School Improvement Plan

Recovery Services – Worked with approximately 150 students and families to schedule Recovery Services Instruction aimed at closing skill/content gaps.

9^th Grade Counselor Check-Ins – Counseling Department met with 9^th 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.

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.

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.

• 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)

• D/F Reports
• Administration
• Guidance Counselors
• Graduation Specialist
• Classroom Teachers
• ISF Tutoring
• Spartan Support
• Support Courses

• 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.

• Communication with families of students at risk academically
• Spartan Support communication with families
• Formal/informal staffing
• ENews
• School/Teacher Websites
• Coffee with Keith
• IEP evaluations and re-eval meetings

• D/F Reports at Quarter 1 and 3
• Grade Reports at Semester 1 and 2
• On-time graduation rate
• Extended graduation rate
• State test scores