School Improvement Plan
Skyline High School
School Improvement Plan, 2022-23
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Is annually approved by the school board
- Is a product of collective inquiry, led by the principal with school staff and in collaboration with district staff:
Collective
Inquiry1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence5 Monitoring
What does the evidence tell us about our implementation and the efficacy of the selected strategies?
Product: Feedback
Adapted from DuFour & Eaker and Lipton & Wellman
- Recognizes the impact of non-academic factors on student learning and wellbeing
- Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjusting
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
- Integrates the OSPI-identified 9 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
Staff certification and demographic information is available for each school at the OSPI School Report Card Home
Issaquah School District school improvement data dashboard for high schools.
Reflection on Previous Year School Improvement Plan
In this section reflect briefly on your prior School Improvement Plan and implementation.
2021-2022 School-Wide Goal: Using Quarter 1 and Quarter 3 progress reports as baseline – reduce individual course failures by 35% by the end of each semester.
- Quarter 1 individual failures: 652
- Semester 1 Individual failures: 348
*47% Reduction*
- Quarter 3 individual failures: 693
- Semester 2 individual failures: 345
*50% Reduction*
2021-2022 Gap-Closing Goal: 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.
- Quarter 1 SPED individual failures: 93
- Semester 1 SPED individual failures: 44
*53% Reduction*
- Quarter 3 SPED individual failures: 72
- Semester 2 SPED individual failures: 45
*37% Reduction*
Skyline High School met School Improvement Goals for the 2021-2022 school year – both the school-wide goal and the gap-closing goal were focused on reducing individual course failures. The school-wide goal seeks to reduce all course failures between Quarter 1 and Quarter 3 compared to the end of each semester by 35%. Both semesters saw a reduction of approximately 50% of the quarter failure rate – resulting in close to 350 total individual course failures. While Skyline strives for all students to pass each of their semester courses, 350 individual course failures out of approximately 14,000 individual course grades represent a less than 1% semester failure rate.
Skyline’s gap-closing goal focused on students served with an IEP and reducing individual course failures by 35% for quarter 1 and quarter 3 compared to the end of each semester. Semester 1 saw an over 50% reduction, while Semester 2 saw a 37% reduction. Case Managers and supervising alpha Assistant Principals took the lead in reducing course failures for students served with an IEP. At times, Pass/Fail Contracts and Letter Grade Contracts were utilized following conversations with teachers regarding these grading pathways which staff may utilize each semester. The grading pathways represent options for teachers when addressing struggling students.
While systematically reducing individual course failures is a manifestation of many successfully implemented systems and procedures, the following represent many of our most effective/high-leverage building practices aimed at reducing failures:
- 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 one 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 that 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.
- 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.
- Student Tutoring (ISF & NHS) – ISF Tutoring offers free tutoring provided by Skyline teachers in a variety of subject areas. Students also have the option of using the time to receive individual support, make up missing assignments, re-take assessments and/or complete homework. 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 requested additional support in a particular course.
Examining the Data
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.
The Washington School Improvement Framework (WSIF) is provided by the state as part of the OSPI School Report Card to inform and guide school improvement goals and action plans. School SIP teams use additional data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard, aligned to the WSIF.
Issaquah School District school improvement data dashboard for high schools.
Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
Skyline’s School Improvement Plan (SIP) Team is comprised of many interested parties within our school community:
- Building Learning Team (BLT) – Roughly 20 staff members who serve various roles around our school (i.e., Department Chairs, Administration, IB Coordinator, Activities Coordinator, Librarian)
- Current SHS Students – ASB Leadership students participated in identifying building supports to reduce failures as well as ways students could contribute to meeting the set goals
- Current SHS Families – PTSA Board members participated in the creation
The interested parties examined SIP Dashboard Data utilizing a data protocol adopted for Multi-Tier Systems of Supports (MTSS) Tier Teams. Team members were able to observe, wonder, infer and action plan for instructional interventions with the students represented in the dashboard data.
Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions. Include possible root causes of disproportionality (i.e. if you were to address the causes, it would likely result in a decrease in disproportionality).
When dashboard data was shared, discussions took place using the data protocol steps (prepare, inquire, act). Through these steps, interested parties concluded that reducing individual course failures should remain a priority for our building. Understanding that the reduction of failures does not happen as a result of one program, one support or one intervention – building and classroom research-based strategies will continue to be implemented to achieve our school-wide goals.
