School Improvement Plan

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

STUDENTS AND STAFF: At Skyline High School, students and staff are the heart of what makes our school a thriving and dynamic community. With an enrollment of over 2,200 students, Skyline is a place where academic excellence is achieved through the dedication of both our students and our talented educators. Our staff plays a crucial role in fostering a culture of high expectations and support. This commitment to quality education is reflected in our impressive student outcomes, including a 93.2% pass rate in English Language Arts, 85.2% in math, and a 4-year graduation rate of 98%. Skyline’s students consistently engage in learning with curiosity and ambition, supported by teachers who encourage critical thinking and intellectual growth. Together, our staff and students create a learning environment where academic achievement and personal development are celebrated, ensuring Skyline remains a leader in educational success.

SUPPORTS AND RESOURCES: Skyline High School is dedicated to providing a wide range of supports and resources to ensure every student can succeed. Academically, students have access to highly qualified teachers, as well as a rigorous curriculum that fosters the mastery of essential skills. For those needing additional academic support, Skyline offers targeted interventions, tutoring (Flex Time, ISF & NHS), and counseling services. Behavioral and social supports are equally emphasized through a positive and inclusive school culture that prioritizes respect, safety, and community building. Furthermore, Skyline's comprehensive MTSS Team, which includes counselors, administration, and specialists, helps address the individual social-emotional needs of students, ensuring they are equipped to navigate both academic and personal challenges. These resources empower students to reach their full potential in all aspects of their high school experience.

HIGH EXPECTATIONS: Skyline High School is known for its high academic, behavioral, and social expectations, which create an environment where students are encouraged to excel in all areas. Academically, our students consistently perform at high levels, driven by a culture that fosters curiosity, intellectual engagement, and critical thinking. Behavioral expectations are equally important, with a focus on positive behavior and respect, ensuring all students contribute to a safe and inclusive learning environment. Socially, we emphasize the importance of community, encouraging students to build strong relationships and develop into responsible, well-rounded individuals. These combined expectations help make Skyline a place where students thrive both academically and personally.

IB PROGRAM: Skyline’s International Baccalaureate (IB) Program offers three distinct pathways: individual IB course selections, IB Career Diploma, and IB Diploma. The program is known for fostering rigorous academic standards, international awareness, and community involvement. It prepares students for higher education and lifelong learning by encouraging critical thinking, collaboration, and cultural awareness. The program provides students with opportunities to engage in interdisciplinary learning and develop skills in research, communication, and self- management. By offering a well-rounded curriculum and challenging assessments, Skyline’s IB program not only enhances students' academic performance, but also cultivates a sense of global citizenship. The commitment to holistic education and student-centered learning makes the IB program a strong asset at Skyline.

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

Data-Driven Interventions Through MTSS: Skyline can enhance the use of MTSS to identify and intervene with students who are at risk of falling behind, particularly BIPOC and SWD students. Our MTSS framework allows staff to use data to provide targeted support at multiple levels, ensuring that students receive appropriate interventions based on their individual needs. For BIPOC and SWD, data can be used to pinpoint specific academic, behavioral or social/emotional challenges, followed by tailored interventions, such as tutoring (Flex Time, ISF, NHS), counseling or small-group instruction. Regular monitoring and adjustments ensure these interventions remain effective.

Restorative Practices in Discipline: Skyline continues to adopt restorative practices to create a more inclusive and supportive approach to student discipline. By focusing on conflict resolution, relationship building and accountability, we encourage students to understand the impact of their actions on others and take responsibility in a constructive way. With a focus on peer mediation, restorative conversations and education, we aim to help resolve conflicts and address behavioral issues. This approach creates a sense of community and addresses disproportionality in discipline by ensuring all students are treated fairly and with empathy. Ultimately, it helps create a more positive and engaged school climate.

Based on previous School Improvement Planning & Tiered Fidelity Inventories, describe 1-2 systems, structures or practices recently introduced or expanded that shows promise for student achievement and will be continued? What impact are you observing? What data are you using to monitor impact?

TARDY POLICY: Tardy policies play a critical role in promoting responsibility, punctuality, and maximizing instructional time for all students. Skyline High School’s 2024-2025 Tardy Policy emphasizes the importance of arriving to class on time to ensure that both individual and collective learning experiences are uninterrupted. The policy outlines consequences for repeated tardiness (i.e., detentions, which could lead to non-participation in extracurricular activities), reinforcing the expectation that punctuality is a vital part of academic success. By consistently addressing tardiness, the policy helps reduce disruptions in the classroom and fosters a culture of respect and accountability.

Skyline's goal is to encourage students to take ownership of their learning by arriving prepared and ready to participate at the beginning of each class period.

2023-2024 (through 10.27.2023)

• 1^st Period: 3712
• 2^nd Period: 1405
• 3^rd Period: 1004
• 4^th Period: 1175
• 5^th Period: 1236
• 6^th Period: 1037
• 7^th Period: 1528
• Total Tardies: 11,125 (roughly 14,000 tardies possible each day)

2024-2025 (through 10.25.2024)

• 1^st Period: 3463
• 2^nd Period: 1119
• 3^rd Period: 672
• 4^th Period: 726
• 5^th Period: 855
• 6^th Period: 943
• 7^th Period: 1185

Total Tardies: 8,963 (roughly 14,000 tardies possible each day)

CELL PHONE EXPECTATIONS: Cell phone and personal electronic expectations are essential to maintaining an environment that fosters academic engagement and minimizes distractions. At Skyline High School, the implementation of the 2024-2025 cell phone and personal electronics expectations emphasizes the need for students to remain focused during instructional time by limiting the use of personal devices. According to the expectation, students are required to keep their phones stored in cell-phone pockets or in their backpacks during class, with exceptions only when explicitly permitted for instructional purposes by the teacher. This approach not only reduces distractions but also encourages face-to-face interaction, deepens focus on learning tasks, and promotes a more productive and respectful classroom environment. By implementing this expectation, Skyline aims to create a space where students can engage fully in their education without the disruptions that often accompany cell phone and/or personal electronics use.

• 2023-2024 - through 10.29.2023: 13 discipline referrals (requesting administrative response) submitted for violation of cell phone expectations.
• 2024-2025 - through 10.29.2024: 3 discipline referrals (requesting administrative response) submitted for violation of cell phone expectations.