SMART Goal #1 – Develop Learner Profiles 

Learner Profiles include “Personal Learning Goals”, “Learner Choice Incorporated”, “Learner Voice Infused”, “Cultural Responsiveness”, and “Multiple Instructional Methods/Modes”. By the end of the 2019-2020 school year, 100% of students in the Watertown Unified School District will have a formal Learner Profile that is developmentally appropriate and designed to provide an instantaneous snapshot of each unique learner for the purpose of designing an environment that increases the frequency of learner connections that lead to greater student engagement.

Rationale: All learning is personal. We only learn if we make a connection, experience some type of interaction or identify a context within which to place the experience. Innovation Group Meeting Notes 6/11/19 INNOVATION PLAN 2019-20 FUTURE UPDATES HIGHLIGHTED IN YELLOW

● What did we accomplish? ○ Progress has been made in “innovation zones” such as RMS Academy, Endeavor, E-campus, pockets of blended

learning, Lincoln STEM, Tech Team, Fiber Network (tech to support online support district-wide), Discovery Academy curricular progress, more teachers attempting new approaches

○ Digital Learning Readiness Report- Future Ready Schools (Dave Vitale Project Manager) ○ WHS evaluation of grading practices building-wide (ongoing discussions/considerations around proficiency and

standards based grading) ○ Blended Math course @ WHS, Expanded PLTW @ WHS ○ Canvas as LMS - Districtwide ○ Greater community awareness of the variety of options available through WUSD ○ Continued expansion of e-campus program and online opportunities (blended and fully online) ○ April 2017-WUSD Board Policy #6250: Innovative Schools, Innovation Zones, Credit Flexibility

● What didn’t we accomplish? ○ Priorities shifted as innovation zones developed. Greater focus on innovation zones from 2015-20 ○ Future vertical collaboration between innovation zones ○ Are there opportunities to model personalized learning through increasingly personalized staff professional

development? Can we work together as an admin team to set a framework to get started together?

● What don’t we know yet? ○ What will innovation zones need? How can we expand influence to strengthen other areas of strategic plan? ○ Are there opportunities to offer “niche” curriculums with charter dollars? ○ How can we further leverage community resources to support 21st century skills and career paths for students? ○ How will our larger WUSD structure need to change as innovation zones grow and new innovation zones

develop? ● Projecting ahead to next year - goals?

○ Continue to support innovation zones ○ How can the goals listed in Innovation support the rest of the plan? ○ How can we help support innovation zones strengthening other areas of strategic plan? ○ Implement aspects of Future Ready Framework

Short-Term SMART Goal: (Updates for 2019-20 to reflect focus on identification and further development of innovation zones as well as innovative practices) By the end of the 2017/18 school year, a team will be identified to:

● Identify the significant demographic data, academic status, learning-related skill set, and potential learning drivers or aspirations essential to an effective Learner Profile.

● Determine the proper vehicle to maintain, access, and engage with this information while minimizing duplication of efforts. (e.g. Skyward vs Google Docs vs ACPs)

● Develop a protocol for executing the development of Learner Profiles that allows for co-creation by educators AND learners in a developmentally reasonable manner (i.e. a gradual release of responsibility). We must also determine what we do with learners who refuse to engage in the process.

By the end of the 2019-2020 school year, District staff/stakeholders will be trained to understand and implement Learner Profiles. ● Continued awareness of Learner Profiles for all stakeholders ● The team identified will continue to expand their knowledge of Learner Profiles.

Educators will be trained on the importance of Learner Profiles with support from the Institute for Personalized Learning. ● Learners will begin to develop their Learner Profiles, led by appropriate learning teams.

Data to Support this SMART Goal: ● Graduation rates and trends in post-secondary career plans ● Research supports PLPs as a way to ensure students are prepared for post-secondary plans

Action Plan: (Modify action plan with updates to the SMART GOAL-See above) ● Broaden use of Comprehensive development of Intellectual Software Systems already in place (Odysseyware, ALEKS) – develop

concept of School of One and rotation models that alter student-teacher ratio, but scaffold learning through constant feedback and customization offered by the software.

● Develop access for all students at the secondary level to online and blended learning opportunities (Wisconsin e-School Network and other locally-developed tools).

