data and needs assessment - bethel school...

BETHEL SR. HIGH

DATA AND NEEDS ASSESSMENT

BHS is a community of learners preparing for the demands of an ever-changing world by:·-Promoting life long learning and involved citizenship.-Promoting respect of self and others.-Providing a multitude of opportunities, experiences and support.-Developing critical thinking, problem solving, and communication skills for life beyond high school.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

COMMUNICATION ARTS:WASL results demonstrated a 7.1 increase in overall reading scores. WASL strand data suggests a continuedneed to emphasize Literary Text and Informational Text Analysis and Critical Thinking. Similar toreading, overall WASL Writing scores show 3.2 increase. Content/Organization/Style and Conventions arebelow the state scores. BHS continues to show gains in both reading and writing.

MATHEMATICS:Overall WASL math scores showed a 2.9% decrease. BHS still falls below the state average. There has beena reduction of the percent of students at the Level 1 score, however there still is a large percentage justbelow standard at a level 2 score. We are consistantly below the state average in Number Sense,Communicating Understanding, Geometry Sense, Measurement, and Making Connections. Classroom WASLdata demonstrates that students who do not start the sophomore year at grade-level have significantly lowerlevels of meeting standard on WASL. Data collected indicated that there were a significant number ofstudents recieving passing grades in the Integrated 3 Math class that did not pass the WASL. However, thecorrelation with grades and the passing of the WASL with Pre-Calculus students were in alignment.

SUBGROUPS:In Reading, gains in the percentage meeting standard existed for Hispanic, American Indian, Asian, Black,and White students. Larger than any achievement gap by etnicity is an achievement gap for gender inreading with females having higher rates of meeting standard.

In Math, each ethnic sub-category had decreases. American Indian, Asian, and Black had the most significantdecreases. Black students, with a 4.3 decline in the percentage meeting standard, are scoring at significantlylower levels than other subcategories. Male and female students have statisitically similar rates of meetingstandard.

In Special Education, there still exists a large achievement gap when compared with non-special educationstudents. While there has been improvement in Special Education scores over the last three years, the rateof improvement has not been enough to meet adequate yearly progress in this subcategory. The currentRamp Up for Math is a focus for the school.

SCHOOL CULTURE:Over the past four years, efforts have been made to increase the level of professional dialogue betweendepartment members and the entire staff. In 2002, the staff participated in an instructional audit thatresulted in a myriad of departmental discussions regarding goals and best practices. The Action Planningprocess has continued and departments are continuing to work on curriculum alignment, commonassessments and instructional activities. This year math will be expanded across the curriculum beyond theMath classes. Student focus groups have been developed and maintained to address issues of diversity. Wehave focused on creating a culture of acceptance through the Rachel's Challenge Program.

TECHNOLOGY:Both teachers and students use technology primarily for communication, research & presentations(brochures & powerpoint). Teachers use SWIFT sites to communicate with students and parents. Theschool has used technology to increase communication through a continually updated school website and anautomated calling machine. The new grading program creates both challenges and strengths. While thegrading program has fewer features and is less user-friendly than prior programs, the ability to communicatewith parents is a benefit. This year we have added Family Access which allows parents to monitor theirchild's attendance and grades. We will be training staff on United Streaming and Quiz Builder.

Section 1 Bethel Sr. High

DATA AND NEEDS ASSESSMENT

BHS is a community of learners preparing for the demands of an ever-changing world by:·-Promoting life long learning and involved citizenship.-Promoting respect of self and others.-Providing a multitude of opportunities, experiences and support.-Developing critical thinking, problem solving, and communication skills for life beyond high school.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

COMMUNICATION ARTS:WASL results demonstrated a 7.1 increase in overall reading scores. WASL strand data suggests a continuedneed to emphasize Literary Text and Informational Text Analysis and Critical Thinking. Similar toreading, overall WASL Writing scores show 3.2 increase. Content/Organization/Style and Conventions arebelow the state scores. BHS continues to show gains in both reading and writing.

MATHEMATICS:Overall WASL math scores showed a 2.9% decrease. BHS still falls below the state average. There has beena reduction of the percent of students at the Level 1 score, however there still is a large percentage justbelow standard at a level 2 score. We are consistantly below the state average in Number Sense,Communicating Understanding, Geometry Sense, Measurement, and Making Connections. Classroom WASLdata demonstrates that students who do not start the sophomore year at grade-level have significantly lowerlevels of meeting standard on WASL. Data collected indicated that there were a significant number ofstudents recieving passing grades in the Integrated 3 Math class that did not pass the WASL. However, thecorrelation with grades and the passing of the WASL with Pre-Calculus students were in alignment.

SUBGROUPS:In Reading, gains in the percentage meeting standard existed for Hispanic, American Indian, Asian, Black,and White students. Larger than any achievement gap by etnicity is an achievement gap for gender inreading with females having higher rates of meeting standard.

In Math, each ethnic sub-category had decreases. American Indian, Asian, and Black had the most significantdecreases. Black students, with a 4.3 decline in the percentage meeting standard, are scoring at significantlylower levels than other subcategories. Male and female students have statisitically similar rates of meetingstandard.

In Special Education, there still exists a large achievement gap when compared with non-special educationstudents. While there has been improvement in Special Education scores over the last three years, the rateof improvement has not been enough to meet adequate yearly progress in this subcategory. The current

Ramp Up for Math is a focus for the school.

SCHOOL CULTURE:Over the past four years, efforts have been made to increase the level of professional dialogue betweendepartment members and the entire staff. In 2002, the staff participated in an instructional audit thatresulted in a myriad of departmental discussions regarding goals and best practices. The Action Planningprocess has continued and departments are continuing to work on curriculum alignment, commonassessments and instructional activities. This year math will be expanded across the curriculum beyond theMath classes. Student focus groups have been developed and maintained to address issues of diversity. Wehave focused on creating a culture of acceptance through the Rachel's Challenge Program.

