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Continuous School Improvement Plan 1 Port AngelesHigh School10/10/2005
Port Angeles School District
Port Angeles High School
Continuous
School Improvement Plan
2014-15
September 12, 2014
Continuous School Improvement Plan 2 PAHS September 12, 2014
DIRECTIONS The process for developing your Continuous School Improvement Plan is outlined below. Decide where you need to put your focus in order to reach your
specific learning improvement goals. Feel free to attach as appendices school-specific surveys, evaluations, assessments, self-study documents, or other
information that will be descriptive and supportive of your plan.
PART 1: VISION, MISSION, AND BELIEFS
Define your school’s vision and mission and beliefs.
PART 2: DATA ANALYSIS
Collect and analyze critical information.
PART 3: AREAS OF STRENGTH AND IMPROVEMENT
Determine needs and strengths.
PART 4: STRATEGIC GOALS AND OBJECTIVES Establish priority goals for improvement based on the district strategic plan. Establish building-level objectives to meet major goal expectations.
PART 5: ACTION PLANS Design action plans complete with responsibility designation, timelines, and indicators of success. For each action plan, see specific directions and exam-
ple found on page 18.
PART 6: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY Briefly summarize your school’s strategy for student remediation. Specific strategies, numbers of students, staff responsible, and timeline for implemen-
tation and other related details should be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate responsive-
ness to student tutorial needs. This summary should clearly describe a comprehensive approach embedded in strategies.
PART 7: SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY
Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the activity. Identify only the budget
estimates that total to your school’s basic staff development allocation.
PART 8: SUMMARY
Summarize your Continuous School Improvement Plan. Please submit to the superintendent a preliminary revision of your draft by September 12, 2014.
The final plan is due to the superintendent by October 9, 2014. Schools will report progress on January 22, 2015, April 9, 2015, and finally for the
year on June 25, 2015.
PART 9: SIGN-OFF SHEET An original sign-off sheet that includes the names, positions, and signature of your site team must accompany the final plan on October 9, 2014.
PART 1: VISION, MISSION AND BELIEFS
Continuous School Improvement Plan 3 PAHS September 12, 2014
VISION, MISSION AND BELIEFS
Directions: Define your school’s vision. Vision is described as the single most important tool for leading your school. It captures your school’s
collective commitment to a future state. Vision elements are key words and phrases in the statement that prevent differing interpretations of the
vision.
Vision: Port Angeles High School will be a personalized, rigorous, student-centered learning community that respects our demo-
cratic heritage and values diversity in order to create a better world.
Directions: Define your school’s mission. The mission is a written statement of purpose, crafted to inspire people to commit to the
organization’s vision. It answers the questions: Why do we exist? What do we do? For whom do we do it? Why do we do it?
Mission: To prepare students for a lifetime of learning by creating a foundation for personal success.
Directions: Define your school’s beliefs. Beliefs are written statements that capture your school’s shared values. Beliefs are crafted to clarify the
principles, the ideals, by which the school team operates. Beliefs underlie the mission and vision statements.
Beliefs: All students can learn. Learning is a life-long endeavor. Teachers facilitate learning by creating conditions for rigor, rele-
vance, relationships and responsibilities.
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 4 PAHS September 12, 2014
DATA ANALYSIS
High School Proficiency Exam (HSPE) and End of Course (EOC) DATA
Directions: Enter the scores on the READING, WRITING, MATH, and SCIENCE sections of the HSPE.
Analysis Tool/
Measurement Device 2011 2012 2013 2014
Analysis Tool/
Measurement Device 2011 2012 2013 2014
HSPE Reading 10:
% of students at each level
Level 1:
Level 2:
Level 3:
Level 4:
7.7 3.2
4.9
5.1
HSPE Writing 10:
% of students at each skill
Conventions:
Content, Organization and
Style:
83.4 93.7 94.8 90.0
9.6 7.9
8.7 6.4
22.7 23.1
31.0 24.9
55.4 61.7
54.2
59.0 75.7 84.3 89.6 87.0
HSPE Reading 10:
% Meeting Standard:
% Not Meeting Standard:
79.6 86.6
85.2 85.4
HSPE Writing 10:
% Meeting Standard:
% Not Meeting Standard:
85.5 89.4 91.0 84.8
20.4 13.4
14.8
11.5 14.5 10.6 9.0 7.6
Analysis Tool/
Measurement Device 2011
Y1/Y2
2012
Y1/Y2
2013
Y1/Y2 2014
Analysis Tool/
Measurement Device 2011 2012 2013 2014
HSPE Math 10/EOC Y1/Y2:
% of students at each skill
Level 1:
Level 2:
Level 3:
Level 4:
12.8/xx.x 15.4/32.7
14.6/9.5 26.9
HSPE Science 10/EOC Biology
% of students at each level
Level 1:
Level 2:
Level 3:
Level 4:
15.2 14.9 4.0 1.8
15.2/xx.x 0.0/24.5 27.1/16.7 15.3 15 19.1 13.4 10.6
35.0/xx.x 30.7/30.6
14.6/46.0 39.7 53.3 39.6 40.3 43.9
34.6/xx.x 7.7/4.1
20.8/27.8 15.3 12.8 26.7 35.3 29.6
HSPE Math 10/EOC Y1/Y2:
Includes Previously Passed
% Meeting Standard:
% Not Meeting Standard:
69.6/xx.x 88.7/78.8
86.5/85.3
83.9
HSPE Science 10/EOC Biology
% Meeting Standard:
% Not Meeting
Standard:
66.1 68.1
82.1 81.6
30.4/xx.x 11.3/21.2
11.8/14.7 42.3 33.9 31.9 16.4 16.4
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 5 PAHS September 12, 2014
HSPE/EOC GENDER DISAGGREGATION DATA
Directions: Copy the percent of students meeting and exceeding standard for each of the gender and subject area subtests.
