 10

EOC Biology Systems Inquiry Application

Structures and

Functions of

Living

Organisms

Maintenance

and Stability of

Populations

Mechanisms of

Evolution

School State School State School State School State School State School State

2012 70.4% 56.8% 77.3% 65.0% 54.7% 54.8% 71.3% 60.1% 71.3% 62.4% 81.3% 66.1%

2013 76.6% 70.1% 82.8% 71.9% 79.2% 76.2% 76.6% 62.9% 66.1% 58.6% 80.7% 59.6%

2014 79.6% 64.9% 76.2% 66.1% 66.9% 62.1% 79.6% 63.8% 66.2% 55.7% 66.2% 55.7%



CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

Data Source: Center for Educational Effectiveness STAFF survey

Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of

staff that indicated support for the following categories:

Category

2010 2011 2012 2013

Clear & Shared Focus

24% 29% 38% 55%

Effective School Leadership

39% 48% 35% 55%

High Standards & Expectations

33% 46% 43% 55%

High Levels of Collaboration and Communication

24% 29% 38% 55%

Supportive Learning Environment

34% 49% 56% 65%

Frequent Monitoring of Teaching and Learning

24% 26% 30% 45%

Focused Professional Development

19% 26% 30% 45%

Curriculum, Instruction, and Assessment Aligned with Standards

30%

34% 41% 46% 60%

High Levels of Community & Parent Involvement

31% 43% 47% 60%

Staff Willingness to change

87%

16%

81%

28%

75%

45%

85%

65%




Data Source: Center for Educational Effectiveness PARENTS Survey


parents that indicated support for the following categories:

Category

2011 2012 2013


72% 80%

85%


66% 70%

80%


65% 80%

85%


78% 85%

90%


64% 80%

85%

High Levels of Community & Parent Involvement

64% 80%

85%


63% 80%

85%




Data Source: Center for Educational Effectiveness STUDENTS Survey


students that indicated support for the following categories:

Category

2011 2012 2013


58% 70%

75%


42% 60%

70%


43% 60%

70%


67% 80%

85%


47% 60%

70%


46% 60%

70%



INTERNAL ACCOUNTABILITY SYSTEM DATA

Directions: Please enter grade-level appropriate data in the space provided.

Analysis Tool/

Measurement Device Results for 2013-2014 Results for 2014-2015

District Reading,

Math and Science

Winter Benchmark

(percent of students at standard)

Reading Math

Alg/Geom Science Reading

Math

Alg/Geom Science

Grade Benchmark Benchmark Benchmark Grade Benchmark Benchmark Benchmark

9 74% 24%/80% 9

10 81% 0%/30% 10

District Writing Benchmark

Fall, Winter, Spring


Writing Writing

Grade Fall Winter

Spring

Grade Fall Winter

Spring

9

68% 72%

9

10

75% 75% HSPE 10

Classroom-Based Assessments


Classroom-Based Assessment Classroom-Based Assessment

Grade Social Studies The Arts Health/Fitness Grade Social

Studies The Arts Health/Fitness

9 100% 90% 9

10

59%

100%

90% 10

11 82% 100% 90% 11

12 92% 100% 93% 12





Summary Student Internal Accountability System Performance Data (end-of-year data)

(*Trimester Reports will provide Year-to-Date data.)

Internal Assessment Results for 2013-14 (EOY) Internal Assessment Results for 2014-15 (EOY)

Gra

de

Unexcused

Absences

Avg. Daily

Attendance

Suspensions Expulsions

Court

Petitions

Gra

de

Unexcused

Absences

Avg. Daily

Attendance

Suspensions Expulsions

Court

Petitions Short-Term Long- Term Short-Term Long- Term

9 3.1% 96.81% 51 4 0 28 9

10 2.8% 97.12% 37 0 0 22 10

11 4.0% 95.94% 21 0 0 22 11

12 5.6% 94.37% 10 0 0 5 12

Summary of Student Support Services

Gra

de

Special Education Homeless EOY Number of Homeless Students

504

Current Referred Qualified Last Year Current Referred Qualified

9 34 3 2 6 13 6 3

10 35 3 3 2 22 9 8

11 36 0 0 1 11 2 1

12 40 0 0 1 10 2 2





Analysis Tool/

Measurement Device 2011-12 2012-13 2013-14

High School/College Index 3 3 3

SAT

Critical Reading 556

Math 552

Writing 540

Critical Reading Critical Reading 531

Math Math 531

Writing Writing 515

Critical Reading 523

Math 540

Writing 505

AP Exams

Test/Class #Takers %Pass Test/Class #Takers %Pass Test/Class #Takers %Pass Biology

