School Improvement Plan
Skyline High School
School Improvement Plan
2021-22
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Shows evidence of annual school board approval
- Includes information that staff certification requirements were met
- Includes evidence the plan is based on self-review and participation of required participants
- Considers a collection of data over time that is analyzed to determine the focus of the plan
- Promotes continuous improvement in student achievement in state learning standards
- Recognizes non-academic student learning, what, and how
- Addresses the characteristics of highly successful schools
- Is led by the principal and the building’s Leadership Team
- Requires collaboration with the school staff and district administration
- Addresses equity (e.g. gender, race, ethnicity, culture, language and physical/mental ability)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjustment
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
Characteristics of Successful Schools
The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools:
- clear and shared focus
- high standards and expectations for all students
- effective school leadership
- high levels of collaboration and communication
- curriculum, instruction, and assessments aligned with state standards
- frequent monitoring of learning and teaching
- focused professional development
- supportive learning environment
- high levels of family and community involvement
SIP Planning
START DATE: Fall 2021
SITE COUNCIL REVIEW DATE: January 11, 2022
SCHOOL BOARD REVIEW DATE: March 16, 2022
PRINCIPAL: Keith Hennig
LEADERSHIP TEAM:
-
Ashley Landes – AP
-
Andrew Guss – AP
-
Kamrica Ary-Turner – AP
-
Alanah Baron – AP
-
Elisabeth Bacon – Librarian/Teacher
-
Courtney Bede – Humanities
-
Kristie Bennett – Science
-
Rebecca Fowler – Science
-
Brendan Hyland – PE
-
Paul McCrary – SPED
-
Annemarie McGoorty – Humanities
-
Samantha Rossi – ASB
-
BJ Sherman - CTE
-
Jamie Scordino – SPED
-
Cecelia Villalobos – World Language
-
Chris Wilder – IB Coordinator
-
Ami Williams – Math
-
McKenzie Wincewicz – PE
- Nancy Ziebart - VAPA
Staff and demographic information are available for each school at the OSPI (Office of Superintendent of Public Instruction) School Report Card Home.
- Re-Engagement & Recovery
- Data Study
- Achievement Goals & Actions
- Supporting & Monitoring School Improvement
Re-Engagement & Recovery
This section of the School Improvement Plan describes the strategies this school used to identify and address the social-emotional and academic needs for students to successfully re-engage in the learning community and their learning path.
- How did your school identify students who may have difficulty re-engaging in the learning community or may have social-emotional or mental health wellness needs?
- What strategies did your school employ to re-engage students and address wellness needs?
- How did your school identify pre-requisite skill gaps that might prevent a student from successfully accessing grade-level or course-appropriate learning?
How did your school identify students who may have difficulty re-engaging in the learning community or may have social-emotional or mental health wellness needs?
Recovery Services – Worked with approximately 150 students and families to schedule Recovery Services Instruction aimed at closing skill/content gaps.
9th Grade Counselor Check-Ins – Counseling Department met with 9th grade students to help transition from remote learning and entering Skyline.
Transfer/New Student Lunch Bunch – Counseling Department and Link Crew organized several lunch opportunities for new students to Skyline. Students are able to build relationships with new and existing SHS students.
Champions List – Based on 2020-2021 deficiency data, our Champions List was developed prior to our first grading period. Champion staff members made connections with students/families throughout the year.
Added Math Lab (support) Courses – Based on 2020-2021 data, students with math content gaps were identified and recommendations were made to add Lab (support) courses as an elective course.
Attendance Letters – Dean of Students sends out attendance letters to students/families who meet certain thresholds. Letters ask for meetings and the development of attendance contracts.
Guided Studies – Adjusted course to offer credit recovery courses as well as a structured time to complete current assignments, receive study skills instruction, learn to be self-aware as a learner, and apply successful learning strategies.
PBSES Team Meetings – Weekly meetings of staff supporting student alpha breakdowns (AP, Counselor, Grad Specialist, Dean of Student). Team discusses Tier 2& 3 supports and interventions.
Relationship-Building – Through Staff Learnings, staff have focused on how to build relationships with students and families. Staff have been asked to build relationships through communication with students and families (i.e., content, grading, student success and academic deficiencies).