● Develop student-centered, competency-based measures that permit learners to advance to higher-level work, earning credit at a pace that does not require them to complete x number of hours of seat time in order to earn credit

● Explore teachers assessing skills or concepts in multiple contexts and multiple ways - BOE authorization for expanding innovation through recognizing performance measures as a result of broadening the curriculum.

● Comprehensive development of interdisciplinary project-based options that allow for the aggregation of key learning targets from experiences that are available in settings that extend beyond a fixed time and place (Project Foundry)

● Develop partnerships with area businesses and organizations for externships and experiential learning

SMART Goal #2 – Create Customized Learning Pathways:   

Customized Learning Pathways include “Cultural Responsiveness”, “Multiple Instructional Methods/Modes”, 

“Rapid Cycle Feedback”, and “Customized Responsive Instruction”.   By the end of the 2019-2020 school year, each grade level from K-12 will have access to customized learning paths and innovative options that allow them to co-design rich learning experiences with their educators. This will be done in a split screen manner to minimize risks on the system, while providing and growing innovation zones to help scale effective and efficient educational practices to larger access.

Rationale: To develop in learners an independence and personal ownership in their education that extends beyond the curriculum. To make school a place where all students want to be.

Short-Term SMART Goal: (Update to remove accomplishments already made, modify language to reflect teams strengthening practices as listed below, possible expansion to legacy learning environments) By the end of the 2018-2019 school year a District teams will:

● Develop a series of protocols for building, and engaging learners in personalized pathways. Protocols should be setup to provide variation depending on needs, interests, and resources at the individual areas. What are the common essentials?

● Expand customized learning paths in areas where the idea fits with local philosophies. Empower the engaged educators to transform their areas, either a unit at a time, or a class at a time.

● Broaden and redefine the definition of a PLC to privilege interdisciplinary and cross-level communication and interaction about structures and pedagogy.

● Investigate and introduce Algebraic Thinking and Problem-Solving 6-8 Mathematics using ALEKS ● Redefine learning spaces and pace of instruction to include a focus on proficiency-based progress through learner

continuums and identified learning targets rather than seat time and student grouping by age. ● Expand RMS Academy to 6th grade (part of a broader STEM/STEAM strategy at the secondary level) ● Add PLTW Computer Science to RMS and high school programming (part of a broader STEM strategy at the secondary

level) ● Establish a definitive web presence for Innovative Practice (Lincoln STEM, eCampus, RMS Academy, Dual Language)

By the end of the 2019-2020 school year: (Update to reflect new goals)

● Further expand customized opportunities and begin to use the Learner Profiles that are being developed to transform at least one aspect (e.g. unit, subject, skill, necessary socialization, etc.) by allowing student choice and voice in co-designing their learning.

● WUSD will have identified a mechanism for measuring continuous school or program improvement that results in a better school culture and academic growth.

Analysis: (Update with accomplishments made since 2017-18)

What work has already been accomplished to meet this long-term goal? o Endeavor Charter school started in 14-15. (enrollment approaching 60 for 2017-18) o RMS Science PBL Academy planning and implementation in 15-16. o Teams of teachers have implemented standards based grading. o Passed resolution transforming Lincoln Elementary into a PBL STEM school (January 2017) o Policy on Credit Flexibility and Innovation Zones (Spring 2017) o e-Campus K-12 multi-faceted digital delivery of content and instruction for all learner types (full-time enrollment now at 30) o PBL Institute in 2016 hosted by Watertown

Action Plan: (Updates to remove what has been accomplished and identify next steps)

● Partner with Ripon and Waukesha STEM in pedagogical redesign around learner continuums in Math and Social Studies through personalized learning.

● Partner with UW and Hope Survey users researching student assessment of learning gains and affective growth measures ● Build on the Habits of Mind, Community Building and principles of PBIS ● Broaden staff understanding of Project-Based Learning through in-district and selected out of District or specialized training (ie

Buck Institute or ISN immersion visits). WUSD will host a PBL 101 regional session with ISN and Frontline Learning ● Improve computer network performance – continue pursuit of fiber optic broadband network connecting our sites to 10gig

transfer speeds. ● Actively promote e-Campus, Endeavor, RMS Academy, Lincoln STEM to increase enrollments ● Partner with colleges and universities for specific needs in the areas of STEM education, dual credit options, credit flexibility, and

online learning, including MOOCs.

