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Schools Set Goals and Plan for the Future

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11/27/2017

Each year schools in Washington state develop School Improvement Plans. At the November 20, 2017 School Board meeting, Director of Teaching and Learning Jill Burnes presented the impressive SIPs from all eight schools. Each school’s plan is data driven, promotes a positive impact on student learning, and includes a continuous improvement process. The plans are carried out in the daily work of school personnel and during Friday afternoon collaboration time, known as Professional Learning Communities. Principals joined the conversation and received high commendations from each of the School Board members.

The District’s Strategic Plan was used as the guiding document with school plans addressing each of the pillars set in place by the District: Whole Child, Instructional Improvement, and Tiered System. The alignment of goals spanning kindergarten through high school graduation will set students up for success as they progress from elementary to secondary schools and into their post-graduation plan.


School Improvement Plans

Elementary Schools Secondary Schools
Black Diamond Elementary Enumclaw Middle School
Byron Kibler Elementary Thunder Mountain Middle School
Southwood Elementary Enumclaw High School
Sunrise Elementary  
Westwood Elementary  


View the presentation of the 2017-2018 school year at the November 20, 2017 school board meeting in Google Chrome or Safari.:

 

To view the presentation in Internet Explorer, visit https://youtu.be/IBzhVM_wcHM.

 

Transcript: 2017-2018 School Improvement Plans

Jill Burnes, Director of Teaching and Learning
We're really excited to be here tonight to present to you School Improvement Plans. You've had a chance to take a look at them. Hopefully this slide looks very familiar. As you know we've restructured the District Strategic Plan this year to really reflect four major areas that we're working on to improve student learning: looking at System Capacity, Instructional Improvement, Tiered Systems of support, and the Whole Child. So what we did is redesigned School Improvement Plans to align and really mirror a very similar format. So hopefully what you've been able to see is some coherence across our system from school to school as well as being able to see the individuality of our leaders within their context. I'd like to be able to share a little bit about that with you tonight. One of the things I'd like you to notice is that the new plans do meet all requirements set forth by the legislature and OSPI. A few things that you'll see that all of the plans have in common, one piece that might be a little different than the District's Strategic Plan, is that each school starts with a thorough analysis and comprehensive look at their student achievement results. In the School Improvement Plan you get a synopsis of some of that data and then a summary. They haven't shared with you all of the pieces of data in the plan because that is quite extensive, but they've shared some of the key components of the student achievement data they are looking at. So after they've done a thorough analysis of their student achievement, then they are able to set forth their goals and their action plans for the school year that are tied to Instructional Improvement, a Tiered System, and the Whole Child. So you'll see that alignment from building plan to building plan. One of things that I hope you'll see is how hard each individual principal and their teams of teachers are working to improve student achievement. I thought what I would do tonight is just highlight a few things by levels, and then they are available for questions you might have as well. To start with our elementary schools, two key areas that they are focusing is our literacy and our mathematics. So after a careful analysis of where their school data is pointing them, they have all written some student achievement goals in the areas of literacy and mathematics. In addition you'll see that one of the things we're focusing on as a system is identifying our achievement gaps so we have also written specific goals that are tied to sub groups of populations where gaps are identified. This is a common theme you'll see through other elementary schools, but you will see individualization in terms of different sub groups being selected based on each individual school’s context. So one school may choose one sub-population based on what their data is telling them versus another school. So two key areas for elementary schools as well as a number of other initiatives that you'll see tied to that. For our two middle schools, they are focused. I want to highlight for both of them is they have a focus on our blended learning environments as all of our middle schools have gone to full one-to-one initiatives this year. You will also see they have gone through this door individually based on their individual building context. Where you will see that both schools are working on blended learning, EMS is really gone through that technology door with a focus on assessment and feedback and Thunder Mountain has gone through their instructional improvement around Differentiation. So both schools are really moving forward with one on one environments based on their individual instructional goals based on where they are in their assessment of the school. So one on one initiatives there. And at the high school, as always the Enumclaw High School is really focusing on getting all students to that final marker of graduation requirements and post high school plan. So always focused on making sure kids meet those marks. One of the interesting things you'll notice in Enumclaw School District's plan this year is they have also looked extensively at a big picture and identified some sub groups of students really to close those achievement gaps. So while we're definitely interested in all kids and hitting those milestones, in order to get all kids there we really need to hone in on some sub groups. And EHS this year has really identified special education students in the area of ELA, so in the area of literacy really an achievement gap with special education students and working on that particular sub group. And in the area of mathematics, really working with their Hispanic population and with Native American students. So all of the schools have done just a really nice job of taking a close look what their data is telling them and honing on some key areas to make sure we get to all. I think as a system, we're really excited that there is coherence across our system of K-12 and at the same time every building leader has the ability to work with their team within their context to really bring that to life in their building. I hope you recognize that and see that in their plans. And if you have any questions we'll open it up.