GENDER GRADE 10 READING GRADE 10 WRITING
2011 2012 2013 2014 2011 2012 2013 2014
Male 77.3% 86.1% 82.6% 83.1% 79.4% 84.3% 85.6% 79.5%
Female 82.0% 87.1% 88.1% 88.7% 91.9% 94.3% 96.9% 91.7%
GENDER
Math EOC Year One; In-
cludes Previously Passed
Math EOC Year Two; Includes
Previously Passed
2011 2012 2013 2014 2011 2012 2013 2014
Male 68.8% 78.4% 87.4% NA 70.2% 84.7% 92.6% 86.0%
Female 74.7% 79.3% 90.4% NA 75.0% 87.9% 91.9% 90.4%
GENDER GRADE 10 SCIENCE
2011 2012 2013 2014
Male 72.2% 66.7% 91.8% 79.4%
Female 59.7% 69.4% 92.1% 85.7%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 6 PAHS September 12, 2014
HSPE READING ACHIEVEMENT PROFILE
Directions: Copy the percent of students meeting and exceeding standard for each of the reading subtests.
HSPE/EOC MATHEMATICS ACHIEVEMENT PROFILE Directions: Under the sub-tests for mathematics, locate the percentage of students met or exceeded the standard for each content and
process strand.
EOC
Year 1;
To In-
clude
PP
Number,
Operations,
Expressions &
Variables
Linear
Equations
& Inequalities
Characteristics
& Behaviors of
Linear and
Non-Linear
Functions
Data &
Statistics
EOC
Year 2;
To In-
clude PP
Logical
Arguments and
Proofs
Providing & Ap-
plying
Properties of 2-
Dimensional
Figures
Figures in a
Coordinate
Plane &
Measurement
School State School State School State School State School State School State School State
2012
66.7% 43.5% 50.0% 25.0% 58.3% 26.5% 41.7% 28.2% 2012 37.8% 63.3% 40.5% 55.6% 40.5% 57.1%
2013
47.2% 55.4% 39.2% 55.2% 56.0% 57.1% 32.0% 44.0% 2013 81.2% 72.7% 81.5% 72.9% 72.5% 69.5%
2014
44.1% 58.2% 46.2% 61.3% 69.9% 62.9% 58.1% 65.2% 2014 59.5% 63.6% 45.9% 53.5% 32.4% 49.6%
Grade 10 Reading
Comprehension Analysis Critical Thinking Literary Text Informational Text
School State School State School State School State School State
2010
86.3% 83.1% 78.8% 79.2% 79.5% 78.9% 74.4%% 77.2% 80.9% 76.6%
2011
88.2% 85.3% 81.5% 84.2% 87.0% 88.1% 83.6% 83.1% 84.0% 84.9%
2012
86.5% 80.2% 88.5% 82.9% 90.8% 85.5% 87.3% 79.4% 88.1% 84.2%
2013
79.4% 76.4% 82.7% 82.5% 87.1% 87.4% 87.9% 84.7% 84.7% 85.5%
2014 82.2% 81.4% 84.8% 80.9% 85.5% 85.2% 86.6% 84.2% 87.0% 84.8%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 7 PAHS September 12, 2014
EOC SCIENCE ACHIEVEMENT PROFILE
Directions: Under the sub-tests for science, locate the percentage of students met or exceeded the standard for each content and
process strand.