SMART Goal #3 – Proficiency-Based Progress: 

Proficiency-based Progress include “Rapid Cycle Feedback”, “Customized Responsive Instruction”, 

“Assessment Of/For/As Learner”, “Standards Guided Learning”, and “Progressions Toward Deeper Learning”. 

   By the end of the 2019-2020 school year, learner progress toward mastering learning targets/standards will be based on demonstrable proficiency, with a diminishing emphasis on seat time. (within pockets of innovation zones?)

Rationale: Learning does not follow a pre-ordained pathway built on age-based benchmarks. However, regardless the approach learners pursue, standards/learning targets must be challenging and compelling, and meeting them will prepare students both for future content learning and for later success in academic, professional, and personal life. Five Pillars of Learning: problem solving, critical thinking, communication, collaboration, and creativity. Short-Term SMART Goal: (Update to reflect progress since 2017-18)

o 2018-2019: Expand work in Formative Assessments and interdisciplinary, cross-level PLCs districtwide and continue standards/target identification across the District in all areas.

o Significantly reduce the number of sections of credit-recovery courses through an evaluation of the grading process at WHS. o Convert physical space in WHS into e-Campus Center (S111 and adjacent room).

 

Analysis: (Update to reflect progress since 2017-18) ● Lincoln, RMS Academy and Endeavor are expanding the definition of proficiency-based progress to include the four pillars of

learning. ● Teachers across the district are incorporating Google Classroom into their instruction. ● Endeavor High School is developing student portfolios that measure progress toward learning targets captured in Project

Foundry. ● Riverside Academy records standards-based progress against established learning targets ● By the end of the 2017-2018, a model for proficiency-based learning will be developed for the Lincoln STEM school, adapted

from Endeavor and the RMS Academy.

Action Plan: (Are updates needed? Will this remain consistent?) ● Attend IFPL annual Convening with team ● Identify and build proficiency-based learner continuums in all academic areas ● Visit innovative schools and districts for ideas, networking, inspiration ● Add GenY n PD Days for: ● Personalized learning ● Project Foundry ● Standards-Based Grading

● Online learning o PBL

Resources and References: (Are updates needed? Will this remain consistent?)

● Continue to grow and support an online learning space (e.g., Wisconsin e-School Network Odysseyware, Moodle, Student Center or other LMS.

● Year-round scheduled courses for credit recovery and alternative credit acquisitions. ● Computing devices available for learners enrolled in online courses.

 

 

 

SMART Goal #1 – Community Perceptions:   

By the end of the 2019/20 school year, 90% of community respondents will report an overall positive perception of the Watertown Unified School District as measured by a community survey.

Short-Term SMART Goal: ● Develop a marketing plan to share with stakeholders which includes, but is not limited to,

community members and area businesses. - DONE ● Launch the District logo rebrand by January 2019. - DONE ● Develop and deliver a survey regarding the community’s support of a referendum in 2018 resulting in an 80% positive response

rate, and then again in 2019 reporting a 90% overall positive perception of the Watertown Unified School District. - NOT DONE Analysis: What work has already been accomplished to meet this long-term goal?

o A Community Survey was given to staff and community members, in the spring of 2015, to gather overall perceptions and reflections. Of those surveyed, 74% indicated they are satisfied with WUSD.

o Thank you to the Watertown and surrounding residents for passing two successful building and renovation referendums in November 2008 and April 2012.

o The District’s Communication Plan was reviewed and revised in 2012-13. o Many WUSD administrators, faculty, and support staff are actively involved in community organizations. The District has

fostered partnerships with the Chamber/Manufacturers Alliance and are active in Rotary, Kiwanis, YMCA Board, YES!, Family Aid, Library Board, United Way, Booster Club, Big Brothers Big Sisters, community churches, etc.

o Created a Facebook Page with over 3,000 likes/follows. o Created a school district promotional video in 2013 which has over 600,000 views. o Several Twitter accounts are being used by District administrators and staff promoting WUSD with a combined following of

over 900 people. o The website was updated in fall 2015. o Building tours and an orientation/breakfast are positive additions to the new teacher induction process. o Expanded parent involvement at buildings (Latino group at Schurz and WHS parent group/PTO) o Social media use at all buildings. (i.e. newsletters, e-newsletters, Facebook, Twitter, etc.)

o School Learning Objectives (SLOs) with Board and community.