TECHNOLOGY:Both teachers and students use technology primarily for communication, research & presentations(brochures & powerpoint). Teachers use SWIFT sites to communicate with students and parents. Theschool has used technology to increase communication through a continually updated school website and anautomated calling machine. The new grading program creates both challenges and strengths. While thegrading program has fewer features and is less user-friendly than prior programs, the ability to communicatewith parents is a benefit. This year we have added Family Access which allows parents to monitor theirchild's attendance and grades. We will be training staff on United Streaming and Quiz Builder.

Section 1 Bethel Sr. High

COMMUNICATION ARTS

COMMUNICATION ARTS FOCUS

In 2007, Bethel High School students will be above the state uniform bar percentage of 61.5 or makeadequate yearly progress in all subcategories. Our building goal is to achieve 83%.

GOAL STATEMENT FOR COMMUNICATION ARTS

Phonemic Awareness/Phonics (Pre-2)Reading StrategiesFluencyVocabularyComprehension and Thinking SkillsWriting StrategiesWriting ProcessWriting TraitsInstructional StrategiesAssessment StrategiesOther


MaleFemale

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GENDER

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER

The authors of this comprehensive research review found three overarching findings:

1. Students' preconceptions about a topic or line of inquiry must be engaged in order for them to grasp andintegrate new and related information.

2. Students can develop competence in a content area if they have a "deep foundation" of factualknowledge, link that knowledge to a larger "conceptual framework," and organize it into patterns for easyretrieval.

3. A "metacognitive" approach to instruction, which includes personal goal setting and self monitoring canhelp students take control of their own learning.

Reading for Information: Research in Reading Grade 7-12. August 2001 (Bergeson, Thompson, Eva-Wood)REFERENCE

SUMMARY STATEMENT

This is a PowerPoint presentation that contains reading strategies that can be used in the classroom. It isorganized by type of reading and activities for before, during, and after reading. Graphic organizers areprovided.

25 Intentional Reading Strategies to Teach Literary and Informational Texts. Fall 2003 (ReadingAssessment Unit OSPI)

REFERENCE

SUMMARY STATEMENT

This includes a list of the IRA/NCTE standards. Additionally, the chapter contains qualities of best practicein teaching reading and writing.

IRA/NCTE Standards for the English Language Arts (from Best Practices in Reading)

REFERENCE

SUMMARY STATEMENT

MEASURES TO ALIGN CURRICULUM, INSTRUCTION AND ASSESSMENTS:

Communication Arts department members developed a "Targeted Instruction Index" that articulated theGLE's to the CA10 course. For each GLE, both activities out of the EMC curriculum for CA10 andassessment items were provided.

As part of the BHS 3-Tiered Reading program, all CA10 students are assessed in different areas of readingthroughout the fall semester. These assessments results are used to identify student areas for improvement.Instructional Coaches in Reading provide assistance for teachers in developing lessons and classroomactivities that address these areas for concern.

In addition to the assessments from the Instructional Coaches, all CA10 students took a "pre-test" in readingthat has been articulated to the GLE's. Results from this test helps focus the CA10 course on areas wherestudents need most attention. Reading prompts are used by teachers to provide additional assessments inthese GLE's. District Quarterly Communication Arts Assessment results are used to provide a check onprogress and focus for the remainder of the semester.

Special Education teachers for Communication Arts are utilizing their para-educators to providedifferentiated instruction for reading. This model pulls-out students in small groups based on assessmentresults to provide more personal education experience. This has helped implement the Corrective ReadingCurriculum.

Teachers will review current literature in the areas of reading and writing. As a result of our research, thestaff will teach the writing process as a component of best practices in reading comprehension. Students willread a variety of materials (fiction, non-fiction, expository, narrative, persuasive, prose, poetry, essays, andinformational text) for a variety of purposes. Students will be instructed on the use of graphic organizers as astrategy for both reading comprehension and the process of organizing thoughts for writing.

Communication Arts teachers will assess student work through the use of rubrics. Students and teachers inCommunication Arts courses will use rubrics for short-answer and extended questions based on classroomcurriculum.

COORDINATION OF PROGRAMS, SERVICES, AND RESOURCES:

Special Education Communication:The Communication Arts Department meets regularly with the Special Education teachers who teach inreading. Assessments and instructional activities are shared.

Instructional Coaches in Reading:The three Instructional Coaches at Bethel High School work with all teachers who teach the 10th gradelevel. This provides access to reading plan implementation for all students.

District Communication and Support:Colleen Smith, district secondary Communication Arts TOSA, will be used as a resource.

PLAN FOR ADDITIONAL ASSISTANCE TO STUDENTS EXPERIENCING DIFFICULTIES:

Reading Lab Course:The reading level of all incoming tenth grade students have been assessed at junior highs in fluency,comprehension (AGS), WASL, & Communication Arts Grades. Students in the low-end of Tier 2 wereidentified for the reading lab course. There are three sections of the reading lab course that each emphasize adifferent aspect of reading -- fluency, comprehension, or both. Students were identified based on assessmentsfor these courses. These are year-long programs integrated with CA10.

Mini-Workshops:Students who have been identified as being in the upper level of "Tier 2" from the various assessments givenin the fall, will be pulled out from their Communication Arts classes for a two week mini-workshop indesignated areas of focus for reading.

After-School Reading Academy & Retrieval:10th grade students who did not pass CA10 but were close to meeting standards at the end of 1st semestermay be required to attend an after-school academy to retrieve credit for CA10.

Year-long CA10 (block schedule):Students who did not meet standard during first semester of CA10 and need more intensive intervention thancan be offered during the after-school retrieval program, will take an additional semester of CA10 to retrievecredit.

INTEGRATION OF INSTRUCTINAL TECHNOLOGY:

After-school credit retrieval and Plato will be made available as possible options during our extended dayopportunity for credit retrieval.

As part of our reading plan, Accelerated Reader will be made available to all students.