Grade 9 and 10
EOC Biology Systems Inquiry Application
Structures and
Functions of
Living
Organisms
Maintenance
and Stability of
Populations
Mechanisms of
Evolution
School State School State School State School State School State School State
2012 70.4% 56.8% 77.3% 65.0% 54.7% 54.8% 71.3% 60.1% 71.3% 62.4% 81.3% 66.1%
2013 76.6% 70.1% 82.8% 71.9% 79.2% 76.2% 76.6% 62.9% 66.1% 58.6% 80.7% 59.6%
2014 79.6% 64.9% 76.2% 66.1% 66.9% 62.1% 79.6% 63.8% 66.2% 55.7% 66.2% 55.7%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 8 PAHS September 12, 2014
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS
Data Source: Center for Educational Effectiveness STAFF survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
staff that indicated support for the following categories:
Category
2010 2011 2012 2013
Clear & Shared Focus
24% 29% 38% 55%
Effective School Leadership
39% 48% 35% 55%
High Standards & Expectations
33% 46% 43% 55%
High Levels of Collaboration and Communication
24% 29% 38% 55%
Supportive Learning Environment
34% 49% 56% 65%
Frequent Monitoring of Teaching and Learning
24% 26% 30% 45%
Focused Professional Development
19% 26% 30% 45%
Curriculum, Instruction, and Assessment Aligned with Standards
30%
34% 41% 46% 60%
High Levels of Community & Parent Involvement
31% 43% 47% 60%
Staff Willingness to change
87%
16%
81%
28%
75%
45%
85%
65%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 9 PAHS September 12, 2014
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS
Data Source: Center for Educational Effectiveness PARENTS Survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
parents that indicated support for the following categories:
Category
2011 2012 2013
Clear & Shared Focus
72% 80%
85%
Effective School Leadership
66% 70%
80%
Frequent Monitoring of Teaching and Learning
65% 80%
85%
High Standards & Expectations
78% 85%
90%
High Levels of Collaboration and Communication
64% 80%
85%
High Levels of Community & Parent Involvement
64% 80%
85%
Supportive Learning Environment
63% 80%
85%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 10 PAHS September 12, 2014
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS
Data Source: Center for Educational Effectiveness STUDENTS Survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
students that indicated support for the following categories:
Category
2011 2012 2013
Clear & Shared Focus
58% 70%
75%
Effective School Leadership
42% 60%
70%
Frequent Monitoring of Teaching and Learning
43% 60%
70%
High Standards & Expectations
67% 80%
85%
High Levels of Collaboration and Communication
47% 60%
70%
Supportive Learning Environment
46% 60%
70%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 11 PAHS September 12, 2014
INTERNAL ACCOUNTABILITY SYSTEM DATA
Directions: Please enter grade-level appropriate data in the space provided.
Analysis Tool/
Measurement Device Results for 2013-2014 Results for 2014-2015
District Reading,
Math and Science
Winter Benchmark
(percent of students at standard)
Reading Math
Alg/Geom Science Reading
Math
Alg/Geom Science
Grade Benchmark Benchmark Benchmark Grade Benchmark Benchmark Benchmark
9 74% 24%/80% 9
10 81% 0%/30% 10
District Writing Benchmark
Fall, Winter, Spring
(percent of students at standard)
Writing Writing
Grade Fall Winter
Spring
Grade Fall Winter
Spring
9
68% 72%
9
10
75% 75% HSPE 10
Classroom-Based Assessments
(percent of students at standard)
Classroom-Based Assessment Classroom-Based Assessment
Grade Social Studies The Arts Health/Fitness Grade Social
Studies The Arts Health/Fitness
9 100% 90% 9
10
59%
100%
90% 10
11 82% 100% 90% 11
12 92% 100% 93% 12
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 12 PAHS September 12, 2014
INTERNAL ACCOUNTABILITY SYSTEM DATA
Directions: Please enter grade-level appropriate data in the space provided.
Summary Student Internal Accountability System Performance Data (end-of-year data)
(*Trimester Reports will provide Year-to-Date data.)
Internal Assessment Results for 2013-14 (EOY) Internal Assessment Results for 2014-15 (EOY)
Gra
de
Unexcused
Absences
Avg. Daily
Attendance
Suspensions Expulsions
Court
Petitions
Gra
de
Unexcused
Absences
Avg. Daily
Attendance
Suspensions Expulsions
Court
Petitions Short-Term Long- Term Short-Term Long- Term
9 3.1% 96.81% 51 4 0 28 9
10 2.8% 97.12% 37 0 0 22 10
11 4.0% 95.94% 21 0 0 22 11
12 5.6% 94.37% 10 0 0 5 12
Summary of Student Support Services
Gra
de
Special Education Homeless EOY Number of Homeless Students
504
Current Referred Qualified Last Year Current Referred Qualified
9 34 3 2 6 13 6 3
10 35 3 3 2 22 9 8
11 36 0 0 1 11 2 1
12 40 0 0 1 10 2 2
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 13 PAHS September 12, 2014
INTERNAL ACCOUNTABILITY SYSTEM DATA
Directions: Please enter grade-level appropriate data in the space provided.