In years past, disproportionality goals were created to support students served by an IEP. Through the examination of dashboard data, interested parties chose to focus on improving individual course pass rates for Black/African American and Hispanic/Latinx students. 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.
Borrowing from EL-16:
We believe that each student has the potential to achieve, and it is our responsibility to provide all students the opportunity and support needed to meet their highest capability in a safe and welcoming environment. We acknowledge that systemic and institutional inequities and bias exist, creating barriers for student achievement and well-being. We are committed to raising the achievement of all learners and a culture that promotes the identification and removal of barriers causing predictability and disproportionality of the highest and lowest achieving groups.
Systemic barriers include and are not limited to:
- Current and historical lack of access to resources such as academic supports
- The impact of trauma including trauma related to race and poverty
- Insufficient mitigation and support for academic, social emotional needs
- Gaps created by accessibility to learning during remote and hybrid instruction
- Lack of consistent strategies used across disciplines to address learning difficulties
- Curriculum that lacks multiple perspectives and representation
- Failure to address racial and other biases
- Lack of systemic structures to support diverse learning needs
We know that there continues to be systemic inequities that marginalize some and perpetuate advantages for others in public education, including the Issaquah School District. As a system, we must dismantle inequitable practices/beliefs listed below and rebuild a system that supports equitable outcomes for all students.
As a system, we must start:
- Increasing awareness of how educational institutions perpetuate oppression
- Engaging in deliberate and transformative conversations about race
- Developing measurable practices to disrupt the opportunity gaps
- Elevating all voices by leveraging historically/currently marginalized voices and experiences
- Prioritizing the hiring of diverse staff
- Creating more inclusive environments for staff from diverse backgrounds
- Designing supported pathways for BIPOC candidates to pursue careers in education
- Promoting curriculum that elevates multiple stories and the American reality
- Engaging in deliberate and transformative conversations about race
- Empowering learners with grading and assessment practices
- Designing programing to eliminate racial predictability and marginalization while removing obstacles to success
- Promote PD about race/equity that is purposeful, systemic and ongoing
- Instilling discipline practices that are restorative and include student voice
- Honoring culture, climate, and student voice, in particular minoritized student groups, when making decisions
- Building relationships within the learning environment through deliberate social interactions
- Growing extracurricular opportunities in which all student groups are represented
- Creating opportunities to listen to and engage with historically/currently marginalized families
- Collaborating with community partners to support students and families holistically
- Empowering BIPOC families and leaders to contribute to meaningful organizational decisions
- Developing an equitable and fiscally sustainable spending plan surrounding family and community engagement
We must stop:
- Accepting the notion that educational institutions support all students equally
- Trusting that race has little or no impact on education
- Celebrating the elite and ignoring the practices that perpetuate the opportunity gap
- Elevating majority voices and experiences
- Hiring staff based on “good fit” within the dominant culture
- Marginalizing staff from diverse backgrounds
- Relying on historical recruitment and hiring practices that maintain the status quo
- Perpetuating current systems with barriers to marginalized populations
- Promoting curriculum that maintains a single story of the American Dream
- Assuming instruction meets all needs
- Sorting learners through grading and assessment practices without intentionality through an MTSS system that is research based
- Setting a single program/pathway to success
- Promoting PD about race/equity that is isolated, narrow and static
- Instilling discipline practices that are punitive and ineffective
- Disregarding culture, climate and student voice when making decisions
- Directing student activities and learning without building relationships without including student voice
- Growing extracurricular opportunities based on tradition and mainstream culture
- Communicating expectations to families for parent involvement
- Working in silos that set criteria for families to receive limited support
- Listening to voices that perpetuate status quo
- Prioritizing equal opportunities for families as opposed to equitable opportunities
*These lists were modified from the DuPage Regional Office of Education.
Goal Setting
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 Achievement 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 2022-2023
- Quarter 1: TBD
- Semester 1 Goal: TBD
- Semester 2 2022-2023
- Quarter 2: TBD
- Semester 2 Goal: TBD
Disproportionality Goal(s)
At each semester grading period, the pass rate for Black/African American and Hispanic/Latinx students will increase to meet our average school pass rate.
- Semester 1 2022-2023
- SHS pass rate: TBD
- Black/African American pass rate: TBD
- Hispanic/Latinx pass rate: TBD
- Semester 2 2022-2023
- SHS pass rate: TBD
- Black/African American pass rate: TBD
- Hispanic/Latinx pass rate: TBD
Action Plan
District-Wide Actions
What systemic (district-wide) research-based strategies will be implemented in support of achievement and disproportionality goals?