FOCUSED PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR INSTRUCTION BY HIGHLYQUALIFIED STAFF:

Communication Arts Department Retreats:These retreats focus on understanding and assessing the GLE's for reading and writing. In addition, studentperformance data is analyzed.

WASL Scoring:Communication Arts teachers will have CORE training opportunities to learn how to score the writingsections of the WASL. Results from student work will inform instruction. Students will learn to peer editwriting.

CORE Reading Training:All special eduction teachers and reading support specialists were trained in the CORE reading program.

LID trainings:Reading strategies will be a topic of each LID for the entire staff.

IMPROVEMENT STRATEGY FOR COMMUNICATION ARTS

STUDENT INTERVENTION PLAN FOR COMMUNICATION ARTS

NOVEMBER/DECEMBER MINI-WORKSHOPSBuilding Instructional Coaches in Reading will conduct mini workshops focused on fluency, comprehension,or vocabulary development during the fall semester. These students will be identified out of the CA10courses from frequent assessments throughout the fall. Students will be pulled out of their CommunicationArts class during an agreed upon time with the teachers where students may work in small groups with theInstructional Coaches in lieu of a CA10 project / assignment.

SUMMER READING LAB:A summer reading class will be taught at BHS during the month of July. The curriculum used will be Rewards+. Data from the junior high (AGS, Fluency) as well as 7th grade WASL and Communication Arts gradeswere used to identify appropriate students. Additional attention will be given towards transition to highschool.

AFTER-SCHOOL READING ACADEMYAn after school reading class will occur during the month of February for 10th grade students needing moreintervention (based on results from CA10 first semester).

READING LAB COURSE:Approximately 45 incoming 10th grade students were identified by using data from the junior high (AGS,Fluency) as well as 7th grade WASL and Communication Arts grades. These students will take a ReadingLab course 1st semester followed by CA10 the second semester. Each of the three offered reading labs willbe offered during the same period of the day and have a different content focus. One lab will focus onreading fluency, one on comprehension and will focus on both. Student reading deficiencies will dictatewhich group they belong. The 45 reading lab students will be able to transfer into different labs to provideflexibility in program offerings.

SPECIAL EDUCATION YEAR-LONG CA10:All students being serviced in special education for 10th grade Communication Arts will be with the sameteacher for one year / 90 minute periods. Additional curriculum will be used to supplement the CA10curriculum and provide more reading instruction.

EXTENDED COMMUNICATION ARTS:Students who did not meet standard first semester of CA10 and need more intensive intervention than anafter school retrieval program, will take an additional semester of CA10 to retrieve credit.

SPECIAL EDUCATION:Small classes for Communication Arts has been created and extended to one year of a block class. Paraeducators help to differentiate and help students at all levels by utilizing a pull-out method to provideindividual assessment and instruction.

Section 2 Page 1Bethel Sr. High






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SUMMARY STATEMENT



REFERENCE

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MONITORING TEACHING AND STUDENT PROGRESS IN COMMUNICATION ARTS

Evidence of Change inStudent Achievement

Evidence of Change inPractice

Timeline for FrequentMonitoring

Students are frequently assessed inreading from the EMC curriculum.Students are given results and are ableto monitor progress.

Teachers learn from the readingsupport specialists how to performdifferent assessments. Teachersinform instruction based onassessment results.

First Test in October. Four test totalper semester.

Students take a "Pre-Test" in Octoberand a "Post-Test" in January that hasbeen articulated in the GLE's. Scoresare compared for growth.

Teachers use the assessment results totarget instruction for the remainder ofthe semester. WASL prep classes areoffered during the school day.

First test in October. Second test inJanuary. Results are discussed in theCmmunication Arts department.

Students are engaged in activitiesfrom the EMC curriculum that arealigned with the GLE's. Students areassessed in terms of these GLE's.

Teachers use the Targeted InstructionIndex created at the retreat to developlessons.

Department meetings on a monthlybasis, during classroom observations,and evaluation conferences.

Students will be instructed on the useof graphic organizers as a strategy forboth reading comprehension and theprocess of organizing thoughts forwriting.

Students will use graphic organizersas a strategy for both readingcomprehension and the process oforganizing thoughts for writing.

Admin will look for use of organizersduring observations

.

Section 2.1 Page 1Bethel Sr. High

MATHEMATICS

MATHEMATICS FOCUS

In 2007, students from Bethel High School will be above the state uniform bar percentage of 43.6% meetingstandards in all categories. BHS's goal is to achieve a 57%.

GOAL STATEMENT FOR MATHEMATICS

Number SenseMeasurementGeometric SenseProbability and StatisticsAlgebraic Sense

MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:


ETHNICITY:


OTHER:

This contains several articles about Best Practices and classroom implications for topics specific to Math.Topics included equity, opportunity, learning styles, reasoning, problem solving, teacher role in learning,motivating learning, attitudes toward learning, and integrating reading and writing in math.

ED Thoughts: What We Know About Mathematics and Learning.REFERENCE

SUMMARY STATEMENT

This extensive review of research covers topics of the teaching of the various content and process strands inmathematics for the state of Washington.

Teaching and Learning Mathematics. (Bergeson, March 2003)REFERENCE

SUMMARY STATEMENT

This is an annotated bibliography of resources concerning the topic of writing in mathematics. This was incooperation with the Writing Assessment Leadership Team.

Writing to Learn Research and Resources (Cummings, Pearse 2003)REFERENCE

SUMMARY STATEMENT

MEASURES TO ALIGN CURRICULUM, INSTRUCTIONS, & ASSESSMENTS:

Year-Long Math Courses/Accerlated Math opportunities:Sophomores are required to take two courses of math if they are Integrated 3 or below. Teachers loop withtheir students. Transitions between courses are eased and less time during second semester courses arededicated for review.