Calculus

English Language

English Literature

French

Music Theory

Spanish

Statstics

U.S. Gov’t & Politics

U.S. History

World History

7

20

7

25

2

10

3

9

14

31

35

57.1%

75.0%

85.7%

80.0%

50.0%

70.0%

0.0%

77.8%

57.1%

48.4%

62.8%

Biology

Calculus

English Language

English Literature

Music Theory

Spanish

Statistics


U.S. History

World History

8

14

37

16

2

2

6

7

30

44

100%

71.4%

70.3%

87.5%

100%

100%

33.3%

57.1%

46.7%

50.0%

Biology

Calculus

Chemistry

English Language

English Literature

Music Theory


U.S. History

World History

15

1

4

38

9

3

8

37

31

93.3%

0.0%

100%

84.2%

100%

66.6%

12.5%

67.6%

35.5%



DEMOGRAPHIC SCHOOL DATA

Directions: Fill in the blanks with the data sources given below. Only use data sources relevant to your grade level and which will assist you in focusing your

plan.

Data Source Information Provided By Data Summary

Attendance Report Percent of students present per day (2013-14). 92.12%

Unexcused Absences Total number of absences not excused (2013-14). 1673.75

Discipline Report Summary of discipline activity for the building

(2013-14).

Drugs/Alcohol: 32

Tobacco: 1

Weapons: 8

Fighting/Assaults: 50

Court Petitions: 81

Expulsions: 0

Short-term Suspensions: 119

Long-term Suspensions: 4

Free/Reduced Lunch

Report

Percent of students where family income is below

federally established poverty level (2013-14). 40.1%

Gender Report Number of male and female students as reported by

the 2013-14 OSPI School Report Card

Males: 623

Females: 579

Ethnicity Report Percent of students by ethnic groups as reported by

the 2013-14 OSPI School Report Card

American Indian or Alaskan Native: 3.7%

Asian or Pacific Islander: 1.0%

Black: 1.2%

Hispanic: 6.2%

White: 78.1%

Staff Report Staff demographic data as reported in the 2013-14

OSPI School Report Card

Headcount: 67

Overall Ratio:

OSPI Report

Average Years of Exp: 17.9

Percent Master’s De-

gree:71.6%

For High School Only

Cohort Graduation

Rate

Rate of students beginning the 9th grade who suc-

cessfully complete graduation in four years as

reported in the 2013-14 OSPI School Report Card

Adj. 4-year Cohort Graduation Rate (Class of 13): 79.8%

Adj. 5-year Cohort Graduation Rate (Class of 12): 84.6%

PART 3: AREAS OF STRENGTH AND IMPROVEMENT


AREAS OF STRENGTH AND IMPROVEMENT Directions: Review the specific subtests for the HSPE/EOC, and any other relevant assessment data you may have collected at your

site. Remember how important it is to review past trends or changes over time. In reference to the HSPE/EOC, analyze changes be-

tween Levels 1-4. Consider students who are not meeting standard; students who are at but not above standard; and students who are

exceeding standard and determine which group of students needs what type of assistance. Based on individual subtest data or other

data you have collected, determine the specific areas of strength and areas for improvement for your students.

AREAS OF STRENGTH AREAS FOR IMPROVEMENT

Percentage meeting standard in reading, writing, & EOC bi-

ology continues to improve and exceed the state average.

Reading: Reversed downward trend in Level 4, improving

from 54.2 to 59.0.

Reading: Over 4 year period improved from 79.6 to 88.2

meeting standard.

Writing: Over last 4 years, Content/Organization/Style has

improved from 76% to 87%...and Conventions has sustained

positive results in the low 90% range.

Math: Impact of Programs for Level 1 students improved

12.5% (At Level 1: 2013-13.2%...2014-0.7%)

Science: Over 4 year trend, Science has improved from

66.1% to 83.6% pass rate.

Number of short-term suspensions remains consistent with

previous year’s gains (2012 = 145; 2013 = 121; 2014 = 119)

100% pass rate (N = 8) on AP Biology exam.

It is estimated that 92.9% met standard when previously

passed percentage for EOC 1 & 2 are included.