Analysis Tool/
Measurement Device 2011-12 2012-13 2013-14
High School/College Index 3 3 3
SAT
Critical Reading 556
Math 552
Writing 540
Critical Reading Critical Reading 531
Math Math 531
Writing Writing 515
Critical Reading 523
Math 540
Writing 505
AP Exams
Test/Class #Takers %Pass Test/Class #Takers %Pass Test/Class #Takers %Pass Biology
Calculus
English Language
English Literature
French
Music Theory
Spanish
Statstics
U.S. Gov’t & Politics
U.S. History
World History
7
20
7
25
2
10
3
9
14
31
35
57.1%
75.0%
85.7%
80.0%
50.0%
70.0%
0.0%
77.8%
57.1%
48.4%
62.8%
Biology
Calculus
English Language
English Literature
Music Theory
Spanish
Statistics
U.S. Gov’t & Politics
U.S. History
World History
8
14
37
16
2
2
6
7
30
44
100%
71.4%
70.3%
87.5%
100%
100%
33.3%
57.1%
46.7%
50.0%
Biology
Calculus
Chemistry
English Language
English Literature
Music Theory
U.S. Gov’t & Politics
U.S. History
World History
15
1
4
38
9
3
8
37
31
93.3%
0.0%
100%
84.2%
100%
66.6%
12.5%
67.6%
35.5%
PART 2: DATA ANALYSIS
Continuous School Improvement Plan 14 PAHS September 12, 2014
DEMOGRAPHIC SCHOOL DATA
Directions: Fill in the blanks with the data sources given below. Only use data sources relevant to your grade level and which will assist you in focusing your
plan.
Data Source Information Provided By Data Summary
Attendance Report Percent of students present per day (2013-14). 92.12%
Unexcused Absences Total number of absences not excused (2013-14). 1673.75
Discipline Report Summary of discipline activity for the building
(2013-14).
Drugs/Alcohol: 32
Tobacco: 1
Weapons: 8
Fighting/Assaults: 50
Court Petitions: 81
Expulsions: 0
Short-term Suspensions: 119
Long-term Suspensions: 4
Free/Reduced Lunch
Report
Percent of students where family income is below
federally established poverty level (2013-14). 40.1%
Gender Report Number of male and female students as reported by
the 2013-14 OSPI School Report Card
Males: 623
Females: 579
Ethnicity Report Percent of students by ethnic groups as reported by
the 2013-14 OSPI School Report Card
American Indian or Alaskan Native: 3.7%
Asian or Pacific Islander: 1.0%
Black: 1.2%
Hispanic: 6.2%
White: 78.1%
Staff Report Staff demographic data as reported in the 2013-14
OSPI School Report Card
Headcount: 67
Overall Ratio:
OSPI Report
Average Years of Exp: 17.9
Percent Master’s De-
gree:71.6%
For High School Only
Cohort Graduation
Rate
Rate of students beginning the 9th grade who suc-
cessfully complete graduation in four years as
reported in the 2013-14 OSPI School Report Card
Adj. 4-year Cohort Graduation Rate (Class of 13): 79.8%
Adj. 5-year Cohort Graduation Rate (Class of 12): 84.6%
PART 3: AREAS OF STRENGTH AND IMPROVEMENT
Continuous School Improvement Plan 15 PAHS September 12, 2014
AREAS OF STRENGTH AND IMPROVEMENT Directions: Review the specific subtests for the HSPE/EOC, and any other relevant assessment data you may have collected at your
site. Remember how important it is to review past trends or changes over time. In reference to the HSPE/EOC, analyze changes be-
tween Levels 1-4. Consider students who are not meeting standard; students who are at but not above standard; and students who are
exceeding standard and determine which group of students needs what type of assistance. Based on individual subtest data or other
data you have collected, determine the specific areas of strength and areas for improvement for your students.
AREAS OF STRENGTH AREAS FOR IMPROVEMENT
Percentage meeting standard in reading, writing, & EOC bi-
ology continues to improve and exceed the state average.
Reading: Reversed downward trend in Level 4, improving
from 54.2 to 59.0.
Reading: Over 4 year period improved from 79.6 to 88.2
meeting standard.
Writing: Over last 4 years, Content/Organization/Style has
improved from 76% to 87%...and Conventions has sustained
positive results in the low 90% range.
Math: Impact of Programs for Level 1 students improved
12.5% (At Level 1: 2013-13.2%...2014-0.7%)
Science: Over 4 year trend, Science has improved from
66.1% to 83.6% pass rate.
Number of short-term suspensions remains consistent with
previous year’s gains (2012 = 145; 2013 = 121; 2014 = 119)
100% pass rate (N = 8) on AP Biology exam.
