edmonds-woodway high school · principle 3 - the learning activities are guided by a “big idea”...

The Edmonds School District engages stu-dents, staff, families, partners and the broader community in the district’s Strategic Direction. Together, along with every school, results have been identified that we want for our students. The continual improve-ment of our schools is essential in provid-ing increased student performance and quality results. Innova-tive, exemplary, and research-based pro-grams, coupled with professional develop-ment, focused and aligned resources, and community participa-tion in decision mak-ing and planning are essential elements in improving schools. For more detailed informa-tion, please visit our school’s improvement plan or give us a call at your convenience.

Edmonds-WoodwayHigh School

2017-2018 Performance Report

The Edmonds-Woodway High School community empowers students to achieve educational excellence while demonstrating integrity and compassion through responsible citizenship.

Edmonds-Woodway houses several District programs: International Baccalaure-ate and our Deaf & Hard of Hearing program for 9-12 grade students.

Principal: Terrance MimsAssistant Principals: Geoff Bennett, Allison Larsen7600 212th Street SW, Edmonds, WA 98026(425) 431-7900/ewhs.edmonds.wednet.edu

Mission Statement of School and District

About Us

http://ewhs.edmonds.wednet.edu

Our85

teachersat a glance:

of teachers have at least

a Master’s Degree

14.9 average years of teacher

experience

Academic Accomplishments and Goals Strategic Direction Focus Areas

• Effective Learning for All Students, through the use of instructional practices that develop and support a growth mind-set for all members of the Edmonds-Woodway school community.

• Equity of Opportunity, by meeting the social and emotional and academic needs of our diverse student population through culturally responsive educational practices.

• Graduates Who are Ready for Life, by preparing all students to be college and career ready through a rigorous, relevant curriculum.

Edmonds-Woodway High School

69.4%

Continued on Page 3

White: 50.5%

Native Hawaiian / Other Pacific Islander: 0.1%

Student Diversity

Edmonds- Woodway

High School

American Indian / Alaskan Native: 0.7%Black /

African American:

6.3%Two

or More Races: 10.0%

Asian: 15.0%

Hispanic / Latino of

any race(s): 17.3%

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Our1,598 students at a glance:

4-year graduation rate, Class of 2016

State AssessmentsWashington students are

tested annually by the state to assess their progress as they move through school. In high school, students take tests in English language arts, math and science. Please visit our School Report Card.

88.1%


For more detailed information, please visit our school’s improvement plan or give us a call at your convenience.

How You Can HelpEdmonds-Woodway High School has a strong

Parent Student Organization as well as Music and Athletic Booster Clubs that support our students, staff and programs in many ways through fund-raisers and various events. We welcome you to become involved in our school by becoming a volunteer. Please contact the school office if you are interested.

49.4%

male

50.6%

female

Continued on Page 4

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Continued from Page 2

http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=2504&reportLevel=School&yrs=2016-17&year=2016-17

Financial ResourcesAnnually, we produce

a Citizens Guide to the District’s Budget. One of our highest priorities is being excellent stew-ards of our community’s resources. Each year, we involve staff, students, families and community members in helping us to set budget priorities. For more information on school funding, we encourage you to refer to the 2016-17 Citizens Guide to the Budget.

About Our BuildingOpened: 1998Square footage: 208,912 We are proud that our school facility is used

extensively by our community for meetings, events and youth activities.


Edmonds School District Board of Directors

Carin Chase Area 1, Legislative Representative

Ann McMurray Area 2, Vice President

Gary Noble Area 3

Susan Phillips Area 4, President

Diana White Area 5

Dr. Kristine McDuffy Superintendent

Our Commitment• Equity of Opportunity• Effective Learning

for All Students • PreK-3rd Grade

Early Learning • Graduates Who Are

Ready For Life

Edmonds School District20420 68th Ave WLynnwood, WA 98036 425-431-7000www.edmonds.wednet.edu

The Edmonds School District covers approxi-mately 36 square miles in south Snohomish County and includes the communities of Brier, Edmonds, Lynnwood, Mountlake Terrace, Wood-way, and portions of unincor-porated Snohomish County.

Continued from Page 3

4

The state provides $8,662 per pupil to our District

https://www.edmonds.wednet.edu/UserFiles/Servers/Server_306670/File/Departments/Business%20and%20Operations/Business%20Services/Citizen's%20Guide%20to%20the%20Budget/2016-17%20Citizens%20Guide.pdf

http://www.edmonds.wednet.edu

Edmonds School District

School Improvement Planning Process Each Student Learning, Every Day!

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2017-2018 School Improvement Plan

Vision Statement

The Edmonds-Woodway High School community empowers students to achieve educational

excellence while demonstrating integrity and compassion through responsible citizenship.