Tina McGann, Board Member
I just like seeing, like you said, the coherency, which is the same last year, but I really like this format being able to see it on the wall then see it in each of your plans. It's great. Any parent can look at those and see it's so fluid in our district -- from school to school and higher up in our District and all the way down to schools. It's really important and it helps us as well to see your different areas. I also liked how last year at each of the Work Studies you always focused on your multi-tiered system. Well it shows it right here in your plan how you did it last year but also how you’re going to continue it this year. The individualization from last year it's shown here in your plan. It's kudos to you guys for focusing on those individuals in those sub groups and you’re helping to close that achievement gap. I don't think people understand how you guys literally look at your students and say we have six students who have not passed requirements in high school to graduate, so let's focus on those six students. Six students. You're really work hard to get those students up to par to graduate, where I think most schools are like, "they're just a number." Kudos to you guys in elementary too, and middle school, you really are individualizing that education and are trying to get all those kids to where they need to be. I just want to give a huge kudos to you guys and I'm proud of all in this District. It's time like going to our conference where you sit in a class and we're like we have the best staff in this District from our leaders down to our teachers and our paras and our aides. Here at the District we have a sense of pride, and I know all of us do, but we're kind of biased. I do feel like we have the best leaders here and it shows in your plans, so I just really want to thank you and I could say thank you, thank you, thank you. You guys are just awesome, so I really appreciate your hard work you guys put in.

Nancy Merrill, Board Member
They get better and better, and I suppose it's all because now we can get the data that we weren't able to get ten years ago, fifteen years ago. You can really drill down and get these numbers and percentages and I think of a couple of former board members that were really what they were asking for. Give me this number, and I think that you can identify those, find those, and sub groups and that's incredibly important and just feels like great work.

Bryan Stanwood, Board Member
I will say that the correlation between your data and your goals made perfect sense, so thank you for that. All of you had stretch goals, which I like to see too. The one area, I guess the stretchiest goal to me, was the Ds and Fs in high school to go from 19.16% down to 10%. I think that's definitely doable. It's going to require a lot of concentration I can imagine because that's the lowest it's been, at least from the data here, it was 15% or so. Kudos to trying to figure that one out. I will love to watch how that one develops. Really it was nice to read through there and have it all make great sense. So thanks for the work.

Tina McGann, Board Member
I think too, I forgot to mention is I appreciate that you didn't just show your data, we scored 47% in math, but you also showed the growth, which again we talked about at each of the Work Studies last year about we're not just focusing on the test score but the growth these students are making. It was great to see the actual growth the schools and students are making as well, not just focused on that test score. I appreciated that.

Tyson Gamblin, Board Member
I just have to say thank you for loving our students. Thank you for all the time and energy that you guys give to our students. It's tough to see it, but when we come to your schools it's pretty awesome, so thank you.

