Learning Improvement PlanLearning Improvement PlanLearning Improvement PlanLearning Improvement Plan

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Lopez IslandLopez IslandLopez IslandLopez Island SecondarySecondarySecondarySecondary SchoolSchoolSchoolSchool

“A learning community that welcomes, excites, and challenges.”“A learning community that welcomes, excites, and challenges.”“A learning community that welcomes, excites, and challenges.”“A learning community that welcomes, excites, and challenges.”

Vision

The 21st Century Vision of the Lopez Island School District is one of

A learning community that welcomes, excites and challenges.

The envisioned future is described by:

…a Learning Community that:

…is respectful, caring, nurturing and safe

…holds high expectations for teaching and learning

…displays passionate commitment to youth

…dynamically integrates the school, the home, and the community as partners

…Learning Experiences that…

…are anchored in dynamic and creative teaching

…are stimulating and motivating

…use the experiences, talents, and expertise of the community

…Learners who…

…hold high expectations for themselves and others

…embrace and celebrate each other’s differences

…take responsibility for their learning

…make connections to the environment beyond the classroom

Dear Reader, Lopez Island School District is committed to continuous improvement. This Learning Improvement Plan serves as the primary document guiding the secondary school’s efforts and resources related to improving student achievement. Listed below are nine characteristics of high achieving schools, which are intended to help us reach our vision, mission and goals. 1. Clear and Shared Focus Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved.

2. High Standards and Expectations for All Students Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study.

3. Effective School Leadership Effective instructional and administrative leadership is required to implement change processes. Effective leaders are proactive and seek help that is needed. They also nurture an instructional program and school culture conducive to learning and professional growth. Effective leaders can have different styles and roles—teachers and other staff, including those in the district office, often have a leadership role.

4. High Levels of Collaboration and Communication There is strong teamwork among teachers across all grades and with other staff. Everybody is involved and connected to each other, including parents and members of the community, to identify problems and work on solutions.

5. Curriculum, Instruction and Assessment Aligned with Standards The planned and actual curriculum are aligned with the essential academic learning requirements (EALRs) and we are beginning our implementation plan for the Common Core Standards. Research-based teaching strategies and materials are used. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated.

6. Frequent Monitoring of Learning and Teaching A steady cycle of different assessments identify students who needs help. More support and instruction time is provided, either during the school day or outside normal school hours, to students who need more help. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs.

7. Focused Professional Development A strong emphasis is placed on training staff in areas of most need. Feedback from learning and teaching focuses extensive and ongoing professional development. The support is also aligned with the school or district vision and objectives.

8. Supportive Learning Environment The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.

9. High Level of Family and Community Involvement There is a sense that all have a responsibility to educate students, not just the teachers and staff in schools. Parents, businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

I. Data Analysis Summary: An analysis of seventh and tenth grade WASL trend data indicates an unpredictable pattern of student achievement. Much of this erratic trend can be attributed to the small sample size of students taking the test, and therefore extreme caution should be used when weighing the reliability of the data. Given this caution, a careful study of the data indicates several patterns which do seem to emerge. First, it is clear that since 2006-2007 seventh grade Lopez Island students have consistently scored at or below the state average in reading, mathematics, and writing. In that same time period, tenth grade Lopez Island students have scored at or above the state average in reading, mathematics, writing and science. The 2010-2011 scores for Lopez Island seventh grade students decreased dramatically from the previous year. This is most likely attributed to staffing instability during that year, along with small sample size. The 2010-2011 scores for Lopez Island tenth grade students decreased slightly in reading and writing, but increased in science. We will continue efforts to increase our instructional effectiveness with reading and writing through all content areas. We will also continue to watch the trends indicated, keeping in mind our small sample size and the unpredictable patterns this may cause in our data.

II.

Grade Level Reading Math Writing Science

7th Grade 20.0% 25.0% 45.0%

8th Grade 42.1% 36.8% 52.6%

10th Grade 85.7% See EOC below 90.5% 73.7%

Grade Level * EOC Math Year 1 EOC Math Year 2

All Grades 57.1% 80.0%

III. Learning Improvement Plan Goals:

Goal 1 (Literacy): Students will increase their proficiency in reading and writing. Goal 2 (Math): Students will increase their proficiency in mathematics. Goal 3 (School Climate): Staff, students and community will improve aspects of school climate. Goal 4 (Technology) Staff and students will increase their familiarity and use of technology.

IV. Action Plan:

Goal 1 (Literacy): Students will increase their proficiency in reading and writing.

1. Staff members will investigate research-based literacy practice in

preparation for implementing Common Core Standards. 2. Students will increase their appreciation for literacy by reading (non-

fiction/fiction) in all core subject areas. 3. Staff will collaborate to share ideas to teach reading and writing in all

content areas, using 6+1 traits writing process

3.1 Ninth and tenth grade students that did not meet standard will receive additional writing instruction

$ 00.00 A minimum of one collaboration day will be used to evaluate data

January – March

3.2 Teachers in all content areas will develop strategies to increase student writing as a means for students to improve their communication skills.

$ 00.00 A minimum of one collaboration day will be used to develop strategies

October – May

3.3 Teachers in 6-12 Literacy and English classes will incorporate and utilize the 6 Traits + 1 Writing rubric

$ 00.00 A minimum of one collaboration days will be used to develop implementation strategies for the rubric

January - March

2.1 Continued use of non-fiction and technical reading emphasis in all science, math, social studies and

$ 00.00 September - June

elective courses.