Student Surveys – Quarter 1 and Semester 1 Feedback Surveys were sent to students which provided valuable information regarding individual student experience on campus.
SDQ - The survey gains insight about individual student emotional and behavioral functioning – it identifies a student’s personal strengths as well as challenges. Results guide interventions in an effort to improve attendance, school engagement, and social-emotional health.
Zones of Intervention – Following each grading period (i.e., MT1, Q1, MT2, S1, etc.) D/F data is disaggregated and analyzed for the application of consistent building-level support. Yellow Level of Support (any student with one F) - Administration sends an email to each teacher they supervise with a list of students who have 1 F at the grading period, email asks teachers to communicate with students and families about classroom and/or building interventions, and administration will include an email template teachers could utilize to communicate information to families. Orange Level of Support (any student with 2 F’s) - Divide students between administration and counseling, meet with student and develop academic intervention plan, email families about conversation and academic plan, and graduation Specialist and Dean of Students monitor plan. Red Level of Support (any student with 3 or more F’s) - Counselors will facilitate wraparound meetings (i.e., IEP and/or Guidance Team) to discuss adjustments to academic program.
Pass/Fail Contracts - Teachers were asked to consider using Pass/Fail as a grading option in a wider range of circumstances and in greater volume. Teachers were provided information on the Pass/Fail agreement process, Pass/Fail Agreement Templates, and Email Templates for communication with students and families. Staff Learning time was dedicated to identifying struggling students, managing the agreements, and communicating with students/families).
Letter Grade Contracts – Teachers were asked to consider using a Letter Grade Agreement (D) as a grading option in a wider range of circumstances and in greater volume. Teachers were provided information on Letter Grade Agreements, Letter Grade Agreement Templates, and Email Templates for communications with students and families. Staff Learning time was dedicated to identifying struggling students, managing the agreements, and communicating with students/families).
VOICE Mentor – Connected students with community members for one-on-one positive, supportive mentoring relationships.
What strategies did your school employ to re-engage students and address wellness needs?
PBSES Team Meetings – Weekly meetings of staff supporting student alpha breakdowns (AP, Counselor, Grad Specialist, Dean of Student). Team discusses Tier 2 & 3 supports and interventions.
Recovery Services – Worked with approximately 150 students and families to schedule Recovery Services Instruction aimed at closing skill/content gaps.
ASB Social Gatherings – ASB initiated activities to bring students together.
Extra-curricular Activities – Emphasized student involvement in extra-curricular clubs/activities/athletics – resulting in high levels of student participation.
Grading Flexibility – Staff continue to work with students/families regarding the submission of late work and below-standard work.
Counseling Student/Family Communication – Utilize grade reports, student/teacher/family feedback, SDQ data, credit reports and grade reports to provide appropriate resources to support students. School counselors regularly meet with students/families to discuss academic struggles and develop collaborative plans for academic re-engagement.
Attendance Letters – Dean of Students sends out attendance letters to students/families who meet certain thresholds. Letters ask for meetings and the development of attendance contracts.
SDQ - The survey gains insight about individual student emotional and behavioral functioning – it identifies a student’s personal strengths as well as challenges. Results guide interventions in an effort to improve attendance, school engagement, and social-emotional health.
Champions List – Based on 2020-2021 deficiency data, our Champions List was developed prior to our first grading period. Champion staff members made connections with students/families throughout the year.
Pass/Fail Contracts - Teachers were asked to consider using Pass/Fail as a grading option in a wider range of circumstances and in greater volume. Teachers were provided information on the Pass/Fail agreement process, Pass/Fail Agreement Templates, and Email Templates for communication with students and families. Staff Learning time was dedicated to identifying struggling students, managing the agreements, and communicating with students/families).
Letter Grade Contracts – Teachers were asked to consider using a Letter Grade Agreement (D) as a grading option in a wider range of circumstances and in greater volume. Teachers were provided information on Letter Grade Agreements, Letter Grade Agreement Templates, and Email Templates for communications with students and families. Staff Learning time was dedicated to identifying struggling students, managing the agreements, and communicating with students/families).