Alignment of Curriculum & Assessment:Math teachers met to align their curriculum to the GLE's. This was done for the Integrated 1 - Integrated 2yearlong course as well as the Integrated 2 - Integrated 3 year-long course. Teachers developed documentsthat demonstrate where all the GLE's will be taught and assessed. This facilitated teachers in determiningwhich content areas need to be more emphasized and which content areas can be de-emphasized oreliminated.

Common Course Activities & Assessments:Teachers will work to create common assessments articulated to the GLE's that model the format, style, andcontent of the WASL. Teachers will use the Test and Item Specifications for the WASL, as well as OSPIInstruction Support documents and Classroom-based assessment documents to develop unit tests that willpay close attention to GLE's and appropriate use of vocabulary. Teachers of common courses will sharetests at monthly department meetings.

Quarterly District Assessment:All Integrated 1 and Integrated 2 students will take the district assessments. Results will be used as check forprior understanding and used to inform future instruction.

Math Prompts:Teachers will use math prompts to supplement curriculum and provide further experience in areas not whereassessment data has shown where students need improvement.

COORDINATION OF PROGRAMS, SERVICES, & RESOURCES:

Special Education Communication:The math department will share prompts, practice tests, vocabulary, and "trouble areas" with the BethelHigh School Special Education department. Special Education and math department teachers will attendprofessional development provided by district as a team.

District Communication and Support:Don Prindle, district math TOSA, will be used as a resource to develop prompts and provide guidance withtthe articulation of the GLE's.

Feeder School Communication:Bethel High School math department will attend professional development provided by the district withtheir feeder school teachers. Feeder school departments will be invited to future retreats.


Accelerated Math / Year-long courses (block schedule):Approximately 1/3 of BHS students arrive below grade level in math. By requiring students to take twocourses in their sophomore year (90 minutes for 1 full year), more students will be able to reach grade-levelmath by their sophomore year

After School Math Center:The math center will be run by at least one math teacher with the regular hours of Monday - Wednesday2:15 - 3:30 in room 123. This will provide assistance and support for students struggling to meet standards.

Evening Math Center:On regular monthly intervals as well as each week during January, the math center will be open in theevening hours after 6:00 p.m. that cater towards students involved in after school activities.

Math Center Referrals:Students needing to re-take a test for partial credit due to poor performance will be referred to the MathCenter where a teacher can go over the test results with students on a more individual basis. After such asession has occurred, students may re-take their test.

Conferences & Contracts:Midway through each semester, math teachers will meet with students that are struggling and developcontracts for student success. Parents will be notified of these contracts.

After-School Math Academy & Retrieval:Students who were close to meeting standard for Integrated 1 or Integrated 2 during 1st semester will take anafter-school math academy. This will focus on retrieving credit for their class as well as more intensiveWASL preparation.

Math Lab Course:Students who are significantly not meeting standard during 1st semester in Integrated Math 1 will be put intoa Math Lab that will work on Integrated 1 credit retrieval and development of skills. WASL preparation willbe an additional component. Curricular support such as Cognitive Tutor will be researched.

INTEGRATION OF INSTRUCTIONAL TECHNOLOGY.

Teachers will utilize graphing calculators and on-line data sources for explorations as well as PowerPoint andoverhead projectors for presentations.


Department Retreats:Math teachers participated in a fall retreat in which the teachers will analyze prior data, review research ofbest practices, learn the test and item specifications for the WASL, and develop strategic plan goals for theyear.

Departmental Meetings:Each departmental meeting will provide time for teachers to share prompt results, vocabulary activities,areas where students are having successes and difficulties, and common unit assessments.

District Professional Development for Math:The math department will participate in the district professional development program from the district(Fred Rectanus).

IMPROVEMENT STRATEGY FOR MATHEMATICS

CONCEPTS AND PROCEDURES:

Problem SolvingReasoningCommunicationConnectionsInstructional StrategiesAssessment StrategiesOther

PROCESSES:

STUDENT INTERVENTION PLAN FOR MATHEMATICS






Math Lab Course:Students who are significantly not meeting standard during 1st semester in Integrated Math 1 will be put intoa Math Lab that will work on Integrated 1 credit retrieval and development of skills. WASL preparationwill be an additional component. Curricular support such as Cognitive Tutor will be researched.


MATHEMATICS FOCUS




MATHEMATICS FOCUS

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MONITORING TEACHING AND STUDENT PROGRESS FOR MATHEMATICS




Students will be engaged ininstructional activities articulated tothe GLE's. Students will be assessedby the GLE's.

Teachers will use their documentscreated to guide instruction andassessment.

Teachers will report back todepartment meetings on theirprogress. Observation and Evaluationmeetings with assistant principal willcheck for use of curriculum document.

Students will increase math vocabularycomprehension and usage over time with quickquiz results for class and individual improvement.Cross-curricular math vocabulary is beingincorporated throughout the building.

Teachers give quick vocabulary quizzes,display vocabulary words in class, andmonitor class and individual progress.Math vocabulary charts are in everyclassroom. Teachers use math in theirpurposeful planning of lessons.

Vocab list were given out the secondweek of September. Admin will lookfor use of math vocabulary in allclasses.

Student success rates will increase forpassing courses.

Teachers will utilize intervention,contracts, retakes, and math center tohelp struggling students succeed.

Teachers will utilize intervention,contracts, retakes, and math center tohelp struggling students succeed.

Increased levels of math for students. Computer registration will be utilizedto place students in appropriate mathcourses. Applied Math and Ramp Upto Math are offered to struggling mathstudents.

Data at the end of the year forstudents course levels in thesophomore year will be comparedwith prior years.

Students will take quarterlyassessments. Students not showingimprovement from one test to anotherwill be identified.

Teachers will use results of quarterlyassessments to inform instruction andprompt usage.

Results of quarterly assessment willbe shared for areas of strength andimprovement at department meetingsand with assistant principal.