2.2 Use State test and MAP scores to identify students who need special assistance.

$ 00.00 A minimum of one collaboration days will be used to identify students.

October - November

1.1 Investigate research-based literacy practice in preparation for implementing Common Core Standards.

$ 00.00 A minimum of 5 collaboration days will be used to share practices

September- May

Monitoring and Evaluation A. Teachers will monitor skill progression during the school year.

B. Student scores on the 2011-2012 Measurement of Student Progress/HSPE in the

area of reading will increase by 5 % over scores for the 2010-11 test.

C. Student scores on the 2010-11 Measurement of Student Progress/HSPE in the

area of writing will increase by 5 % over scores for the 2010-2011 test.

Goal 2 (Mathematics): Students will increase their proficiency in mathematics.

1. Staff members will continue to align curriculum and practice for

math with standards 2. Staff will review and improve the 6-12 curriculum for mathematics. 3. Staff members will investigate research-based mathematics

practice in preparation for implementing Common Core Standards 4. Staff members utilize writing in the math content area, having

students explain answers and problem resolution in writing

Activities Support Needed Proposed Timeline

2.1 Staff will evaluate the current 6-12 math offerings and graduation requirements.

$00.00 Collaboration time

October-May

1.1, 2.1

Staff members will review and begin to use the Common Core Standards for Math

$ 00.00 A minimum of two collaboration days will be used to investigate and begin implementation

October - May

4.1 Staff will utilize writing in the math content area, having students explain answers and problem resolution in writing per Common Core standards

$ 00.00 Collaboration time

October - May

2.2 Staff will review 6-12 math curriculum materials and explore a 6-12 math adoption

$00.00 Use of collaboration time and possible LID day

January- May

Monitoring and Evaluation A. Student scores on the 2011-2012 Measurement of Student Progress/HSPE in the

area of mathematics will increase by 5 % at each grade level over scores for the

2010-2011 MSP/HSPE test.

B. Teachers will monitor skill progression during the school year

C. Student scores on the EOC Math Year 1 & 2 course tests will improve over 2011

scores

D. Student scores on the fall 2011 MAP test for mathematics numbers and operations

will increase by 5 % over scores for the fall 2010 MAP test.

Goal 3 (School Climate): Staff, students and community will improve aspects of school climate. 1. Staff will continually improve communication with parents and continue

present practices. 2. Student leaders will be involved in developing a further sense of

achievement and pride to maintain the school culture, school facility and equipment.

3. Students and staff will continue to improve student accountability and pride in our school culture and climate

Activities Support Needed Proposed Timeline

1.1 Staff will continue parent communication including phone calls, teacher websites, parent conferences, ”parent access”, emails, etc in order to facilitate communication.

Use of collaboration time

September - June

2.1 Meetings between ASB and staff will generate ideas and identify areas of concern.

$ 00.00 September – June

3.1 Staff will meet and share ideas for improving student

$ 00.00 September – June

accountability and pride, put those ideas into practice in classrooms, and share expectations with students

Monitoring and Evaluation A. Communication between staff and parents will show an increase based on

parent and staff input. B. Student leaders will meet with staff a minimum of 4 times. C. Accountability for students (tardies, late work, etc) will improve based on

staff, parent and student input and attendance data. Goal 4 (Technology): Staff and students will increase their familiarity and use of technology.

1. All students and staff will demonstrate competency in the use of technology and utilize these skills in communicating, teaching and learning.

2. Staff members will work with colleagues and our Tech Coordinator to gain ideas and insights about the instructional uses of technology.

Activities Support Needed Proposed Timeline

1.1 Staff members will participate in training about the use of technology and utilize these skills in communicating, teaching and learning

$ 00.00; during collaboration time

Ongoing September – June

2.1 Staff members will work with colleagues and our Tech Coordinator to gain ideas and insights about the instructional uses of technology.

$ 00.00; during collaboration time

Ongoing September – June

Monitoring and Evaluation A. Each teacher will work to develop an informative web page on the District

web site. B. Staff will demonstrate and share classroom practices with integration of

technology.

C. Staff lesson planning will indicate continued growth towards use of technology incorporated into instructional practice.

Staff Development Plan and Budget

Date Structure Activity Audience

Presenter Cost Budget

Goal

8/31/12

L.I.D. State testing and MAP review

Certificated

Shelby N/A N/A 1,2

9/4 – 6/14

Collaboration/ LID

Using technology

Certificated

DeArmond;staff

N/A N/A 4

9/4 – 6/14

Classroom Writing practice

Students Teachers N/A N/A 1

9/4 – 6/14

Collaboration Collaborate and discuss reading and writing transition to Common Core

Staff Shelby and Common Core grant team

possible½ day Subs, Max< $300

TBD 1

9/4 – 6/14

ASB Meetings

Plan and initiate activities

Students

ASB advisors, Shelby

N/A

N/A

3

9/4 – 6/14

Collaboration Collaborate and discuss math transition to Common Core

Teachers Staff and Shelby

N/A N/A 2

9/4 – 6/14

Collaboration

Collaborate and discuss math curriculum

K-12 math Teachers

Staff and Shelby

possible½ day Subs, Max< $300

N/A

2

9/4 – 6/14

Teacher observing other teachers

teachers teachers N/A N/A 1,2,3,4

V. Learning Improvement Team Members The secondary staff members contributed to the development of this Learning Improvement Plan.