It is estimated that 92.9% met standard when previously
passed percentage for EOC 1 & 2 are included.
Writing: Percentage meeting standard dropped -6.2% from
91% in 2013 to 84.8% in 2014.
Need to increase passing rate (2014 = 57.7%) on 9th grade Al-
gebra end-of-course exam (focusing on students who did not
previously pass in 8th grade).
Planning and development of remediation opportunities sup-
porting students in meeting state graduation requirements and
Common Core Standards (RTI Model).
State assessment will transition from HSPE to Smarter Bal-
anced in 2015. All curriculum areas need to improve align-
ment with Common Core Standards.
PART 4: STRATEGIC GOALS
Continuous School Improvement Plan 16 PAHS September 12, 2014
STRATEGIC GOALS AND OBJECTIVES FOR 2014-15
Directions: Please make sure that the district’s strategic plan goals are identified in the following spaces.
GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel valued, and find joy in
their
commitment to student learning and achievement.
OBJEC-
TIVE(S)
1:1 Create a culture of trust among staff, students, and community.
1:2 Create an efficient and effective communication system where the decision-making process is
transparent and all stakeholders are well informed.
1:3 Have 100% of students in Grades 7 – 12 engaged in extracurricular activities.
GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their potential and have the tools
to pursue their aspirations.
OBJEC-
TIVE(S)
2:1 All students receive engaging, informative instruction throughout the system as demonstrated by stu-
dent/parent data.
2:2 All students will receive the necessary support to successfully matriculate through the system.
2:3 Reinstate all-day kindergarten as soon as fiscally sustainable.
GOAL 3 Resources: To have the resources (time, talent & treasure) necessary to meet district student achievement goals.
OBJEC-
TIVE(S)
3:1 Create a more efficient and equitable resource distribution system.
3:2 Create an infrastructure that supports student learning.
GOAL 4 Adaptability: To be adaptable in our support of student achievement.
OBJEC-
TIVE(S)
4:1 Create a data-driven adaptable education system.
GOAL 5 Community: To have community support for the value of education in the midst of community changes and to
have education as The Priority in The Port Angeles community.
OBJEC-
TIVE(S)
5:1 Leverage community resources and Expertise to further the education of all students.
PART 5: ACTION PLANS
Continuous School Improvement Plan 17 PAHS September 12, 2014
EXAMPLE
ACTION PLAN
Directions:
For your action plan, complete the following steps:
Understand the objectives are derived from Data Analysis, Needs Assessment, and Major Goals (Parts 1-3).
Clearly and succinctly describe the data analysis addressed by the particular action plan.
Determine particular strategies for each objective that are supported by best practice research.
Clearly and succinctly state the desired outcome as evidence of achievement.
Identify specific actions that relate to each objective and identify requisite information.
Note the completion of action items by checking the identified box.
GOAL 1 Students and adults are engaged in powerful learning experiences appropriate to each individual.
OBJECTIVE 1.5 By 2004, the number of students graduating on time as measured by cohort promotion data beginning in 9th
grade will increase by at least 2%.
Goal
Currently, our School Report Card data shows we have an 80.2% cohort graduation rate.
We will lead parent, student conferences for the purpose of addressing student achievement goals and the
barriers to reaching these for individual students.
We will increase our cohort graduation rate to 82.2% by spring 2004.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments Identify dates for conferences Aug. 2004 Principal SIT, Dept. Chairs
Identify staff to hold conferences Aug. 2004 Principal SIT, Dept. Chairs
Identify students to conference (9/10th) Sep. 2004 SLCC SIT, Dept. Chairs
Hold conferences Sep. 2004 Jan. 2005 Identified Staff SIT, Dept. Chairs
Identify frequency of conf., annual? Oct. 2004 SLCC SIT, Dept. Chairs
PART 5: ACTION PLANS
Continuous School Improvement Plan PAHS September 12, 2014
18
ACTION PLAN
GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel
valued, and find joy in their commitment to student learning and achievement.
OBJECTIVE 1.1 Create a culture of trust among staff, students, and community.
Goal Based on three years of CEE data in the area of organizational culture, and in collaboration with all PAHS
community stakeholders (students, staff, parents, and community) we will increase the CEE data by a mini-
mum of 3% as measured by the 2015 CEE data.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments Building Positive Behavior Intervention and
Supports (PBIS) Committee will meet monthly
to develop a plan to begin implementation in
September 2015.
September 2014-June
2015
Building PBIS Com-
mittee Whole Staff
PBIS Committee will report progress to whole
staff and receive feedback regarding develop-
ment of building PBIS plan.
Nov 26
Feb 4
March 18
Building PBIS Com-
mittee Whole Staff
Student leadership will host a student summit
December 3rd, inviting other schools from
around the peninsula to share best practices re:
anti-bullying education.