Writing: Percentage meeting standard dropped -6.2% from

91% in 2013 to 84.8% in 2014.

Need to increase passing rate (2014 = 57.7%) on 9th grade Al-

gebra end-of-course exam (focusing on students who did not

previously pass in 8th grade).

Planning and development of remediation opportunities sup-

porting students in meeting state graduation requirements and

Common Core Standards (RTI Model).

State assessment will transition from HSPE to Smarter Bal-

anced in 2015. All curriculum areas need to improve align-

ment with Common Core Standards.

PART 4: STRATEGIC GOALS


STRATEGIC GOALS AND OBJECTIVES FOR 2014-15

Directions: Please make sure that the district’s strategic plan goals are identified in the following spaces.

GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel valued, and find joy in

their

commitment to student learning and achievement.

OBJEC-

TIVE(S)

1:1 Create a culture of trust among staff, students, and community.

1:2 Create an efficient and effective communication system where the decision-making process is

transparent and all stakeholders are well informed.

1:3 Have 100% of students in Grades 7 – 12 engaged in extracurricular activities.

GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their potential and have the tools

to pursue their aspirations.

OBJEC-

TIVE(S)

2:1 All students receive engaging, informative instruction throughout the system as demonstrated by stu-

dent/parent data.

2:2 All students will receive the necessary support to successfully matriculate through the system.

2:3 Reinstate all-day kindergarten as soon as fiscally sustainable.

GOAL 3 Resources: To have the resources (time, talent & treasure) necessary to meet district student achievement goals.

OBJEC-

TIVE(S)

3:1 Create a more efficient and equitable resource distribution system.

3:2 Create an infrastructure that supports student learning.

GOAL 4 Adaptability: To be adaptable in our support of student achievement.

OBJEC-

TIVE(S)

4:1 Create a data-driven adaptable education system.

GOAL 5 Community: To have community support for the value of education in the midst of community changes and to

have education as The Priority in The Port Angeles community.

OBJEC-

TIVE(S)

5:1 Leverage community resources and Expertise to further the education of all students.

PART 5: ACTION PLANS


EXAMPLE

ACTION PLAN

Directions:

For your action plan, complete the following steps:

Understand the objectives are derived from Data Analysis, Needs Assessment, and Major Goals (Parts 1-3).

Clearly and succinctly describe the data analysis addressed by the particular action plan.

Determine particular strategies for each objective that are supported by best practice research.

Clearly and succinctly state the desired outcome as evidence of achievement.

Identify specific actions that relate to each objective and identify requisite information.

Note the completion of action items by checking the identified box.

GOAL 1 Students and adults are engaged in powerful learning experiences appropriate to each individual.

OBJECTIVE 1.5 By 2004, the number of students graduating on time as measured by cohort promotion data beginning in 9th

grade will increase by at least 2%.

Goal

Currently, our School Report Card data shows we have an 80.2% cohort graduation rate.

We will lead parent, student conferences for the purpose of addressing student achievement goals and the

barriers to reaching these for individual students.

We will increase our cohort graduation rate to 82.2% by spring 2004.

ACTION START & END

DATES

PERSONS

RESPONSIBLE REVIEWED BY

COMPLETED

Yes Comments Identify dates for conferences Aug. 2004 Principal SIT, Dept. Chairs

Identify staff to hold conferences Aug. 2004 Principal SIT, Dept. Chairs

Identify students to conference (9/10th) Sep. 2004 SLCC SIT, Dept. Chairs

Hold conferences Sep. 2004 Jan. 2005 Identified Staff SIT, Dept. Chairs

Identify frequency of conf., annual? Oct. 2004 SLCC SIT, Dept. Chairs


Continuous School Improvement Plan PAHS September 12, 2014

18

ACTION PLAN

GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel

valued, and find joy in their commitment to student learning and achievement.

OBJECTIVE 1.1 Create a culture of trust among staff, students, and community.

Goal Based on three years of CEE data in the area of organizational culture, and in collaboration with all PAHS

community stakeholders (students, staff, parents, and community) we will increase the CEE data by a mini-

mum of 3% as measured by the 2015 CEE data.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments Building Positive Behavior Intervention and

Supports (PBIS) Committee will meet monthly

to develop a plan to begin implementation in

September 2015.

September 2014-June

2015

Building PBIS Com-

mittee Whole Staff

PBIS Committee will report progress to whole

staff and receive feedback regarding develop-

ment of building PBIS plan.

