School Improvement Plan

Common Course Grading Practices

Individual teachers/content grade level teams will develop common course grading practices within district guidelines that include:

• Common grading categories, weights and volume of work
• Common practices for students to recover from late or below-standard work.

• August professional development and collaboration during LID days.
• Articulation of common grading practices in the syllabus available in Canvas.

• Increase in students’ proficiency of essential learning.
• Increase in overall pass rate and decrease in disproportionality in pass rate.
• Students who have late work will consistently have an option for academic recovery.
• Students who fail to meet standard on a course assessment will have the opportunity for recovery learning and then the opportunity for the assessment grade to reflect their learning.

• Data to determine Tier 2 students (homeroom, SDQ)
• Tier 2 weekly meeting: goal, action plan, progress check
• Individual student progress monitoring

• Monthly BLT Meeting: review D/F data points, using protocol
• Departments examine specific data points based on BLT feedback

• Increase in overall pass rate and decrease in disproportionality in pass rate.
• Increase in alignment across content level teams to increase overall pass rates.

• Daily monitoring: attendance specialist
• Attendance tracking: Graduation  Specialist (Tier 2 intervention)
• Tier 2 team partners with Graduation  Specialist to identify students for targeted interventions using Homeroom Risk Indicators

• Increased attendance rate
• Increase in overall pass rate and decrease in disproportionality in pass rate.

• Collaboration with teachers during 2021-22 school year to design courses  
• Offered in spring 2022 and fall/spring 2022/23 

• On time graduation rates  
• Number of students by course by school by term pass rates  

Tier 3 Meetings

Admin/student/guardian meet to build relationships and establish a success plan and identify what each person can do to contribute to success (staff, student, parent/guardian)

• Collaboration with all high school administrators in June and August Sectionals
• Calibration with truancy and equity on the framework for the meetings (spring 2022)
• Implemented August 2022

• Increase in family/school partnerships for Tier 3 students 
• Increase in students’ relationships with admin 
• Increase in students’ attendance  
• Decrease in students’ discipline

• Offer in 2022-23 course guide
• Invite students identified using data (SBAC, i-Ready, math course grade history, teacher recommendation)
• Schedule and try to eliminate conflicts for student schedules

• Reduced Algebra 1 and Geometry course failures
• Increase in SBAC pass rates for math
• Build math confidence

Flex Time

Students have several days per week to access teachers for academic support (making up work from absences, retakes, Q&A, etc.). Make getting help from teachers equitably accessible to all students.

• Research and design in 2017-18
• Implemented at Issaquah High 2018-19
• Implemented at Skyline in 2019-20
• Implemented at Liberty in 2022-23

• Reduce missing assignments based on absences
• Increase course pass rates for all courses

Guided Studies

A class that supports students’ executive functioning and provides academic support in the school day.

• Students are identified using academic and behavior data and invited to enroll (they can also self-select)
• Schedule and try to eliminate conflicts for student schedule

• Increase course pass rates for all courses for students in GS
• Increase students’ executive functioning and academic behaviors

Tier 1 Behavior

All high schools have behavior expectations. These were taught in September with the additional lens of teaching what they look like in specific settings (lunchroom, hallway, spectator, etc.)

• Schools developed their school-wide expectations in collaboration with staff and students
• Students were explicitly taught the expectations in September 2022

• Decreased school exclusion discipline

Small Counseling Groups

Students will be identified through a screener or referral and be invited to participate in a small group with a specific focus during Flex time.

• Schools are working to identify their greatest needs using data (SDQ, SWIS, Swedish referrals, etc.)
• Schools are designing small group models and selecting dates for spring 2023

• Decrease in student anxiety around tests (if they run a test anxiety group)
• Increase in school attendance (if they run a school avoidance group)

SDQ

All students are offered a screener that identifies students with social emotional support needs.

• Schools offer the SDQ in October and March

• School teams follow up with all students who scored high on internationalizing behaviors (meet with student, call home, create a success plan that identifies next steps for increased supports)

• Decrease in SDQ internalizers in spring (from fall)

• Increased student access to resources (mental health help)

Consent Speaker

In partnership with ISF, bring out the Center for Respect to conduct an assembly on respect in relationships with a specific emphasis on consent.

• Assemblies for two grade bands in November at each high school

Parent University

A series of videos to support increased parent engagement at high school (make sure parents have the knowledge to be able to engage).

• Building the list of content needs this year
• Building the videos and creating interpreted versions in several languages
• Push out as they are built but a strong emphasis on the videos in fall 2023