December 3rd Leadership Students
Dana Snell
Jeff Clark
Celebrate positive staff and student behaviors
with weekly pinning ceremonies to recognize
those who go above and beyond.
September 2014-June
2015
Jolene Dalton-Gailey
Mike Nolan
Jeff Clark
Whole Staff
Invite staff participation in monthly “soirees” to
promote staff camaraderie.
September 2014-June
2015
Jolene Dalton-Gailey
Jeff Clark Whole Staff
PART 5: ACTION PLANS
Continuous School Improvement Plan 19 PAHS September 12, 2014
ACTION PLAN
GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel
valued, and find joy in their commitment to student learning and achievement.
OBJECTIVE 1.2 Create an efficient and effective communication system where the decision-making process
is transparent and all stakeholders are well informed.
Goal Based on three years of CEE data in the areas of organizational culture, and in collaboration with all PAHS
community stakeholders (students, staff, parents, and community) we will increase the CEE data by a mini-
mum of 3% as measured by the 2015 CEE data.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments Principal will visit advisory classes to speak with
small groups of students, answer questions, and
solicit feedback regarding school operations and
culture.
November 2014 – April
2015 Jeff Clark Advisory Teachers
Principal will meet with student leadership advi-
sory each Monday to discuss leadership goals,
initiatives, and emerging building issues as they
arise.
September 2014-June
2015 Jeff Clark
Dana Snell
Student Leadership
Provide agendas and minutes from all meetings
to all stakeholders.
September 2014-June
2015
Jeff Clark
Department Chairs
TLC Team Leaders
Whole Staff
Principal will publish monthly updates to parents
utilizing Skyward Message Center
September 2014-June
2015 Jeff Clark Administrative Team
PART 5: ACTION PLANS
Continuous School Improvement Plan 20 PAHS September 12, 2014
ACTION PLAN
GOAL 1 Organizational Culture: All participants in our organization exhibit enthusiasm, feel
valued, and find joy in their commitment to student learning and achievement.
OBJECTIVE 1.3 Have 100% of students in Grades 7 – 12 engaged in extracurricular activities.
Goal Of 782 students surveyed during the week of November 21st, 602 (77%) reported participating in or plan-
ning to participate in one or more club, sport, or activity. The improvement goal for this year is to increase
participation by 5%.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments
Provide free ASB card to all free/reduced quali-
fied 9th graders at registration. August 2014
Wendy Brown
Diana Schwab
Diana Tschimperle
Jeff Clark
Completed
Update PAHS website to include all clubs and
activities with club and activity information and
contact information.
September 2014-June
2015 Bev Eisele Jeff Clark
Announce club meetings in daily bulletin. September 2014-June
2015 Diana Tschimperle Jeff Clark
Advertise club and activity options through ad-
ministration, counselors, and an activity fair at
8th Grade Welcome Night (March 25th).
September 2014-June
2015 All Staff Principal
PART 5: ACTION PLANS
Continuous School Improvement Plan 21 PAHS September 12, 2014
ACTION PLAN
GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their
potential and have the tools to pursue their aspirations.
OBJECTIVE 2.1 All students receive engaging, informative instruction throughout the system as
demonstrated by student/parent data in Reading, Writing, Math, and Science.
Goal
Based on the last three years of HSPE/EOC data in reading, writing, math, and science (as compared to the
state average)
(3 year avg) PAHS State Difference
10th Reading 86.1 82.6 +3.5
10th Writing 89.1 85.3 +3.8
EOC Year 1 57.6 59.1 -1.5
EOC Year 2 81.2 66.8 +14.4
EOC Biology 79.4 67.7 +11.7
And in collaboration with our building teams our goal is to outscore the state average on the SBAC by 3%
in all areas as measured by the 2015 SBAC.
We will progress monitor using classroom, building, and district assessments including the mid-year and
end-of-year benchmarks.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments Teacher Learning Community teams meet to
collaborate to improve instruction relative to
Common Core standards.
September 2014-May
2015 TLC Cadre Administrative Team
Teacher Learning Community teams examine
student work to assess impact/effect of formative
assessment strategies.
September 2014-May
2015 TLC Cadre Administrative Team
English department will collaborate, often in
grade level teams, to design assessments similar
to Smarter Balanced (SBAC) released items for
existing department courses.
September 2014-May
2015 Department Chairs Administrative Team
PART 5: ACTION PLANS
Continuous School Improvement Plan 22 PAHS September 12, 2014
English Language Arts Fellow will participate
in regional meetings and work with principal and
teachers to increase awareness about infor-
mation, resources, and assessment of Common
Core standards.
September 2014 – June
2015 Patty Pattison Jeff Clark
Math department will align curriculum to Com-
mon Core targets and Smarter Balanced assess-
ments using multiple sources (Engage New
York, WA HOLT Users Group, Better-
Lessons.com) using department time and at least
two pullout days.