Multi-Tiered Systems of Support (MTSS) is a proactive framework to improve outcomes for each and every student though a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.
MTSS employs a team-driven, data-based, problem-solving approach; components of which include: early interventions, a comprehensive assessment system, and common assurances around the highest leverage instructional, intervention, and assessment practices.
MTSS Theory of Action: In order to result in ALL holding a sense of belonging and to effectively foster equitable outcomes for students, we will articulate a clear vision and implement with fidelity a strategic plan for a comprehensive MTSS framework that provides an environment in which to thrive that is consistent, predictable, and inclusive of the strengths and needs of all, by supporting adults with resources, training and leadership.
- Action: Credit Recovery
- Action: Tier 3 Meetings
- Action: Algebra 1 & Geometry Lab Classes
- Action: Flex Time
- Action: Guided Studies
- Action: Tier 1 Behavior
- Action: Small Counseling Groups
- Action: SDQ
- Action: Consent Speaker
- Parent University
Action: Credit Recovery
Credit Recovery
Offer credit recovery via Canvas modules through ISD teachers (on demand Oct-June)
Implementation
- Collaboration with teachers during 2021-22 school year to design courses
- Offered in spring 2022 and fall/spring 2022/23
Impact: Evidence / Monitoring
- On-time graduation rates
- Number of students by course, by school, by term pass rates
Action: Tier 3 Meetings
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).
Implementation
- 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
Impact: Evidence / Monitoring
- Increase in family/school partnerships for Tier 3 students
- Increase in students’ relationships with admin
- Increase in students’ attendance
- Decrease in students’ discipline
Action: Algebra 1 & Geometry Lab Classes
Algebra 1 & Geometry Lab classes
Offer an elective lab class that goes in partnership with Algebra 1 and/or Geometry as a math support for students who are identified as benefiting from it and/or self-select.
Implementation
- 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
Impact: Evidence / Monitoring
- Reduced Algebra 1 and Geometry course failures
- Increase in SBAC pass rates for math
- Build math confidence
Action: Flex Time
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.
Implementation
- Research and design in 2017-18
- Implemented at Issaquah High 2018-19
- Implemented at Skyline in 2019-20
- Implemented at Liberty in 2022-23
Impact: Evidence / Monitoring
- Reduce missing assignments based on absences
- Increase course pass rates for all courses
Action: Guided Studies
Guided Studies
A class that supports students’ executive functioning and provides academic support in the school day.
Implementation
- 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
Impact: Evidence / Monitoring
- Increase course pass rates for all courses for students in GS
- Increase students’ executive functioning and academic behaviors
Action: Tier 1 Behavior
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.)
Implementation
- Schools developed their school-wide expectations in collaboration with staff and students
- Students were explicitly taught the expectations in September 2022
Impact: Evidence / Monitoring
- Decreased school exclusion discipline
Action: Small Counseling Groups
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.
Implementation
- 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
Impact: Evidence / Monitoring
- Depends on the groups that run:
- Decrease in student anxiety around tests (if they run a test anxiety group)
- Increase in school attendance (if they run a school avoidance group)
Action: SDQ
SDQ
All students are offered a screener that identifies students with social emotional support needs.
Implementation
-
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)
Impact: Evidence / Monitoring
-
Decrease in SDQ internalizers in spring (from fall)
-
Increased student access to resources (mental health help)
Action: Consent Speaker
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.
Implementation
- Assemblies for two grade bands in November at each high school
Impact: Evidence / Monitoring
- Decrease in reports of sexual assault and sexual harassment
Parent University
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).
Implementation
- 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
Impact: Evidence / Monitoring
- Increased parent engagement (Canvas log ins, guidance team presence, connection with teachers/coaches, course selection, etc.)
School-Based Actions
What additional or specific research-based strategies will be the focus of implementation to achieve school-wide goals? Or describe how your school is implementing systemic action listed above. Indicate elements targeted (not school-wide) to address disproportionality.
- Action: Common Course Grading Practices
- Action: Champions List
- Action: Department D/F Focus
- Action: Attendance Interventions
- Action: Credit Recovery
- Action: Tier 3 Meetings
- Action: Algebra 1 & Geometry Lab Classes
- Action: Flex Time
- Action: Guided Studies
- Action: Tier 1 Behavior
- Action: Small Counseling Groups
- Action: SDQ
- Action: Consent Speaker
- Action: Parent University
Action: Common Course Grading Practices
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.
Implementation
- August professional development and collaboration during LID days.