April Schroeder, Board President
I know a lot of you are newer, so I appreciate the hard work that you put in. I know last year we talked about the high school the kids you knew exactly who they were and you had them pinpointed. They weren't just a student. You knew their life story, you knew where they were at, you knew the circumstances that lead to why they were where they were at and not graduating. You were helping them get there. I think that was huge. It wasn't like they were falling behind; we're getting them there no matter what they were doing. We know they are struggling at home, struggling because of this, and we're going to do whatever we have to do. I think it's amazing. I've seen all of you grow over the past few years as new leaders and even people that have been here before and that's amazing. I've seen you as a math teacher and now I've seen you as a leader. I think that's amazing. I appreciate that because having students in the District and knowing you guys care about our kids is not like, oh we have to get these test scores in. These kids really matter to us watching them grow and making sure they come through our system. They are successful no matter what. They matter as students and they matter as kids, not just because we have to get them through, so I think that's amazing. That's really what I love about our District is seeing that. I know a lot of you are new leaders and I think that's amazing that you've come here, and I really appreciate that as a mom and having three kids in our District. One is gone and I still have two. That makes me really happy to be like, yeah I'm part of Enumclaw but I know when people say, how do you feel about Enumclaw. Well they really do care and I know they care about your kid no matter what. They are not just a student, so I can say that wholeheartedly. That makes me happy.

Tina McGann, Board Member
I think that's the uniqueness. If someone wants to ask me what makes Enumclaw different, I could easily list 100 different ways, but I don't think our community or our parents necessarily realize that, I realize I don't have to keep pointing out the high school because I know you do it all down the line, but in the high school plan it says right now as of November this is how many we have on track, what percentage, I think it was 84, to graduate this year. So you're not just saying we're happy with 84, you're saying ok what students are not on track to graduate this year. We're going to use our time to help get those kids from now til June to graduate. You're not just sitting there saying, well we're going to deal with 84. No we're going to strive for 100%, and I think that is what makes us unique and what makes us different here. I think that should make, hopefully, our community realizes that and takes a minute to look at these plans and realize that. That is for middle school too. How are we going to get them to be successful. For elementary school, how to be 100% proficient. It's easy at the high school to say graduation rate, bu it is all the way down the line and I think that's what makes us unique and makes us a stand out district.

April Schroeder, Board President
It's like they know them as a family. It's like they are not just a student in their classroom. They actually know there life story and they know the circumstances that are holding them back. I think that's what is unique.

Tina McGann, Board Member
They care enough to find that out.

April Schroeder, Board President
To find out that they are not just trying, what is holding them back from being successful and what can we do to help. I think that's even from kindergarten from 12th grade. I think that's what makes you all unique and I appreciate that. Thank you Mrs. Burnes.

Jill Burnes, Director of Teaching and Learning
Thank you for the opportunity to share and for setting the tone for that leadership. That starts with all of you so we appreciate that. Thank you.

Mike Nelson, Superintendent
I would just like to echo what Mrs. Burnes said that what you just did was simply amazing and I think you don't realize that there are not very many Boards out of the 295 that are that articulately be so descriptive about their School Improvement Plans. They take that to heart. It means a lot to our leaders to know that you read them in such a way that you responded with comments that were very meaningful. As Superintendent, thank you for that. For our public, Mrs. Burnes was talking about coherence from our Strategic Plan to our School Improvement Plans. As you evaluate me, I supervise our principals. Just so you know every single building principal has their goals submitted. Their goals align very tightly to their School Improvement Plans. When they supervise their staff, their staff's goals tie directly to these School Improvement Plans. We have 550 employees all working toward our Strategic Plan, so when you saw the graphic where the graphic of here's a school district with the arrows all going in different directions and everybody has their own versus the district where all of the arrows are lined up going toward something. Nobody is perfect but we're really trying to have all of those arrows line up. I really have changed the structure of support in being connected to our building principals. Goals have been done. Our cabinet, as I shared with you last week, Mrs. Schroeder you didn't get a chance to hear it. I've shared it in a Friday Update, but I told the story of our protocol experience with each of our buildings with our cabinet. It was really a great experience and now I've done, well I did Mr. Means today at Southwood walking every classroom. In the next four weeks, so I've done five of our principals in every classroom, for the purpose of seeing that coherence even at a tighter level as a Superintendent. Just so you know in telling your stories, which is important to WSSDA that we tell our stories of the things we're striving to do, not saying we're perfect but we have stories of what we're striving to do and trying to get better and better it's going to add to your repertoire. With that we would seek your approval of the School Improvement Plans then Mrs. Burnes will work with Mrs. Ensign and Mrs. Millard to get these on our website.