September 2014 – June
2015 Cheryl Jackson Jeff Lunt
Math department will have two representatives,
one constant and one rotating, on the OESD Re-
gional Math Leadership Team to focus on learn-
ing strategies targeting the 3 Key Shifts in the
Common Core standards for math.
October 2014 – June
2015 Math Department Jeff Lunt
Science department will meet in small teams to
coordinate instruction, monitor progress toward
meeting Next Generation Science Standards
(NGSS), collaborate on a common focus on con-
clusions for the student growth goal and support
common core by doing informational text read-
ings and using evidence to support conclusions.
September 2014 – June
2015 Derek Johnson Lillian Cone
Social Studies department is developing instruc-
tional strategies focusing on Common Core liter-
acy targets including: listing original source doc-
uments for use in World History, emphasizing
data analysis in the American Dream unit and
the Constitution unit in American Studies, and in
the Mock Congress unit in Contemporary Issues,
and personal relevance in the Business Project in
Contemporary Issues.
September 2014 – June
2015 Scott Moseley Jeff Lunt
PART 5: ACTION PLANS
Continuous School Improvement Plan 23 PAHS September 12, 2014
ACTION PLAN
GOAL 2 Student Achievement: All students will graduate and be prepared to live up to their
potential and have the tools to pursue their aspirations.
OBJECTIVE 2.2 All students will receive the necessary support to successfully matriculate through the system
Reading, Writing, Math, and Science.
DATA ANALYSIS
STRATEGY
EVIDENCE OF ACHIEVEMENT
Grad Rate PAHS Change from prev year
2011 80.6 +5.2
2012 79.4 -1.2
2013 79.8 +0.4
After a 5 point jump in 2011, the grad rate has held steady around 80%. In collaboration with counseling
staff and academic departments, the goal for 2015 is to increase the grad rate to 85%, and to continue to in-
crease the graduation rate with the ultimate goal to achieve 100%.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments New .5 counselor position will focus on support-
ing students identified as credit deficient with
additional support and direction to credit recov-
ery, tutoring, and other services as needed.
August 2014 Counselors Jeff Clark
Admin team and counselors will hold parent-stu-
dent attendance meetings to discuss grades and
attendance and to develop attendance contracts
to hold students accountable to success strate-
gies.
September 2014 – June
2015
Admin Team
Counselors
Attendance Supervisor
Truancy Secretary
Jeff Clark
Biology teacher will hold five extra help ses-
sions in Saturday school for students preparing
for Biology end of course exam re-takes.
November 15 – January
10 Cheryl Gerardi Jeff Clark
Principal will work with counselors, Department
Chairs, and District Policy Committee to prepare
transition to Core 24 State Graduation Require-
ments, beginning with the entering class of 2019.
September 2014 – June
2015 Counselors Jeff Clark
PART 5: ACTION PLANS
Continuous School Improvement Plan 24 PAHS September 12, 2014
ACTION PLAN
GOAL 5 Community: To have community support for the value of education in the midst of community
changes and to have education as the priority in the Port Angeles Community.
OBJECTIVE 5.1: Leverage community resources and expertise to further the education of all students.
DATA ANALYSIS The district-wide Free and Reduced lunch level is 50.5 % and 36.5% at PAHS. Of the 2013 graduation
class 32% were accepted to a 4-yr university or college.
STRATEGY Provide additional resources through community expertise to further the education of all students.
EVIDENCE OF ACHIEVEMENT Fifty percent of all graduates in 2014 and beyond will be accepted to a 4-yr university or college.
ACTION START & END
DATES
PERSONS
RESPONSIBLE REVIEWED BY
COMPLETED
Yes Comments
Host a college information night with 4-yr col-
leges, financial aid and NCAA Clearinghouse
representation.
September 2014 Counselors Jeff Clark Completed
Host a college fair with over thirty 4-yr colleges
or universities in attendance at PAHS. October 2014 Counselors Jeff Clark Completed
PAEF Teacher Classroom Grant funds will sup-
port field trip activities for science classes and
science club.
September 2014 – June
2015 Science Department Jeff Clark
PAEF funds utilized to provide SAT exam prep
support to students.
September 2014 – June
2015 Jeff Lunt Jeff Clark
PART 6: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY
Continuous School Improvement Plan PAHS September 12, 2014
25
STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY
Directions: Briefly summarize your school’s strategies for student remediation and enrichment. Remember, summer school is no
longer an option for remediation. Specific strategies, numbers of students, staff responsible, and timeline for implementation and
other related details should be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate
responsiveness to student tutorial needs. This summary should clearly describe a comprehensive approach embedded in strategies.