Action Plan: What work still needs to be accomplished to meet this long-term goal?

o Create informational brochures, bookmarks, flyers, etc. for distribution to area families, library, businesses and realtors - IN PROCESS ( flyers, chamber community brochure, updated information to City) ▪ A 5-Year Marketing Plan needs to be developed and shared - DEVELOPED NOT SHARED

o Logo Rebrand - DONE o Social Media4EDU Contract for all social media (Facebook, Twitter, Instagram, etc.) - DONE o Adopt a Classroom idea/concept using community agencies/businesses - NOT DONE o WHS collaboration with community/industries to foster greater opportunities for students (job shadowing, LVEC) - ONGOING o Superintendent to hold Monthly Meetings/Coffee Clutches at local coffee houses/restaurants to share District

Celebrations/Happenings and to hear from community leaders/businesses (i.e. Daily Times, Mayor, Realtors, Clergy, etc.) - NOT DONE

o Create and budget for a Community Survey for 2019 - DONE o Informal surveys at the building level through PTO’s - NOT DONE o Presentations (athletic and academic) at Wake-up Watertown (sponsorship), Rotary, YES! Group, etc. - DONE

REFERENDUM??  

SMART Goal #2 – Enrollment:   

By the end of the 2019/20 school year, WUSD will increase the number of families choosing to open enroll in and decrease the number of families choosing to open enroll out as measured by the final counts at the end of each fiscal year.

Short-Term SMART Goal: ● Increase the number of students open enrolling and decrease the number of students open enrolling out resulting in a net reduction

of 5 students per year. - NOT DONE ● Focus on increasing the 4K/5K enrollment numbers. - NOT DONE

Analysis:

What work has already been accomplished to meet this long-term goal? o Created an initial baseline survey (principal phone survey) in 2012-2013 to determine why families are opting to leave the

District. Repeated the survey (principal phone survey) in 2018-2019. The two years were compared and presented at community level.

o Completed a follow up survey, by School Perceptions, in winter 2014 to further identify reasons for parents enrolling out of the District.

o Offered expanded alternative programming – including the Discovery Academy, Endeavor High School, Talent Development, Agricultural, RtI/PBIS, AP offerings, PLTW, Dual Language program, REACH program, SEARCH Program, STEM at Lincoln, RM4S Science Academy, Ecampus

o Provide After school child care services at sites managed by the local YMCA, Wraparound 4K Childcare with YMCA (DOU) o Virtual programming o Continue to provide transition nights for families of students changing schools. o Open Enrollment Trends:

IN OUT NET 2014/15  74 254 (-)180

2015/16  91 267 (-)176

2016/17  95 272 (-)177

2017/18  91 297 (-) 206

2018/19  92 298 (-) 206

2019/20  Goal (-) 201

NOTE: the counts used above are student count not FTE.

Action Plan: What work still needs to be accomplished to meet this long-term goal?

o Review 4K programming and services (keeping 4K students in the District through Open Enrollment/District Buildings) - DONE (4k at Douglas and review showed no recommended changes were necessary)

o Look into the possibility of a full day 4k program within our elementary. o Need to examine the role of transportation across the District - NOT DONE (Riteway will submit a recommendation for “in

city” stops - Example Cottage Grove) o Revisit Child Find opportunities at Children’s Fair - JENNY?? o Increase the number of prochail students that choose RMS going into 6th grade.

 

SMART Goal #3 – Employee Satisfaction:   

By the end of the 2019/20 school year, 75% of staff will report an overall positive job satisfaction rating as reflected in the Employee Engagement and Satisfaction Survey on the question “Compared with a year ago, how would you describe your overall job satisfaction in working in the WUSD?”