TECHNOLOGY

Bethel's instructional technology philosophy integrates the "One Computer Classroom" model into allschool sites. Bethel High School supporsts this concepts, and establishes our instructional technology plananticipating the district providing one standards based computer, document camera, and projector perinstructional space. Our staff will use this equipment as well as the district's technology scope and sequenceto develop student technology skills with a goal of proficiency by the eighth grade level. As well our schoolwill take advantage of the ACT/CAL postion to provide professional development opportunities to staffbased on needs determined by an evaluation of classroom technology integration practices.

How the 125 ACT hours will be used in the building.Staff must meet computer literacy by law.

Technology influences student academic performance when application directly supports thecurriculum objectives being assessed. (Boster et al., 2002 and 2004).

Solve complex problems. Technology can enable the development of higher order thinkingskills when students are taught to apply the process of the problem solving and then allowedopportunities to apply technology in development of solutions. (Coley et al., 1997; Pogrow, 1996;Kafai and Ching, 2001)

Use district allocation of financial resources to facilitate the integration of technology at thebuilding level. To use the $5.00 per student allocated by the district in the most advantageousway.

IMPORVEMENT STRATEGY FOR TECHNOLOGY


MONITORING TEACHING AND LEARNING FOR TECHNOLOGY

Purchase additional equipment (i.e.document cameras, projectors, carts,etc).

Students will utilize PLATO as a toolto remediate mathematics instruction.

Replace outdated technology (i.e.computers and laptops)

Students use on line video to improvelearning through vocabulary,ommunication, understanding, andimplementation.

Purchase additional software base onbuilding needs.

20 hours for Tech Fair

Teachers will incorporate the use oftechnology for problem-based learninginto all curriculums; whilestrategically bringing math vocabularyto the attention of students.

60 hours for ACT meetings.

Teachers will increase the use ofvisual presentation tools for teachingand learning to maximize synthesisand evaluation of student learning.

130 coaching, mentoring, techsupport.

Students will use PLATO as aninstructional software to improveskills.

40 hours of training.





1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Bethel High School Grades (Example: Elem / MS / HS): HS School Improvement Goal (taken from your building’s School Improvement Plan): To increase the number of students successfully completing Math and Communication Årts courses with a decrease in repeated courses. Technology and Learning Strategy: Solve complex problems Rationale (Research): Technology can enable the development of higher order thinking skills when students are taught to apply the process of the of problem solving and are then allowed opportunities to apply technology in development of solutions. (Coley et al., 1997; Pogrow, 1996; Kafai & Ching, 2001)

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Teachers will incorporate the use of technology for problem-based learning into all curriculums; while strategically bring math vocabulary to the attention of students.

Department Heads, ACT Reps, Strategic Team Leaders, Admin Team. All Teachers will incorporate math into their curriculum

Hs & SW use of current technology is sufficient. TS training for staff

Training by ACT LCD Projectors & Document cameras for all BHS classrooms. Funding from 2006 Levy for technology

Improvements in WASL; Performance on PSAT, SAT, ACT; Performance on Math assessments.

Teachers will increase the use of visual presentation tools for teaching and learning to maximize synthesis and evaluation of student learning.

Department Heads, ACT Reps, Strategic Team Leaders, Admin Team. All Teachers will incorporate math into their curriculum

Projectors and Document Cameras

Training by ACT LCD Projectors & Document cameras for all BHS classrooms. Funding from 2006 Levy for technology

Administrative observations of staff members. Staff meeting presentations of best practices by department.

Year 1: 2006-2007

Students will utilize PLATO as a tool to remediate mathematics instruction.

Administrative Team, PLATO coordinator , Counseling department

In place Training by coordinator

PC computers that are enabled to run plug-in necessary to run to run PLATO software. Resources include library PC’s & CTE mobile labs.

Administrative observations of staff members. Counseling center analysis of students who pass credit retrieval courses.

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Bethel High School Grades (Example: Elem / MS / HS): HS School Improvement Goal (taken from your building’s School Improvement Plan): Technology and Learning Strategy: Technology influences student academic performance when application directly supports the curriculum objectives being assessed. Rationale (Research): Boster et al., 2002 and 2004

School Year

Activity

Person(s)

Responsible


(TS) Needs


Purchase / Budget /



and/or Tools Use on line video to improve learning

Entire staff United Streaming Training for staff District Pre- and post assessments specifically developed to examine student knowledge student

Use instructional software

Entire staff Plato Training for staff District Pre- and post assessment to measure improvement

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Bethel High School Grades (Example: Elem / MS / HS): HS School Improvement Goal (taken from your building’s School Improvement Plan): Technology and Learning Strategy: How the 125 ACT hours will be used in the building. Rationale (Research): Staff must meet computer literacy according to NCLB.

School Year

Activity

Person(s)

Responsible


(TS) Needs


Purchase / Budget /



and/or Tools 30 hours of training

ACT As needed Meeting legal requirements for staff computer literacy

Technology Budget Staff improvement

30 hours for Tech Fair

ACT As needed Gain new ideas Technology Budget Technology promotion and collaboration

Year 1: 2006-2007

40 hours for ACT meetings

ACT As needed Updates Technology Budget ACT improved communication and school harmony

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Bethel High School Grades (Example: Elem / MS / HS): HS School Improvement Goal (taken from your building’s School Improvement Plan): To increase the number of students completing successfully Math & Communication Arts courses with a decrease in repeated courses Technology and Learning Strategy: Use district allocation of financial resources to facilitate the integration of technology at the building level. Rationale (Research): To use the $5 per student allocated by the district in the most advantageous way( Shafer & Schlosser, 2006)

School Year

Activity

Person(s)

Responsible


(TS) Needs


Purchase / Budget /



and/or Tools Purchase additional equipment (i.e. document cameras, projectors, carts, etc).

ACT/CAL representatives

As needed Instruction on use of new equipment by ACT

$5 per student allocated by district Technology literacy improvement

Replace outdated technology (i.e. computers and laptops).