Nov 26

Feb 4

March 18

Building PBIS Com-

mittee Whole Staff

Student leadership will host a student summit

December 3rd, inviting other schools from

around the peninsula to share best practices re:

anti-bullying education.

December 3rd Leadership Students

Dana Snell

Jeff Clark

Celebrate positive staff and student behaviors

with weekly pinning ceremonies to recognize

those who go above and beyond.

September 2014-June

2015

Jolene Dalton-Gailey

Mike Nolan

Jeff Clark

Whole Staff

Invite staff participation in monthly “soirees” to

promote staff camaraderie.

September 2014-June

2015

Jolene Dalton-Gailey

Jeff Clark Whole Staff



ACTION PLAN



OBJECTIVE 1.2 Create an efficient and effective communication system where the decision-making process

is transparent and all stakeholders are well informed.

Goal Based on three years of CEE data in the areas of organizational culture, and in collaboration with all PAHS

community stakeholders (students, staff, parents, and community) we will increase the CEE data by a mini-

mum of 3% as measured by the 2015 CEE data.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments Principal will visit advisory classes to speak with

small groups of students, answer questions, and

solicit feedback regarding school operations and

culture.

November 2014 – April

2015 Jeff Clark Advisory Teachers

Principal will meet with student leadership advi-

sory each Monday to discuss leadership goals,

initiatives, and emerging building issues as they

arise.

September 2014-June

2015 Jeff Clark

Dana Snell

Student Leadership

Provide agendas and minutes from all meetings

to all stakeholders.

September 2014-June

2015

Jeff Clark

Department Chairs

TLC Team Leaders

Whole Staff

Principal will publish monthly updates to parents

utilizing Skyward Message Center

September 2014-June

2015 Jeff Clark Administrative Team



ACTION PLAN



OBJECTIVE 1.3 Have 100% of students in Grades 7 – 12 engaged in extracurricular activities.

Goal Of 782 students surveyed during the week of November 21st, 602 (77%) reported participating in or plan-

ning to participate in one or more club, sport, or activity. The improvement goal for this year is to increase

participation by 5%.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments

Provide free ASB card to all free/reduced quali-

fied 9th graders at registration. August 2014

Wendy Brown

Diana Schwab

Diana Tschimperle

Jeff Clark

Completed

Update PAHS website to include all clubs and

activities with club and activity information and

contact information.

September 2014-June

2015 Bev Eisele Jeff Clark

Announce club meetings in daily bulletin. September 2014-June

2015 Diana Tschimperle Jeff Clark

Advertise club and activity options through ad-

ministration, counselors, and an activity fair at

8th Grade Welcome Night (March 25th).

September 2014-June

2015 All Staff Principal



ACTION PLAN

GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their

potential and have the tools to pursue their aspirations.

OBJECTIVE 2.1 All students receive engaging, informative instruction throughout the system as

demonstrated by student/parent data in Reading, Writing, Math, and Science.

Goal

Based on the last three years of HSPE/EOC data in reading, writing, math, and science (as compared to the

state average)

(3 year avg) PAHS State Difference

10th Reading 86.1 82.6 +3.5

10th Writing 89.1 85.3 +3.8

EOC Year 1 57.6 59.1 -1.5

EOC Year 2 81.2 66.8 +14.4

EOC Biology 79.4 67.7 +11.7

And in collaboration with our building teams our goal is to outscore the state average on the SBAC by 3%

in all areas as measured by the 2015 SBAC.

We will progress monitor using classroom, building, and district assessments including the mid-year and

end-of-year benchmarks.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments Teacher Learning Community teams meet to

collaborate to improve instruction relative to

Common Core standards.

September 2014-May

2015 TLC Cadre Administrative Team

Teacher Learning Community teams examine

student work to assess impact/effect of formative

assessment strategies.

September 2014-May

2015 TLC Cadre Administrative Team

English department will collaborate, often in

grade level teams, to design assessments similar

to Smarter Balanced (SBAC) released items for

existing department courses.

September 2014-May

2015 Department Chairs Administrative Team



English Language Arts Fellow will participate

in regional meetings and work with principal and

teachers to increase awareness about infor-

mation, resources, and assessment of Common

Core standards.

September 2014 – June

2015 Patty Pattison Jeff Clark

Math department will align curriculum to Com-

mon Core targets and Smarter Balanced assess-

ments using multiple sources (Engage New

York, WA HOLT Users Group, Better-

Lessons.com) using department time and at least

two pullout days.