Short-Term SMART Goal 2018-2019: ● Each year WUSD will see a 5% increase of staff reporting an overall increase in job satisfaction as measured on the Employee

Engagement and Satisfaction Survey. - accomplished increased to 74.4% an increase of 2.9% Analysis: What work has already been accomplished to meet this long-term goal?

o Employee Engagement and Satisfaction Survey o Need to increase another .6% to meet our five-year goal - would like to exceed our goal

  2014/15  2015/16  2016/17  2017/18  2018/19 

Much More Satisfied  13 20 22 32

Somewhat More Satisfied  20 44 29 53

Same Level of Satisfaction  82 92 76 133

Somewhat less Satisfied  63 73 48 64

Much Less Satisfied  39 47 20 23

Total Responses  217 276 195 305

# Positive Ratings  115 156 127 218

% of Staff of Positive 

Satisfaction Rating 

53.0% 56.5% 65.1% 71.5% 74.4%

Percent Increase/Decrease 

from Prior Year 

+3.5% +8.6% +6%

o A new compensation structure has been developed for all certified staff beginning with the 2016/17 school year. o A new compensation structure has been developed for support staff beginning with the 2016/17 school year.

Action Plan: What work still needs to be accomplished to meet this long-term goal? o Identify and improve culture within the District to increase overall job satisfaction. - ONGOING

 

SMART Goal #4 – Budget:   

WUSD will continue to provide a balanced budget to enhance the financial and programmatic framework for the fiscal sustainability of the District through the 2019/20 school year. Short-Term SMART Goal: ● The District will continue the implementation of a zero-based budgeting process that will address future challenges, while being

transparent. - DONE Analysis: What work has already been accomplished to meet this long-term goal?

o Budget Reduction – list them ▪ 2017/18 Reduction of an administrator

o Budget Increases – list them ▪ 2016/17 instructional coaches

o Request Administrators to list their budget reductions and additions over the last five years. Action Plan: What work still needs to be accomplished to meet this long-term goal?

o Continued discussion of process with the administrative team - ONGOING o Use an inclusive comprehensive budget process. - ONGOING o Examine current system delivery models for efficiencies and fundamentally different ways of delivering educational services

to students and families. - ONGOING o Consider budget in each strand of the Strategic Plan. o Continued discussion on school enrollment alignment to site allocation. - WILL BE ROLLED OUT FOR 2020-2021 o Create an advocacy group to target legislation to financially support the WUSD. - NOT DONE o Establish, address and improve areas of concern by reallocating resources. - ONGOING

 

 

 

 

SMART Goal #1 – Literacy:   

By the end of the 2019-2020 school year, 75% of fifth graders and 75% 8th graders will be on grade level for reading as indicated by STAR.

Short-Term SMART Goal 19/20: ● By the end of the 2019/20 school year, the percentage of 5th graders who demonstrated proficiency in reading as indicated by

STAR will increase from 58.3% to 75%. ● By the end of the 2019/20 school year, the percentage of 8th graders who demonstrated proficiency in reading as indicated by

STAR will increase from 49.6% to 75%.

STAR Reading Data (% at or above grade level – at or above the 40th percentile rank is considered grade level) Consolidated report – STAR

5th Grade Fall 5th Grade Spring Spring Goal 2015-2016 58.0% 55% 70% 2016-2017 51.6% 56.1% 70% 2017-2018 51.3% 59.1% 70% 2018-2019 52.6% 58.3% 70% 2019-2020 75%*

8th Grade Fall 8th Grade Spring Spring Goal 2015-2016 57% 54% 65% 2016-2017 55% 55% 65% 2017-2018 41.3% 42.2% 70% 2018-2019 42.9% 49.6% 70% 2019-2020 75%*

*19-20 school year goal remained at 75%, though the ‘18-’19 through ‘22-’23 Five-year literacy plan will be measuring proficiency using the Forward Exam

5th grade elementary Fountas and Pinnell Data (% at or above grade level) – Spring Data School 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20

Douglas 44% 68% 66.4% 79% 65% Webster 66% 62% 67% 88% 53% Schurz 67% 84% 85% 85% 76% - No DL Lincoln --- --- -- -- --

Lebanon 70% 78% 87% 75% 50% Average Not calculated Not calculated Not calculated Not calculated Not calculated