ACT/CAL representatives


$5 per student allocated by district Technology Inventory

Year 1: 2006-2007

Purchase additional software base on building needs

ACT/CAL representative


$5 per student allocated by district Student improvement by use of new software.

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SCHOOL CULTURE

DEVELOPING A PROFESSIONAL LEARNING COMMUNITY:

In 2002-2003 school year, the Bethel High School staff participated in an instructional audit. This providedfrequent discussions of best practices. LID training in May focused on High Schools That Work and weidentified three areas of focus: High Expectations, Students Actively Engaged, and Career and TechnicalStudies. The process of Action Planning has continued. This year, departments are focusing their meetingtime and LID time on aligning curriculum, developing and analyzing results of common assessments, sharinginstructional activities, and focusing on Math vocabulary across all curriculum. In addition meetings willfocus on the three focus areas from High Schools That Work.

Staff meetings include training for Bethel & Beyond advisory as well as celebrations of student and staffachievement. Learning Inservice Day's focus on math vocabulary for all staff and technology. Training isdone by staff members; for staff members.

UNDERSTANDING AND EMBRACING DIVERSITY

A monthly student focus group on diversity has been established. Student leaders from the various facets ofstudents at Bethel High School have been purposely selected to form a representative body of students todiscuss issues that surround diversity. Staff members Connie Smith and Suzanne Doyle work as the group'sfacilitators.

Students at sophomore orientation watched a video on the topic of understanding and respecting otherpeople and their differences and bullying and harassment.

FEEDER SCHOOL COMMUNICATION

The principal will work closely with other feeder schools and utilize Feeder School Administrative Meetingsfor communication. Teachers in both reading and mathematics will be invited to attend a spring or summerretreat with BHS teachers to share plans and collaborate on joint efforts. Data from WASL and prompts willbe given to 9th grade teachers. The math department will attend district professional development withfeeder schools. Finally, teams of Bethel High School teachers will assist counselors in registering students for10th grade courses.

ESTABLISHING A SENSE OF COMMUNITY

This year, sophomores participated in a day long orientation on the first day of school. Students werebroken up into small groups where they were matched with a teacher and a natural helper or student leader.In these groups they participated in student handbook activities, goal setting, and questions&answers aboutBethel High School. Natural helpers and teachers will periodically follow-up with students.

Students all belong to an Advisory with a staff member. These meet approximately twice per month and arepart of the Bethel High School comprehensive guidance structure. Advisory helps students with their highschool and post high-school planning as well as keeping track of students and providing assistance when theyare struggling academically.

Traditions such as Homecoming, School BBQ, Skit Night, and Winter Wishes help establish a sense ofbelonging. Additionally, the Leadership class has made a goal to acknowledge many students in many areasat Bethel High School and model some of the philosophy established in the Renaissance Program.

How are you working to create a culture of rigorous academic study?- We have implemented the policy of keeping the school day consistent Monday through Thursday. We are holding advisory, class meetings, pep assemblies etc. on Friday only. This will cut down on class interruptions and create the atmosphere needed for rigor in the classroom.- We have AP classes- We have trained on and will continue to emphasize purposeful planning of lessons to include the upper levels of Bloom's taxonomy, use of high level thinking skills and relevant curriculum

How are you working to create a safe culture for students to learn?- All visitors must check in to the main office. Any visitors without badges are questioned by staff and directed to the main office- ID badges for staff- We have an outstanding Safety Committee. They have trained us on evacuation, earthquake and lock down procedures.- Rachel's Challenge has been used to educate students about treating all students with respect

How are you working to create positive relationships with students?- Advisory- Administrators are out in the hallways between classes, before and after school. They have termed this time, "Positive Interaction with Students"

How are you working to create a culture where students are involved in activities?- At Sophomore Orientation students attend an activities fair in which all clubs are represented. They can interact with other students in the club, ask questions and sign up to be a part of the club- In advisory we encourage school involvement- Skit night each class/club are invited to participate. Every student is encouraged to participate by being in a skit, decorating, attending the event etc.

How do secondary advisory programs help?- There is one adult with the same students for three years. They have someone they can come to when they need questions answered or need academic help- The reflections give them a chance to problem solve, set goals- Parent connection to help plan the student's thirteenth year and keep them on track

IMPROVEMENT STRATEGY FOR SCHOOL CULTURE


DEVELOPING A PROFESSIONAL LEARNING COMMUNITY:

In 2002-2003 school year, the Bethel High School staff participated in an instructional audit. This providedfrequent discussions of best practices. LID training in May focused on High Schools That Work and weidentified three areas of focus: High Expectations, Students Actively Engaged, and Career and TechnicalStudies. The process of Action Planning has continued. This year, departments are focusing their meetingtime and LID time on aligning curriculum, developing and analyzing results of common assessments, sharinginstructional activities, and focusing on Math vocabulary across all curriculum. In addition meetings willfocus on the three focus areas from High Schools That Work.

Staff meetings include training for Bethel & Beyond advisory as well as celebrations of student and staffachievement. Learning Inservice Day's focus on math vocabulary for all staff and technology. Training isdone by staff members; for staff members.

UNDERSTANDING AND EMBRACING DIVERSITY

A monthly student focus group on diversity has been established. Student leaders from the various facets ofstudents at Bethel High School have been purposely selected to form a representative body of students todiscuss issues that surround diversity. Staff members Connie Smith and Suzanne Doyle work as the group'sfacilitators.

Students at sophomore orientation watched a video on the topic of understanding and respecting otherpeople and their differences and bullying and harassment.

FEEDER SCHOOL COMMUNICATION

The principal will work closely with other feeder schools and utilize Feeder School Administrative Meetingsfor communication. Teachers in both reading and mathematics will be invited to attend a spring or summerretreat with BHS teachers to share plans and collaborate on joint efforts. Data from WASL and prompts willbe given to 9th grade teachers. The math department will attend district professional development withfeeder schools. Finally, teams of Bethel High School teachers will assist counselors in registering students for10th grade courses.