Swap Shop – At each Staff Learning, various staff members present (5-10 minutes) on creative ways to engage students during teaching and learning. Topics this year included functions of learning management systems, questioning strategies, and communication.
Admin Listening Lunch – Monthly opportunity for students to ask questions/concerns to administration (held during both lunches and communicated by ASB).
Passion Project Professional Development – Staff identified a passion project focused around student engagement. Staff members utilize Staff Learning time to work individually or in small groups.
Student Swap Shop – At each Staff Learning, various students present (5-10 minutes) on strategies that teachers implement to keep them engaged in course content.
How did your school identify pre-requisite skill gaps that might prevent a student from successfully accessing grade-level or course-appropriate learning?
Accelerated Learning and Essential Learning Work – Departments and Content Grade-Level Teams collaborated to discuss skill gaps and adjust Essential Learnings for the 2021-2022 school year; connecting unfinished learning into the context of new learning.
Flex Time – Academic Intervention Focus (i.e., academic interventions, personalization, retakes/make-ups, tutoring, homework, partner collaboration).
Grading Flexibility – Staff continue to work with students/families regarding the submission of late work and below-standard work.
Recovery Services – Worked with approximately 150 students and families to schedule Recovery Services Instruction aimed at closing skill/content gaps.
SDQ – Survey to gain insight about individual student emotional and behavioral function. Once we have the results of the survey, we will be contacting the parents of students whose scores indicate high internalized stress. Additionally, student scores may be used proactively to identify supports for students. For example, if a student reaches a particular threshold of unexcused absences, the SDQ results will be used to guide interventions to improve attendance.
Spartan Support OneNote – Shared document hosting deficiency data, IEP, EL and 504 information. Document also included attendance interventions, safety/security documents, referral links and equity/PBSES/MTSS documents.
Data Study
This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality. Targets to address disproportionality are in reference to state Smarter Balanced Assessments using the Washington School Improvement Framework (WSIF), per state regulation. The most current WSIF available dates to 2019 due to the cancelation of recent state assessments. This WSIF provides a pre-pandemic baseline. Additional data available since the re-opening of schools is added to provide more current data for school improvement planning.
Washington School Improvement Framework
|
All Students |
American Indian/ Alaskan Native |
Asian |
Black / African American |
English Language Learners |
Hispanic / Latino of any Race(s) |
Low Income |
Native Hawaiian / Other Pacific Islander |
Students with Disabilities |
Two or More Races |
White |
ELA Proficiency Rate |
95.7% |
|
96.8% |
81.0% |
37.5% |
89.4% |
79.1% |
|
43.9% |
92.6% |
96.2% |
Math Proficiency Rate |
55.0% |
|
65.5% |
30.0% |
33.3% |
44.0% |
35.4% |
|
19.4% |
61.2% |
49.6% |
Graduation Rate |
94.4% |
|
96.2% |
83.9% |
75.7% |
87.5% |
84.4% |
|
77.0% |
90.6% |
94.8% |
EL Progress Rate* |
67.1% |
|
|
|
|
|
|
|
|
|
|
Regular Attendance Rate |
88.1% |
|
87.1% |
80.7% |
90.8% |
85.5% |
71.7% |
77.3% |
81.4% |
87.1% |
89.4% |
Ninth Grade On Track Rate |
92.1% |
|
96.7% |
|
79.4% |
78.8% |
59.6% |
|
71.4% |
87.8% |
91.9% |
Dual Credit Rate |
71.9% |
|
72.5% |
67.0% |
48.4% |
67.8% |
63.3% |
72.7% |
38.7% |
66.8% |
72.6% |
*The EL Progress measure only applies to students who are English Learners
0
10
The fall 2021 attendance rate is a measure of average percent of classes attended by subgroup.
The WSIF Regular Attendance Rate is the percent of students who had less than two absences per month.