2015 Cheryl Jackson Jeff Lunt

Math department will have two representatives,

one constant and one rotating, on the OESD Re-

gional Math Leadership Team to focus on learn-

ing strategies targeting the 3 Key Shifts in the

Common Core standards for math.

October 2014 – June

2015 Math Department Jeff Lunt

Science department will meet in small teams to

coordinate instruction, monitor progress toward

meeting Next Generation Science Standards

(NGSS), collaborate on a common focus on con-

clusions for the student growth goal and support

common core by doing informational text read-

ings and using evidence to support conclusions.


2015 Derek Johnson Lillian Cone

Social Studies department is developing instruc-

tional strategies focusing on Common Core liter-

acy targets including: listing original source doc-

uments for use in World History, emphasizing

data analysis in the American Dream unit and

the Constitution unit in American Studies, and in

the Mock Congress unit in Contemporary Issues,

and personal relevance in the Business Project in

Contemporary Issues.


2015 Scott Moseley Jeff Lunt



ACTION PLAN

GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their

potential and have the tools to pursue their aspirations.

OBJECTIVE 2.2 All students will receive the necessary support to successfully matriculate through the system

Reading, Writing, Math, and Science.

DATA ANALYSIS

STRATEGY

EVIDENCE OF ACHIEVEMENT

Grad Rate PAHS Change from prev year

2011 80.6 +5.2

2012 79.4 -1.2

2013 79.8 +0.4

After a 5 point jump in 2011, the grad rate has held steady around 80%. In collaboration with counseling

staff and academic departments, the goal for 2015 is to increase the grad rate to 85%, and to continue to in-

crease the graduation rate with the ultimate goal to achieve 100%.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments New .5 counselor position will focus on support-

ing students identified as credit deficient with

additional support and direction to credit recov-

ery, tutoring, and other services as needed.

August 2014 Counselors Jeff Clark

Admin team and counselors will hold parent-stu-

dent attendance meetings to discuss grades and

attendance and to develop attendance contracts

to hold students accountable to success strate-

gies.


2015

Admin Team

Counselors

Attendance Supervisor

Truancy Secretary

Jeff Clark

Biology teacher will hold five extra help ses-

sions in Saturday school for students preparing

for Biology end of course exam re-takes.

November 15 – January

10 Cheryl Gerardi Jeff Clark

Principal will work with counselors, Department

Chairs, and District Policy Committee to prepare

transition to Core 24 State Graduation Require-

ments, beginning with the entering class of 2019.


2015 Counselors Jeff Clark



ACTION PLAN

GOAL 5 Community: To have community support for the value of education in the midst of community

changes and to have education as the priority in the Port Angeles Community.

OBJECTIVE 5.1: Leverage community resources and expertise to further the education of all students.

DATA ANALYSIS The district-wide Free and Reduced lunch level is 50.5 % and 36.5% at PAHS. Of the 2013 graduation

class 32% were accepted to a 4-yr university or college.

STRATEGY Provide additional resources through community expertise to further the education of all students.

EVIDENCE OF ACHIEVEMENT Fifty percent of all graduates in 2014 and beyond will be accepted to a 4-yr university or college.

ACTION START & END

DATES

PERSONS


COMPLETED

Yes Comments

Host a college information night with 4-yr col-

leges, financial aid and NCAA Clearinghouse

representation.

September 2014 Counselors Jeff Clark Completed

Host a college fair with over thirty 4-yr colleges

or universities in attendance at PAHS. October 2014 Counselors Jeff Clark Completed

PAEF Teacher Classroom Grant funds will sup-

port field trip activities for science classes and

science club.


2015 Science Department Jeff Clark

PAEF funds utilized to provide SAT exam prep

support to students.


2015 Jeff Lunt Jeff Clark

PART 6: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY


25

STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY

Directions: Briefly summarize your school’s strategies for student remediation and enrichment. Remember, summer school is no

longer an option for remediation. Specific strategies, numbers of students, staff responsible, and timeline for implementation and

other related details should be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate

responsiveness to student tutorial needs. This summary should clearly describe a comprehensive approach embedded in strategies.

Two-period Algebra I block for two sections and a total of 35 students.

Two-period Geometry block for one section and a total of 16 students.