ESTABLISHING A SENSE OF COMMUNITY

This year, sophomores participated in a day long orientation on the first day of school. Students werebroken up into small groups where they were matched with a teacher and a natural helper or student leader.In these groups they participated in student handbook activities, goal setting, and questions&answers aboutBethel High School. Natural helpers and teachers will periodically follow-up with students.

Students all belong to an Advisory with a staff member. These meet approximately twice per month and arepart of the Bethel High School comprehensive guidance structure. Advisory helps students with their highschool and post high-school planning as well as keeping track of students and providing assistance when theyare struggling academically.

Traditions such as Homecoming, School BBQ, Skit Night, and Winter Wishes help establish a sense ofbelonging. Additionally, the Leadership class has made a goal to acknowledge many students in many areasat Bethel High School and model some of the philosophy established in the Renaissance Program.

How are you working to create a culture of rigorous academic study?- We have implemented the policy of keeping the school day consistent Monday through Thursday. We are holding advisory, class meetings, pep assemblies etc. on Friday only. This will cut down on class interruptions and create the atmosphere needed for rigor in the classroom.- We have AP classes- We have trained on and will continue to emphasize purposeful planning of lessons to include the upper levels of Bloom's taxonomy, use of high level thinking skills and relevant curriculum

How are you working to create a safe culture for students to learn?- All visitors must check in to the main office. Any visitors without badges are questioned by staff and directed to the main office- ID badges for staff- We have an outstanding Safety Committee. They have trained us on evacuation, earthquake and lock down procedures.- Rachel's Challenge has been used to educate students about treating all students with respect

How are you working to create positive relationships with students?- Advisory- Administrators are out in the hallways between classes, before and after school. They have termed this time, "Positive Interaction with Students"

How are you working to create a culture where students are involved in activities?- At Sophomore Orientation students attend an activities fair in which all clubs are represented. They can interact with other students in the club, ask questions and sign up to be a part of the club- In advisory we encourage school involvement- Skit night each class/club are invited to participate. Every student is encouraged to participate by being in a skit, decorating, attending the event etc.

How do secondary advisory programs help?- There is one adult with the same students for three years. They have someone they can come to when they need questions answered or need academic help- The reflections give them a chance to problem solve, set goals- Parent connection to help plan the student's thirteenth year and keep them on track

IMPROVEMENT STRATEGY FOR SCHOOL CULTURE


MONITORING PROGRESS IN IMPROVING SCHOOL CULTURE

Evidence of Change Timeline for Frequent Monitoring

Teachers will continue to apply best practices in theirdepartments.

Monitor department meeting minutes throughout theyear.

Staff meeting and LID time is spent on instructionalpractices and professional development focusing onHigh Schools That Work key practices. We will focuson: 1. High Expectations, 2. Students ActivelyEngaged, and 3. Career and technical studies.

Monitor professional learning community meetings byseeing minutes, standards, and assessments.

Increased communication among feeder school teachers. Teacher meetings conducted and organized by Spring2007.

Students discuss openly the issues of diversity at theschool student forum. Students begin to recognizeissues of diversity and address them when appropriate.Reduced number of conflicts.

Student forum summary provided by facilitators. Studentreferrals about diversity issues can be monitored throughoutthe year. Sophomore's were introduced to Rachel'sChallenge the first day of school. During advisory classesall juiors and seniors reciewed Rachel's Challenge.


PARENT AND COMMUNITY SUPPORT

STUDENT-LED CONFERENCES:As part of Bethel & Beyond (comprehensive guidance program for BHS), all students will participate in astudent-led conference. This will be held in the spring and students will communicate to their parents theiracademic performance for the year, their career goals, and their plans for the future year.

FREQUENT COMMUNICATION OF STUDENT PROGRESS:Parents will be notified of midterm progress reports in multiple ways. Parents of students with failing gradeswill be contacted personally by staff. Teachers will be able to activate the parent-viewing of gradesthrough the Family Access grading and attendance program.

BETHEL & BEYOND COMMUNITY ACTIVITIES:Throughout the Bethel & Beyond curriculum, students will be involved in college fairs and career explorationthat will expand their experiences with the community. In addition students will participate in 10 hours ofcommunity connection that could be service or career exploration.

STAFF SWIFT SITES:Teachers can communicate with parents and students through the use of SWIFT sites.

PRINCIPAL COMMUNICATIONS:The principal involves the community with her list-serve topics to community and parent leaders, website,and regular newsletters.

STUDENT ACTIVITIES:The community plays a vital role in student activities such as Homecoming Skit Night and the WinterWishes assembly that emphasizes service to others.

How do you involve parents in a student's education?- Advisory parent/conference at end of school year- Parent/teacher/counselor conferences- Site Council- The week before school started every teacher called the home of their advisory students to welcome them back and answer any questions they might have- BHS principal's newsletter- Community Bar-B-Que the first Friday of the school year- Open House- Progress reports- Parent contacts when students are slipping academically or attendance

How do you communicate with parents?- Phone calls- E-mail- Certified letters- Parent access- Readerboard

How do you involve the community in the educational experience?- The community is invited to participate in extra curricular activities such as the Bar-B-Que, Skit Night, athletic events and Winter Wishes. Last year Winter Wishes was nationally recognized and we were contacted by businesses and community members from Seattle to Olympia.- Work Based Learning students are entrenched in the community- Advisory requires 10 hours of community service- Businesses are asked to allow job shadows, mentoring and observations. They give feedback to the experiences they have with our students and we adapt curriculum based on their advice.- Career and Technical Education has an advisory board consisting of community members who give advice on curriculum- Service Learning- Day of Caring- Leadership and Key Club

How do you communicate with the community?- Principal's newsletter- TNT notices and recognition- Readerboard- Teachers and Club advisors meet with community members- Community is invited to join PTSA, be on Site Council and on the Scholarship committee

How do secondary advisory programs help?- Community service requirement- Student led conferences- Purposeful planning of academic schedules. Students, advisor and parents determine student's schedule

IMPORVEMENT STRATEGY FOR PARENT AND COMMUNITY SUPPORT


STUDENT-LED CONFERENCES:As part of Bethel & Beyond (comprehensive guidance program for BHS), all students will participate in astudent-led conference. This will be held in the spring and students will communicate to their parents theiracademic performance for the year, their career goals, and their plans for the future year.