Graduation Rate
SHS |
% On-time Adjusted |
% Extended Adjusted |
Class of 2016 |
95.6 |
97.5 |
Class of 2017 |
96.0 |
97.2 |
Class of 2018 |
93.8 |
95.3 |
Class of 2019 |
94.5 |
97.3 |
Class of 2020 |
96.6 |
|
Fall Percent of Classes Attended through 10/21/21
Subgroups |
% of classes attended |
Asian |
97.0 |
Black / African American |
90.9 |
Latinx |
94.4 |
Two or more races |
95.8 |
White |
94.6 |
ELL |
95.9 |
Students with Disabilities |
93.6 |
The fall 2021 attendance rate is a measure of average percent of classes attended by subgroup.
The WSIF Regular Attendance Rate is the percent of students who had less than two absences per month.
Incompletes / NC Rates (includes only subgroups with N>10)
Demographics (2021-22) |
Spring 2020 Incompletes |
Spring 2020 Incompletes Percent |
Fall 2020 NC |
Fall 2020 NC Percent |
Spring 2021 NC |
Spring 2021 NC Percent |
|
Total |
|
155 |
|
520 |
|
549 |
|
Asian |
38.0% |
26 |
16.8% |
79 |
15.2% |
90 |
16.4% |
Black/African American |
1.2% |
7 |
4.5% |
31 |
6.0% |
29 |
5.3% |
Hispanic / Latino of any race(s) |
7.4% |
30 |
19.4% |
102 |
19.6% |
81 |
14.8% |
Two or More Races |
6.1% |
10 |
6.5% |
52 |
10.0% |
57 |
10.4% |
White |
47.1% |
81 |
52.3% |
253 |
48.7% |
286 |
52.1% |
ELL |
2.2% |
11 |
7.1% |
28 |
5.4% |
22 |
4.0% |
IEP |
7.0% |
40 |
25.8% |
110 |
21.2% |
91 |
16.6% |
Data Study
- Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.
- Describe your observations regarding disproportionality that informed your SIP gap goal(s).
Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.
At our Building Leadership Team (BLT) meetings, data/information is shared and discussions took place regarding the development of our SIP Goals. BLT members decided that reducing failures should continue to be our building focus. Reducing failures does not happen as a result of one program, support or intervention – it’s the result of a lot of people working in conjunction with one another with a clear and shared focus. When gaps exist (i.e., academic failures), Skyline establishes an ongoing process to identify barriers to achievement and specific strategies to implement in order to close the gaps and prevent new ones from emerging.
Describe your observations regarding disproportionality that informed your SIP gap goal(s).
Disproportionality Targets
Identify targets for each Washington School Improvement Framework subgroup for which you have baseline data. Baseline for group sizes of less than 20 are suppressed in public documents, targets are set for all groups.
ELA Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
95.7 |
--------------------------- |
Black / African American |
81.0 |
87 |
English Language Learners |
37.5 |
58 |
Hispanic/Latino of any race |
89.4 |
93 |
Low Income |
79.1 |
86 |
Students with Disabilities |
43.9 |
63 |
Math Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
55.0 |
--------------------------- |
Black / African American |
30.0 |
53 |
English Language Learners |
33.3 |
55 |
Hispanic/Latino of any race |
44.0 |
63 |
Low Income |
35.4 |
57 |
Students with Disabilities |
19.4 |
46 |
Regular Attendance Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
88.1 |
--------------------------- |
Black / African American |
80.7 |
87 |
English Language Learners |
90.8 |
90 |
Hispanic/Latino of any race |
85.5 |
90 |
Low Income |
71.7 |
81 |
Students with Disabilities |
81.4 |
88 |
Graduation Rate (HS only)
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
94.4 |
--------------------------- |
Black / African American |
83.9 |
89 |
English Language Learners |
75.7 |
84 |
Hispanic/Latino of any race |
87.5 |
92 |
Low Income |
84.4 |
90 |
Students with Disabilities |
77.0 |
85 |
Achievement Goals & Actions
This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented, and timely (SMART) school-wide achievement goal(s).
School-Wide Goal(s)
Using Quarter 1 and Quarter 3 progress reports as baseline – reduce individual course failures by 35% by the end of each semester.
- Semester 1 2021-22
- Quarter 1: 631 individual course failures
- Semester 1 Goal: 411 individual course failures
- Semester 2 2021-2022
- Quarter 2: TBD
- Semester 2 Goal: TBD
Action Steps. What research-based strategies will be implemented to achieve school-wide goals?
