Sultan High School

1. Sultan High School 2010-2011 Report to Board

2. 2009-2010 SHS Goal Results NO NO STUDENT ACADEMIC PERFORMANCE Reading and writing scores will be equal to or better than state average as measured by the 2010 HSPE. Math scores will be within 5% of state average as measured by the 2010 HSPE. INSTRUCTIONAL STRATEGIES Staff will identify and implement effective engagement strategies as evidenced by rubrics identified and in use by March of 2010. SCHOOL CLIMATE A process will be conducted to assess and evaluate the tardy, truancy, and discipline policies as evidenced by the formation of an ad hoc committee and the completion of a draft proposal by the end of January, 2010. The 2009-2010 goals will be communicated with students and community as evidenced by posting on the school website and printed posters in the building by January 15, 2010. YES YES but ongoing YES

3. SHS Three Year HSPE Trend SHS STATE

4. 2010 HSPE COMPARISONS

5. 2010-2011 ACADEMIC PERFORMANCE PROBLEM OF PRACTICE: How can we achieve a 100% graduation rate* within 5 years, and 90% within 4 years, of entry into the ninth grade? THEORY OF ACTION: • Students are to take an active part in the planning of their own educations and futures • Early interventions are to be made when students do not meet grade, credit, or assessment targets. • Academic rigor and integrity are to be maintained in order to prepare students for successful post-secondary career and/or educational opportunities. • An Academic Coach position will be established to provide intervention support for failing students. *Per OSPI graduation rate calculation: 2008-2009 SHS on-time graduation rate = 81.3% (state 73.5%) 2008-2009 SHS extended graduation rate = 83.8% (state 79.2%)

6. 2010-2011 INSTRUCTIONAL STRATEGIES • PROBLEM OF PRACTICE: • How can we establish instructional practices that provide students with learning targets based on standards and connections that help establish relevancy? • THEORY OF ACTION: • Teaching points (a.k.a. learning targets) are based on identified standards and transferable to everyday life. • Teaching points (a.k.a. learning targets) are clearly • articulated and assessed. • Using multiple strategies, students are made aware • of and responsible for the learning targets and can • articulate the targets and their applications. • Students are asked to reflect, journal or self-assess • about their understanding of the learning targets • and their applications.

7. 2010-2011 SCHOOL CLIMATE PROBLEM OF PRACTICE: What system of prevention and intervention strategies can we establish to increase attendance and decrease the tardy and discipline issues that negatively impact the learning atmosphere? THEORY OF ACTION: • Regular on-time attendance in class is essential for academic success and is to be a fundamental expectation. • Early interventions are to be made to address attendance and discipline issues. • A safe and respectful learning environment, free from disruption, will be maintained in the best interest of students and staff. • Trigger levels for attendance, grade, and discipline interventions will be established and a process of follow-through will be practiced.

8. Professional Development • Extensive in-house work on the “PURPOSE” dimension of the 5 Dimensions of Teaching and Learning……with the intent of leading to increased student engagement. • Hosting of a web workshop presented by Ivan Hannel, author of numerous articles on Highly Effective Questioning and student engagement. This workshop is titled “Challenging the Culture of Disengagement with Questioning.”

9. Professional Development • Participation by various staff members in PD workshops such as “Socratic Questioning Strategies that Increase Student Engagement and Critical Thinking” and “Changing Student Behaviors: Building Responsibility and Self-Discipline and Improving Student Motivation.” • Brainstorming sessions to formulate the strategies necessary to address the three problems of practice.