- Articulation of common grading practices in the syllabus available in Canvas.
Impact: Evidence / Monitoring
- 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.
Action: Champions List
Champions List
Implementation
- Data to determine Tier 2 students (homeroom, SDQ)
- Tier 2 weekly meeting: goal, action plan, progress check
- Individual student progress monitoring
Impact: Evidence / Monitoring
Increase in overall pass rate for students on champions list, and decrease in disproportionality in pass rate.
Action: Department D/F Focus
Department D/F Focus
Implementation
- Monthly BLT Meeting: review D/F data points, using protocol
- Departments examine specific data points based on BLT feedback
Impact: Evidence / Monitoring
- Increase in overall pass rate and decrease in disproportionality in pass rate.
- Increase in alignment across content level teams to increase overall pass rates.
Action: Attendance Interventions
Attendance Interventions
Implementation
- 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
Impact: Evidence / Monitoring
- Increased attendance rate
- Increase in overall pass rate and decrease in disproportionality in pass rate.
Action: Credit Recovery
Credit Recovery
Offer credit recovery via Canvas modules through ISD teachers (on demand Oct-June)
Implementation
- Collaboration with teachers during 2021-22 school year to design courses
- Offered in spring 2022 and fall/spring 2022/23
Impact: Evidence / Monitoring
- On time graduation rates
- Number of students by course by school by term pass rates
Action: Tier 3 Meetings
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)
Implementation
- 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
Impact: Evidence / Monitoring
- Increase in family/school partnerships for Tier 3 students
- Increase in students’ relationships with admin
- Increase in students’ attendance
- Decrease in students’ discipline
Action: Algebra 1 & Geometry Lab Classes
Algebra 1 & Geometry Lab classes
Offer an elective lab class that goes in partnership with Algebra 1 and/or Geometry as a math support for students who are identified as benefiting from it and/or self-select.
Implementation
- 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
Impact: Evidence / Monitoring
- Reduced Algebra 1 and Geometry course failures
- Increase in SBAC pass rates for math
- Build math confidence
Action: Flex Time
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.
Implementation
- Research and design in 2017-18
- Implemented at Issaquah High 2018-19
- Implemented at Skyline in 2019-20
- Implemented at Liberty in 2022-23
Impact: Evidence / Monitoring
- Reduce missing assignments based on absences
- Increase course pass rates for all courses
Action: Guided Studies
Guided Studies
A class that supports students’ executive functioning and provides academic support in the school day.
Implementation
- 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
Impact: Evidence / Monitoring
- Increase course pass rates for all courses for students in GS
- Increase students’ executive functioning and academic behaviors
Action: Tier 1 Behavior
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.)
Implementation
- Schools developed their school-wide expectations in collaboration with staff and students
- Students were explicitly taught the expectations in September 2022
Impact: Evidence / Monitoring
- Decreased school exclusion discipline
Action: Small Counseling Groups
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.
Implementation
- 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
Impact: Evidence / Monitoring
Depends on the groups that run:
- Decrease in student anxiety around tests (if they run a test anxiety group)
- Increase in school attendance (if they run a school avoidance group)
Action: SDQ
SDQ
All students are offered a screener that identifies students with social emotional support needs.
Implementation
-
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)
Impact: Evidence / Monitoring
-
Decrease in SDQ internalizers in spring (from fall)
-
Increased student access to resources (mental health help)
Action: Consent Speaker
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.
Implementation
- Assemblies for two grade bands in November at each high school
Impact: Evidence / Monitoring
- Decrease in reports of sexual assault and sexual harassment
Action: Parent University
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).
Implementation
- 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
Impact: Evidence / Monitoring
- Increased parent engagement (Canvas log ins, guidance team presence, connection with teachers/coaches, course selection, etc.)
SIP Team & Final Review
- Principal: Keith Hennig
- Site Council/PTSA Review Date: Various Dates
- Supervisor Review: Andrea Zier
- School Board Review Date: March 15, 2023
- Leadership Team:
- Elisabeth Bacon – Librarian
- Courtney Bede – Humanities
- Kristin Bennett – Science
- Rebecca Fowler – Science
- Savannah Gunning – PE
- Annemarie McGoorty – Humanities
- Samantha Rossi – Activities Coordinator
- BJ Sherman – CTE
- Maria Villalobos – World Language
- Deborah Walters – Counseling
- Chris Wilder – IB Coordinator
- Ami Wilson – Math
- Nancy Ziebart – VAPA