Two-period Algebra I block for two sections and a total of 35 students.
Two-period Geometry block for one section and a total of 16 students.
An Algebra 2 option for students who need an Algebra 2/Trigonometry option. There are two sections with 55 students enrolled.
AP Chemistry students tutoring Chemistry students during Advisory classes. This serves as many as 25 per Advisory section.
Credit Recovery program for students need to make up certain Social Studies or English courses. This serves around 100 students per
year.
Collection of Evidence Biology class added this year. Seniors enrolled first semester, juniors second semester. This intervention will serve
up to 30 students this year.
Collection of Evidence (COE) Geometry class offered to those seniors who need to satisfy the state assessment requirements in Math.
This intervention serves approximately 20 students per year.
Collection of Evidence (COE) Reading and Writing Advisory offered to those seniors who need to satisfy the state assessment require-
ments in Reading or Writing. This intervention serves approximately 20 students per year.
Academic support classes during Advisory. Students are able to seek academic support during Advisory classes either in their Advisory
class or by going to another instructor during Advisory class. This intervention can serve up to 500 students throughout the year.
Honor Society tutoring offered during Advisory. This intervention serves up to at least 100 students throughout the year.
NJROTC peer tutoring during Advisory classes. This intervention serves over 80 students throughout the year.
Three sections of learning strategies offered to students who need help managing their homework and class work load. This intervention
serves up to 70 students throughout the year.
Academic Saturday School and Wednesday Morning Detention is assigned as needed for students with missing work in academic classes.
Additional Biology support is being provided in Saturday School during November and December to assist students preparing for the
Biology End of Course Exam re-takes in January.
PART 7: SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY
Continuous School Improvement Plan PAHS September 12, 2014
26
SCHOOL PROFESSIONAL DEVELOPMENT RESOURCE SUMMARY Directions: Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the activity. Identify only the
budget estimates that total to your school’s basic staff development allocation.
Budgeted Amount Professional Development Activity Description of Participating Staff
$1,000
Counseling Conferences for counselors to keep up
with the latest graduation requirements and college
entrance requirements.
Counselors
$1,000 Librarian Conference(s) to enhance library team to
support literacy goals. Librarian & Paraeducators
$2,500 Teacher Conferences to become more familiar with
Common Core in content areas. Variety of Teaching Staff
School Staff Development Allocation Source: School Budget Allocation
PART 8: SUMMARY
Continuous School Improvement Plan PAHS September 12, 2014
27
SUMMARY
Directions: Briefly summarize, in bulleted format, your Continuous School Improvement Plan (CSIP). Identify the key components
of the instructional program of the school. What are the foci for your school as seen by the teachers and students. What are the
school’s primary instructional focus, content focus, assessment focus, and community building focus.
The instructional focus will be to shift instructional strategies to support Common Core learning targets. We will do this by emphasizing
close reading of informational texts, analytical thinking skills, and supporting argument with specific examples from text. In math, the
instructional emphasis will shift to focus on problem solving and deep understanding of how to apply math in a broad contexts.
Our content focus will center on a school wide transition to Common Core State Standards and Next Generation Science Standards as we
prepare for the new Smarter Balance assessments.
Our assessment focus is an increased emphasis on formative assessment in all classes. The results of the formative assessments will help
shape instruction to improve student performance on summative assessments. Teachers will meet in Teaching Learning Community
(TLC’S) teams at 4-5 week intervals throughout the year to work collaboratively to improve their use of formative assessment.
The community building focus will be to continue to build on gains in improving climate and culture at PAHS through staff-initiated
social gatherings, “pinning” students and staff nominated for recognition by peers, and transparent communication among all stakehold-
ers.
PART 9: SIGN-OFF SHEET
Continuous School Improvement Plan PAHS September 12, 2014
28
SIGN-OFF SHEET
Directions: Ask identified stakeholders at your site to sign off on this CSIP, indicating their participation and support for the current CSIP, their role, and their
continued participation in the coordination and monitoring of the plan. Examples of roles may include, but are not limited to, parent, certificated staff, classified
staff, student, principal, etc. Please print and submit this page in hard copy.
ROLE PRINTED NAME SIGNATURE
Parent Roxi Baxley
Parent Leslie Perrizo
Parent Jennifer Norberg
Parent Michelle Haworth
Community Member Margaret Carlson
Student Ian Brumbaugh
Student Nick Fritschler
Student Katherine Gordon
Student Kim Gordon
Student Sydney Roberts
Classified Staff Bev Eisele
Classified Staff
Certificated Staff Jennifer Kunkel
Certificated Staff John Mitchell
Certificated Staff Bernie Brabant
Certificated Staff Doug Gailey
Certificated Staff
Administration Jeff Clark
School Board President Lonnie Linn Board Approved Date: ________________________