5th grade and 8th English Language Arts Forward and DLM Data (% proficient and advanced) From WISE Dash

5th Grade 8th Grade 2015-2016 47.3% 26.1% 2016-2017 34.0% 33.9% 2017-2018 45.3% 17.9% 2018-2019 42.9% 24.9% 2019-2020

2019-2020: Elementary Focus -

● Pacing guides and common formative assessments implemented across district grade levels; monthly grade-level team collaboration

● Explore, select, and adopt literacy curriculum ● Units of Study Writing PD and Implementation to fidelity; use of pre- and post-assessments to measure progress ● Ongoing coaching, focusing on common essential standards/units

Secondary Focus at RMS - Planning Year and Continuing Implementation - Scope and Sequence/Alignment Focus

● AVID Team Training & monthly meetings to establish commonality 6-12 ● Analyze effectiveness/consider modifying formative and summative assessments across content areas ● Increase curricular commonality across content areas to 80/20

● Begin creating common curriculum calendars in other departments to support commonality ● Begin aligning day to day lesson & unit planning with Common Core State Standards across content areas ● Continued monitoring of elective classes implementation of literacy standards ● Progress monitor the effectiveness of our ELA 6-8 writing scope and sequence ● Implement building-wide AVID literacy strategy *Panther Notes* as a way to create common language practices ● Maintain connections with our 5/6 and 8/9 vertical ELA curricular teams in order to support cross-building scope and sequence

work ● Maintain connections with Elementary Literacy Team ● Implement new assessment plan with reduced overall assessments at the secondary middle school level

Analysis: What work has already been accomplished to meet this long-term goal? 2018-2019: Elementary Focus - Planning Year and Continuing Implementation - Scope and Sequence/Alignment Focus

● Testing environments evaluated and strategies implemented to provide the best possible testing environments for all students ● Sites aligned SLOs (Building and Team) with Literacy and Strategic Plan ● Began examining new curriculum options (Jefferson SD Site Visit, ASCD Conference) ● Continued meeting with Elementary Literacy Team ● Jolly Phonics - Universal at K Level, Pilot at 1st Grade ● Jan Richardson “Next Step Forward in Guided Reading” - Book Study and Implementation of Planning Format ● Coaching Cycles focused on Literacy ● Site Visit and PD on Continuous Improvement (DOU, WEB) ● Finalized Pacing Guides for Grade Level - aligning reading and writing ● Reviewed Needed Curriculum Support Materials - Updated Book Rooms with F&P Guided Reading Materials ● PD on Speaking and Listening, Close Reading, Vocabulary, and Writing ● Introduced literacy look-fors with the staff ● Evaluated testing at the elementary level and make a recommendation for reducing assessments moving forward ● Development of 5-Year Literacy Plan

Secondary Focus at RMS - Planning Year and Continuing Implementation - Scope and Sequence/Alignment Focus

● Testing environments evaluated and strategies implemented to provide the best possible testing environments for all students ● Increased curricular commonality within the ELA department to 80/20 ● Created common ELA curriculum calendars to support commonality ● Created an ELA 6-8 writing scope and sequence

● Began aligning ELA day to day lesson & unit planning with Common Core State Standards ● Established literacy standards for elective classes to implement for their 19-20 proposed elective courses ● Established stronger connections with our 5 /6 and 8/9 vertical ELA curricular teams in order to support cross-building scope and

sequence work ● Implemented building-wide AVID literacy strategy Panther Coding as a way to create common language practices (RMS)

o Identified purpose o Numbered the paragraphs o Coded the text (code & annotate) o Identified the main idea o Identified 3 key details (as textual evidence) to support main idea

● Established connections with Elementary Literacy Team ● Reviewed needed curriculum support materials for literature circles in order to identify needs for book room ● Explored AVID as a secondary literacy system, identified site team members, and participated in site visits to see AVID in action.