Flex Time – Dedicated time each week for Skyline to apply needed supports and resources to students during the school day. Tutoring with teachers, making up missing assignments, retaking assessments or simply having a quiet place to do homework – the more we can accomplish during the school day, the less students have at home.
Zones of Intervention – Following each grading period (i.e., MT1, Q1, MT@, S1, etc.) D/F data is disaggregated and analyzed for the application of consistent building-level support. Yellow Level of Support (any student with one F) - Administration sends an email to each teacher they supervise with a list of students who have 1 F at the grading period, email asks teachers to communicate with students and families about classroom and/or building interventions, and administration will include an email template teachers could utilize to communicate information to families. Orange Level of Support (any student with 2 F’s) - Divide students between administration and counseling, meet with student and develop academic intervention plan, email families about conversation and academic plan and graduation Specialist and Dean of Students monitor plan. Red Level of Support (any student with 3 or more F’s) - Counselors will facilitate wraparound meetings (i.e., IEP and/or Guidance Team) to discuss adjustments to academic program.
1 on 1 Mentoring – At-risk students are assigned a mentor that regularly meets with the student to prioritize workload in courses, provide information about appropriate tutoring resources, provide career and college exploration activities and advocate for the student in the general education setting.
Graduation Specialist – Screens incoming 8th graders from PLMS and BLMS to identify students who may be At-Risk for graduation. Once incoming 9th grade students are identified, the Graduation Specialist meets with the middle school team and gathers input on past supports and interventions and determines the level of support needed as students enter their first semester at Skyline. The same data analysis takes place with students in grades 10-12, with a specific focus on loss credit. These students are now considered “At-Risk for Graduation” and provided the following intervention: 1-on-1 mentoring, student/parent meetings, and student/teacher meetings. Transfer students are automatically added to our At-Risk list.
School Counselors – Utilize grade reports, student/teacher/family feedback, SDQ data, credit reports and grade reports to provide appropriate resources to support students. School counselors regularly meet with students to discuss academic struggles and develop collaborative plans for academic re-engagement.
Attendance Intervention – The Dean of Students is the primary point of contact for attendance issues (unexcused and excessive excused) to provide consistent and immediate support for students. The following system was developed to engage students in improving their attendance: 1 unexcused absence (phone), 3 unexcused absences in month (conference with parent & student), 5 unexcused absences in month (petition filed), and 10 unexcused absences in a year (petition).
Guidance Team Meetings – School professionals meet to discuss concerns brought by staff and/or parents regarding a particular student’s educational needs. During a Guidance Team Meeting, data is collected from many stakeholders (teachers, parents, students, specialists, counselors), and using that information, the educational team determines the most appropriate steps to address the concerns. The Guidance Team is comprised of an assistant principal, two counselors, a nurse (as appropriate) and a general education representative.
IEP Process – Teams gather accurate information from the teaching and learning environment to design goals for unique student needs. When IEP teams are presented with additional information (i.e., failing grades), IEP teams may reconvene and discuss the student’s current program and adjust goals and/or the program in general to better meet the needs of the student. IEP case managers are in frequent communication with students/families/teachers to gauge the effectiveness of the program and solicit information for possible adjustments to the program.
Spartan Support – Supervised student session that allows students to complete assignments and catch up on missing work. Traditionally, Spartan Support was offered Wednesday mornings – this year, Skyline added Spartan Support during designated lunch days. Spartan Support is targeted towards students who are at risk of failing classes because they have trouble completing assignments, projects or activities (combination of will and skill deficiencies). Teachers, parents, students and/or administration can request/assign a student to Spartan Support.
ISF After School Tutoring – Free tutoring provided by Skyline teachers in a variety of subject areas. Students also have the option of using the time for test make-up.
Assistant Principal Student Growth Goals – All Assistant Principals are used to reduce failures as their Student Growth Goals. Assistant Principals will work with students in their alpha range and teachers they supervise to reduce course failure. This work includes, but is not limited to, student-AP meetings, communication to teachers/families, and the development of academic/attendance/behavior success plans, or assigning interventions, resources and/or supports to students.