An Algebra 2 option for students who need an Algebra 2/Trigonometry option. There are two sections with 55 students enrolled.

AP Chemistry students tutoring Chemistry students during Advisory classes. This serves as many as 25 per Advisory section.

Credit Recovery program for students need to make up certain Social Studies or English courses. This serves around 100 students per

year.

Collection of Evidence Biology class added this year. Seniors enrolled first semester, juniors second semester. This intervention will serve

up to 30 students this year.

Collection of Evidence (COE) Geometry class offered to those seniors who need to satisfy the state assessment requirements in Math.

This intervention serves approximately 20 students per year.

Collection of Evidence (COE) Reading and Writing Advisory offered to those seniors who need to satisfy the state assessment require-

ments in Reading or Writing. This intervention serves approximately 20 students per year.

Academic support classes during Advisory. Students are able to seek academic support during Advisory classes either in their Advisory

class or by going to another instructor during Advisory class. This intervention can serve up to 500 students throughout the year.

Honor Society tutoring offered during Advisory. This intervention serves up to at least 100 students throughout the year.

NJROTC peer tutoring during Advisory classes. This intervention serves over 80 students throughout the year.

Three sections of learning strategies offered to students who need help managing their homework and class work load. This intervention

serves up to 70 students throughout the year.

Academic Saturday School and Wednesday Morning Detention is assigned as needed for students with missing work in academic classes.

Additional Biology support is being provided in Saturday School during November and December to assist students preparing for the

Biology End of Course Exam re-takes in January.

PART 7: SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY


26

SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY Directions: Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the activity. Identify only the

budget estimates that total to your school’s basic staff development allocation.

Budgeted Amount Professional Development Activity Description of Participating Staff

$1,000

Counseling Conferences for counselors to keep up

with the latest graduation requirements and college

entrance requirements.

Counselors

$1,000 Librarian Conference(s) to enhance library team to

support literacy goals. Librarian & Paraeducators

$2,500 Teacher Conferences to become more familiar with

Common Core in content areas. Variety of Teaching Staff

School Staff Development Allocation Source: School Budget Allocation

PART 8: SUMMARY


27

SUMMARY

Directions: Briefly summarize, in bulleted format, your Continuous School Improvement Plan (CSIP). Identify the key components

of the instructional program of the school. What are the foci for your school as seen by the teachers and students. What are the

school’s primary instructional focus, content focus, assessment focus, and community building focus.

The instructional focus will be to shift instructional strategies to support Common Core learning targets. We will do this by emphasizing

close reading of informational texts, analytical thinking skills, and supporting argument with specific examples from text. In math, the

instructional emphasis will shift to focus on problem solving and deep understanding of how to apply math in a broad contexts.

Our content focus will center on a school wide transition to Common Core State Standards and Next Generation Science Standards as we

prepare for the new Smarter Balance assessments.

Our assessment focus is an increased emphasis on formative assessment in all classes. The results of the formative assessments will help

shape instruction to improve student performance on summative assessments. Teachers will meet in Teaching Learning Community

(TLC’S) teams at 4-5 week intervals throughout the year to work collaboratively to improve their use of formative assessment.

The community building focus will be to continue to build on gains in improving climate and culture at PAHS through staff-initiated

social gatherings, “pinning” students and staff nominated for recognition by peers, and transparent communication among all stakehold-

ers.

PART 9: SIGN-OFF SHEET


28

SIGN-OFF SHEET

Directions: Ask identified stakeholders at your site to sign off on this CSIP, indicating their participation and support for the current CSIP, their role, and their

continued participation in the coordination and monitoring of the plan. Examples of roles may include, but are not limited to, parent, certificated staff, classified

staff, student, principal, etc. Please print and submit this page in hard copy.

ROLE PRINTED NAME SIGNATURE

Parent Roxi Baxley

Parent Leslie Perrizo

Parent Jennifer Norberg

Parent Michelle Haworth

Community Member Margaret Carlson

Student Ian Brumbaugh

Student Nick Fritschler

Student Katherine Gordon

Student Kim Gordon

Student Sydney Roberts

Classified Staff Bev Eisele

Classified Staff

Certificated Staff Jennifer Kunkel

Certificated Staff John Mitchell

Certificated Staff Bernie Brabant

Certificated Staff Doug Gailey

Certificated Staff

Administration Jeff Clark

School Board President Lonnie Linn Board Approved Date: ________________________

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