FREQUENT COMMUNICATION OF STUDENT PROGRESS:Parents will be notified of midterm progress reports in multiple ways. Parents of students with failing gradeswill be contacted personally by staff. Teachers will be able to activate the parent-viewing of gradesthrough the Family Access grading and attendance program.

BETHEL & BEYOND COMMUNITY ACTIVITIES:Throughout the Bethel & Beyond curriculum, students will be involved in college fairs and career explorationthat will expand their experiences with the community. In addition students will participate in 10 hours ofcommunity connection that could be service or career exploration.

STAFF SWIFT SITES:Teachers can communicate with parents and students through the use of SWIFT sites.

PRINCIPAL COMMUNICATIONS:The principal involves the community with her list-serve topics to community and parent leaders, website,and regular newsletters.

STUDENT ACTIVITIES:The community plays a vital role in student activities such as Homecoming Skit Night and the WinterWishes assembly that emphasizes service to others.

How do you involve parents in a student's education?- Advisory parent/conference at end of school year- Parent/teacher/counselor conferences- Site Council- The week before school started every teacher called the home of their advisory students to welcome them back and answer any questions they might have- BHS principal's newsletter- Community Bar-B-Que the first Friday of the school year- Open House- Progress reports- Parent contacts when students are slipping academically or attendance

How do you communicate with parents?- Phone calls- E-mail- Certified letters- Parent access- Readerboard

How do you involve the community in the educational experience?- The community is invited to participate in extra curricular activities such as the Bar-B-Que, Skit Night, athletic events and Winter Wishes. Last year Winter Wishes was nationally recognized and we were contacted by businesses and community members from Seattle to Olympia.- Work Based Learning students are entrenched in the community- Advisory requires 10 hours of community service- Businesses are asked to allow job shadows, mentoring and observations. They give feedback to the experiences they have with our students and we adapt curriculum based on their advice.- Career and Technical Education has an advisory board consisting of community members who give advice on curriculum- Service Learning- Day of Caring- Leadership and Key Club

How do you communicate with the community?- Principal's newsletter- TNT notices and recognition- Readerboard- Teachers and Club advisors meet with community members- Community is invited to join PTSA, be on Site Council and on the Scholarship committee

How do secondary advisory programs help?- Community service requirement- Student led conferences- Purposeful planning of academic schedules. Students, advisor and parents determine student's schedule

IMPORVEMENT STRATEGY FOR PARENT AND COMMUNITY SUPPORT


MONITORING PROGRESS IN PARENT AND COMMUNITY SUPPORT

Evidence of Change Timeline for Frequent Monitoring

More students registered correctly. Parents more aware ofstudent's academic performance, goals, and plans for thenext year.

Survey by parents and students after student-led conferenceand at the end of advisory. Family Access has beenimplemented so parents can monitor their child.

Increased Passing rate Data taken at each midterm and semester.

More parents aware earlier of student progress. Counseling statistics. Parent-teacher meetings. Parentsurvey at Student-Led conference in spring. FamilyAccess.

More students involved in community, more purposefulvisits with colleges in the college fair, and increasedattendance at financial aid / testing night workshop.

Data from community service student log, survey ofcolleges attending fair, and attendance rate of nightworkshop.

Parents use SWIFT sites to find out about student classes. Parent survey either on-line or at Student-Led Conference

In September BHS advisory teachers contacted families toclarify questions parents had and to welcome students backto school.

First two weeks of school.

Increased parental contact by teachers. Survey at end of the year.


HIGHLY QUALIFIED STAFF

IMPROVEMENT STRATEGY FOR ENSURING HIGHLY QUALIFIED STAFF

District recruitment and retention activities:Bethel School District actively recruits highly qualified certificated staff members through participation inCareer Fairs, collaboration activities with local universities, and by providing a continuously updated web siteand promotional materials. The district's Diversity Task Force has developed a plan to actively recruit andretain minority candidates. Applicants' qualifications are screened at the district level. A school-basedcommittee interviews possible candidates, allowing a match between the school's needs and candidates.Ongoing professional development opportunities and a mentoring program for new teachers enables Bethelto better retain its staff.

District professional development activities:Professional development within Bethel School District is district-wide and school-based. It is aligned withstate standards including the use of classroom-based assessments of standards. Each school determines itsprofessional development needs through the strategic planning process. A school-based Leadership Teamfacilitates the planning process and the improvement of teaching and learning. The district offers on goingCore Training opportunities to develop common knowledge and skills. An Instructional Coach, located ateach elementary and junior high, provides instruction in literacy and assessment development. A districtteacher on special assignment promotes the development of mathematics and science instruction. Thedistrict has targeted mathematics as an area of needed concentration and improvement, and the district hasafforded mathematics workshops and curriculum to enable improvement of student learning by BethelSchool District teachers.

School specific strategies to attract and retain highly qualified teachers:Bethel Sr. High is committed to the establishment of Professional Teams to incorporate best practices andhelp with classroom implementation of new practices. Teams are designed to build collegial support andassist in learning from each other. In part, retaining highly qualified teachers involves teachers sharing whatteachers know with each other. Professional learning communities create the culture in which we make thenecessary changes to improve student achievement for all students.

I certify that my teachers and paraprofessionals meet the “highly qualified standards” of the No Child LeftBehind Act of 2001 (ESEA).

The actual signature is on file at the district office.Wanda Riley, Principal Bethel Sr. High


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