School Context

Edmonds-Woodway (EW) is committed to insuring that all students reach their greatest potential and

graduate college and career ready. As the largest comprehensive high school in the Edmonds School

District, EW gladly serves a diverse population of students through its many programs, including the Deaf

and Hard of Hearing (DHH), the Explore Program, and Life Skills Program. EW is home to outstanding

performing arts programs and a host of highly-competitive athletic teams. EWHS is also home to the

Edmonds School District’s International Baccalaureate (IB) Program which draws students from across the

District to participate in this rigorous college preparatory program.

EW serves an increasingly diverse student population as the demographics of our school community

changes (see demographic data). The school has sustained relatively high scores on State Assessments,

as a whole school over recent years, however an analysis of our disaggregated achievement data by racial

subgroups suggests that there is a pronounced gap in achievement between white and Asian students

and students of color, in on-time credit earning and on-time graduation. This gap is most pronounced for

our Latino, ELL and Special Education student populations. For our data analysis, we examined the

percentage of students earning at least five credits each year, by grade (see on-time credit earning data)

beginning in school year 2014-2015 and running through school year 2016-17. We also examined EW’s

four and five year graduation rates over these same school years.

A Focus on Equity and Inclusion

As EW works to effectively serve its increasingly diverse student population, we have framed our work

around equity and inclusion, as a means to help all students achieve at high levels. Towards this end,

Edmonds-Woodway High School is committed to equity and to supporting and sustaining an inclusive

school community where ALL students - regardless of their race/ethnicity, gender-identity, socio-economic

status, first language, cultural background, religious beliefs or disability - achieve educational excellence

through student-centered programs and services.



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Instructional Focus: Student Engagement

In order to achieve equity and excellence for all students, EW has embraced an instructional focus rooted

in the four core principles of engagement that, when incorporated into instruction effectively, will

increase student engagement and, in turn, deepen student learning. These principles are informed by

social and cognitive neuro-science research and they are grounded in theories of intrinsic motivation.

They are, in addition, culturally responsive, in that they build on students’ learning power; deepen

students’ levels of understanding; promote critical thinking and independent The four principles are

delineated below:

Principle 1 – The curriculum being taught encourages “personal connection” to the content

Principle 2 - Students can make “choices” for learning at various points during the learning activities

Principle 3 - The learning activities are guided by a “big idea” that students will find worth learning

Principle 4 – The learning activities are “rigorous” and support for meeting standards is provided

Theory of Action

Our Instructional Focus is shaped by three bodies of research: 1) mindset, 2) intrinsic motivation and 3)

positive youth development. Accordingly, our theory of action says, if teachers design and deliver

classroom instruction informed by the four core principles of engagement, then EW students will engage

in meaningful learning activities that will provide equitable learning outcomes and academic excellence

for all EW students.



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Strategies for Improvement

1. Develop instructional practices that encourage and support “growth mindset” thinking, as a way

to promote high achievement for all students.

2. Encourage, support and develop culturally responsive teaching practices through intrinsic

motivation.

3. Design, develop and use effective assessments in all classroom instruction.

Strategic Direction Focus Areas

Effective Learning for All Students, through the use of instructional practices that develop and

support a growth mindset for all members of the Edmonds-Woodway school community.

Equity of Opportunity, by meeting the social and emotional and academic needs of our diverse

student population through culturally responsive educational practices.

Graduates who a Ready for Life, by preparing all students to be College and Career Ready

through a rigorous, relevant curriculum.

Whole School Achievement Goal

1. Increase the percentage of students earning credits on-time (5 credits or more at each grade

level) by 3% each year, over each of the next 3 years.

2. Reduce the gaps in achievement between specific subgroups of students (Latino, Special

Education and ELL students) and white students by 3% a year, over each of the next 3 years, in

on-time credit earning, on-time graduation and extended graduation.

Addressing the Achievement Gap

To reduce achievement gaps between subgroups of students we will work to: increase the percentage

of Hispanic and special education students earning credits on-time and increase the percentage of

these same student groups graduating on-time.