Department D/F Report Focus – Departments, content grade-level teams and/or individual teachers will access D/F reports throughout the semester to work on how they will address student academic deficiencies. Teachers, and/or department teams, will create plans and provide classroom supports and/or interventions for individual students.
National Honor Society Tutoring – NHS has been working with teachers that request specific tutor sessions. So far this year, teachers have held specific tutoring sessions for Social Studies, Physics and several Math classes (varying levels). NHS also coordinated peer tutoring for students who request additional support in a particular course.
IB Buddies – Student-driven IB mentoring groups (i.e., IB Senior paired with IB Junior student). Paired students collaborate to provide academic support, answer questions, create relationships and build IB program knowledge.
LINK Crew Freshman Orientation with year-long mentoring – Senior Link Crew members are assigned groups of freshman students. Throughout the year, senior Link Crew members will provide team-building activities, answer questions and align support for freshman in need.
Gap Closing Goal(s)
Using Quarter 1 and Quarter 3 progress reports as baseline data, reduce individual course failures by 35% by the end of each semester for students served by an IEP.
- Semester 1 2021-2
- Quarter 1: 118 individual course failures
- Semester 1 Goal: 75 individual course failures
- Semester 2 2021-2022
- Quarter 2: TBD
- Semester 2 Goal: TBD
- Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?
- Approach to gap-closing. How will your action steps address disproportionality?
Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?
Recovery Services – Worked with approximately 150 students and families to schedule Recovery Services Instruction aimed at closing skill/content gaps.
Co-Teaching – Increased co-teaching opportunities to allow a general education and SPED teacher to work together with classes – sharing the planning, organization, delivery and assessment of instruction.
Universally Designed for Learning (UDL) – Allowing for student choice and multiple ways to demonstrate knowledge.
Approach to gap-closing. How will your action steps address disproportionality?
Supporting & Monitoring School Improvement
This section describes the supports and monitoring of school improvement plan efforts.
- Professional Development. What professional learning activities will be needed to support the successful implementation?
- Resources Available. What existing and new resources will be used to accomplish the activity?
- Technology. How is technology being used to facilitate instruction?
- Family Engagement. How will you inform and engage families regarding your SIP goal(s)?
- Monitoring Effectiveness. What on-going artifacts or evidence will be gathered to show this activity is making a difference in student learning?
Professional Development. What professional learning activities will be needed to support the successful implementation?
- Staff Learnings – Teams of teachers will analyze D/F data and work to create success plans and/or interventions for students.
- PBSES – Interventions and supports implemented to improve students’ academic, social and behavior functioning.
- Passion Project Professional Development – Staff identified a passion project focused around student engagement. Staff members utilize Staff Learning time to work individually or in small groups.
- 1:1 Evaluation Conversations – Administration will work with individual teachers to improve teaching and learning.
- Focus on Relationships – Through Staff Learnings, staff have focused on how to build relationships with students and families. Staff have been asked to build relationships through communication with students and families (i.e., content, grading, student success and academic deficiencies).
- Pass/Fail Grading – Through Staff Learnings, staff began conversation about Pass/Fail grading options for students. For example, staff were asked to create a plan for a student suffering from a concussion and determine what essential content and skills were necessary for a student to pass a class. When a hardship exists outside the control of a student, a Pass/Fail Option for grading could be possibility.
- Learning Walks – Teams of teachers briefly visiting a classroom and utilizing researched-based protocols that provided teachers the opportunity to reflect on the teaching and learning within the classroom visit (i.e., learning strategies, student interaction with content, student engagement, and classroom management).
- Academic Intervention – Communication is made to teachers and students concerning the wide range of interventions available to students (i.e., tutoring, support courses, classroom resources)
Resources Available. What existing and new resources will be used to accomplish the activity?
Technology. How is technology being used to facilitate instruction?
- D/F reports
- OneNote & Google Docs – sharing of information. Counselors, graduation specialist and administration share documents for students at risk. This is used to monitor and document who is meeting with whom, when and why.
- Classroom technology to support teaching and learning.
- Teacher websites containing contact information, a list of assignments and/or homework with due dates, a syllabus and/or classroom/program expectations and a schedule of upcoming events.
- Laptop carts/computer labs for use during classroom instruction.