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EW SCHOOL DATA



5

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

2013 2014 2015 2016 2017 2018

Program Enrollment 2012/13 - 2017/18

Bilingual Services SPED Services 504 Plan F/R Lunch IB

2010 2011 2012 2013 2014 2015 2016 2017

Washington State 75.4% 76.6% 77.2% 76.0% 77.2% 78.1% 79.1%

Edmonds School District 74.3% 76.0% 74.2% 75.6% 82.6% 81.9% 83.4% 81.5%

Edmonds Woodway High School 80.2% 86.0% 84.0% 81.3% 86.8% 86.7% 88.1% 87.1%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

Edmonds Woodway High School4-Year Cohort Grad Rate



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0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

2016-17 SY Percentage of All StudentsMeeting the Credit Threashold by Gender and Ethnicity

subgroup(All = 82.9%)

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

2016-17 SY Percentage of All StudentsMeeting the Credit Threashold by Program subgroup

(All = 82.9%)



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Changes in Credit Earning Rates

2015 2016 2017

All Students 84.4% 86.3% 82.9%

Rising 10th Graders (5 Credits) 83.4% 85.5% 83.2%



Finishing 12th Graders (22 Credits) 86.6% 85.2%

Finishing 12th Graders by Grad Year 88.4%

Summary of strengths or greatest progress based on the data:

The majority of our subgroups of students are earning credits on-time at significantly high percentages.

Our extended graduation rate is over 90%.

Prioritized areas of opportunity or greatest challenge based on the data:

1. Our Hispanic students, especially Hispanic males, are not earning credit at the same rate as comparison subgroups.

2. SPED students are not earning credit at the same rate as comparison subgroups.

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Low Attendance -More than 9 absences

(>5% of days)

Behavior(Suspensions) (10)

Behavior (NonSuspensions)

GPA Below 3.0 GPA Below 3.0 + LowAttendance

2016-17 SY Percentage of All Students Meeting the Credit Threashold by Other Variables

(All = 82.9%)



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Review and Analysis of Data

Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your school

target.

State Assessments

☐District Assessments

☐School Assessments

☒Classroom Assessments

☐SAT/ACT

☐AP/IB/CHS/Tech Prep

☐CTE Industry Certification

☒Graduation Rate

☒Attendance Data

☒ Other: Credit Earning Data

☒Discipline Data

☐Staff Perceptual Data

☐Student Perceptual Data

☐Parent Perceptual Data

Strategic Direction Focus Areas

You may choose to select one or more of the other options in addition to Effective Learning for All Students.

Effective Learning for All Students

☒Equity of Opportunity

☐P-3rd Grade Early Learning

☒Graduates Who Are Ready for Life

Strategic Direction Indicators of Focus

Edmonds-Woodway will measure progress towards our Strategic Direction with the following Indicators:

On-time credit earning

On-time graduation rates

Extended graduation rates

Parent, Family, and Community Involvement in this Plan

The Edmonds-Woodway High School Building Leadership Team body is made up of teachers, parents and students. This

BLT will regularly review the School Improvement Plan and monitor our progress towards meeting our goals. In

addition, our School Improvement Plan will be shared will shared with the broader school community including the

Parent Student Organization. It will also be posted on our school website for community review.



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Learning Opportunities

Learning Opportunities for Students

Description of the Learning Opportunity Schedule

As part of progress monitoring, what are you doing to help students who are still struggling?

After School Study Club

After School Math Study Club

Algebra Support

Volunteer tutoring options

Advisory

Credit retrieval – Math and ELA

Writing Center

Ongoing

As part of progress monitoring, what are you doing for students who are meeting or exceeding standards?

Honors classes

Advanced Placement Classes

International Baccalaureate Program

Ongoing

Describe how your school addresses the physical, emotional, and intellectual safety conditions that allow for effective teaching and learning to take place.

Advisory classes for all students

Counselor services

Administrator support

School wide lessons on Social and Emotional Learning

Ongoing

Learning Opportunities Provided for Staff Specific to the School

Target Description of the Learning Opportunity Schedule

Whole staff learning opportunities to support the focus and intentionality of this Goal.

Professional Development focused on:

Growth Mindset

Motivation & Culturally responsive Teaching

Effective Assessment Strategies

See attached PD Calendar and MMA Graphic

Small group, individual, voluntary learning opportunities to support the focus and intentionality of this Goal.

See Professional Development Plan

September – June 2017/18



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STRATEGY AND ACTION STEPS

DOMAIN STRATEGY SCHEDULE

Teaching and Learning

Implement IB for All in 11th grade English Classes Work with 9th Grade Team towards Middle School Alignment Engage in Coaching Cycles with SIOP Expand the use of Homeroom across all departments Implement 9th Grade Advisories

In Progress

Supportive Learning Environment

Teach coping skills for stress management (include students in developing lessons) in advisory.

Implement Link Crew model to create stronger community connection for 9th graders.

Raise Student Voice through teacher/student facilitated equity discussions.

Survey students on equity

In Progress

Family and Community Engagement

Participate in the Road Map Project for Family Engagement. Hold 3rd annual Parent University in March 2018 Involve more students and families more in the decision

making of our school. Hold monthly Principal Coffee’s at school for parent access

In Progress

edmonds-woodway high school · principle 3 - the learning activities are guided by a “big idea”...

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