Schedule AVID training for implementation in preparation for the 19-20 school year. Secondary Focus at WHS - Planning Year and Continuing Implementation - Scope and Sequence/Alignment Focus

● Testing environments evaluated and strategies implemented to provide the best possible testing environments for all students ● Established connections with Elementary Literacy Team ● Finalized learning targets in BYOC ● Introduced building-wide literacy program (Brockton model)

o Choose reading selections for response o Writing effective prompts o Organized student writing o Created department rubrics o Discussed levels of feedback, reviewed student samples, and viewed one-on-one conferencing videos. o Reviewed grade-level anchors (advanced, proficient, approaching proficiency)

● Established stronger connections with our 5/ 6 and 8/9 vertical ELA curricular teams in order to support cross-building scope and sequence work

● Evaluated testing at the secondary level (middle level) and make a recommendation for reducing assessments moving forward 2017-18:

● Elementary Literacy team completed Personalized Literacy Training ● Elementary Literacy “Look Fors” were created for Reading, Writing, and Speaking and Listening ● Continued work K-12 in Common Formative Assessment ● Continued Scrub-in’s at RMS and WHS ● Continued work with SPDG grant at all district schools ● Pilot Jolly Phonics in Kindergarten

● Created Professional Practice Profiles in Literacy ● Ages and Stages Questionnaire training for 4K staff – Kindergarten readiness ● Revisited Essential Standards ● Continued literacy support for Special Education Teachers through coaching and training in Universal Practices and Leveled

Literacy Instruction ● RMS and WHS continued the work on high leverage instructional strategies and environments during staff time ● STAR professional development for administrators, coaches, student services, and key teachers ● RMS focused on literacy strategies at the February PD date

2016-2017: Established a WUSD Literacy Team

● Established Essential Standards and Learning Targets in ELA district-wide ● Implemented Standards Based Report Card at the elementary level for grades 3-5 ● Implemented Common Formative Assessments in the area of Literacy district-wide ● Implemented Instructional Coaches at the Elementary Level ● Attended CESA 2 Instructional Strategies Training at RMS and WHS ● Scaled up work with SPDG at RMS and Douglas ● Set STAR baseline for at or above proficiency ● Provided professional development on culturally responsive practices ● Established Elementary learning targets in BYOC Build your Own Curriculum ● Offered Staff Development Sectionals in PLC Work and Data (April 2017) ● Offered Vertical Collaborative discussion (May 2017) ● Worked with consultant and administration on co-teaching strategies for literacy ● Administered survey to attract growth with CFA’s and learning targets ● Tracked staff competence in work with CFA’s and learning targets

2015-2016: o Ongoing professional development and implementation of Lucy Calkins writing curriculum strategies at the elementary level o Alignment work with ELA essential standards District-wide o Develop and implement CFAs to include data analysis protocol o Established Culturally Responsive Team to provide staff development – building the

Work from 2011-2015 Strategic Plan:

o Implementation of Journey’s reading adoption at the Elementary Level o Utilization of Fountas and Pinnell data analysis at the elementary schools. o Implement STAR Assessment 2nd-8th grade

o Implement PALS in 4K-2nd grade o Strategic tracking of interventions to meet individual student literacy needs. o Implement intervention/enrichment blocks o Incoming freshmen from private schools benchmarked in reading o Funded Literacy and Learning Coach through Title Iia dollars- teams with Reading Specialist o Professional Development at the Elementary Level with Regie Routman in Residence

What work still needs to be accomplished to meet this long-term goal?

o District-wide alignment of guaranteed viable curriculum using the PLC process o Ongoing work with data and interventions/enrichment to assist students not making academic growth. o Continuing support for/professional development in literacy programming across the system (AVID) o Focus on special education delivery model to determine if structure is meeting the needs of students with IEPs. o Examine current configuration of Literacy-related certified staff to determine if WUSD can/should redeploy staff to address the

greatest areas of need at both the elementary and secondary levels.

 

SMART Goal #2 – Math:   

By the end of the 2019-2020 school year, 100% of 9th graders will have successfully completed Algebra.

Short-Term SMART Goal:

● By the end of the 2018-2019 school year, 95% of 9th graders will successfully complete algebra ● By the end of the 2017-2018 school year, 90% of 9th graders will successfully complete algebra ● By the end of the 2016-2017 school year 88% of 9th graders will successfully complete algebra (did not meet – see data below) ● By the end of the 2016-2017 school year, pre-algebra will be eliminated as a stand-alone course at WHS (met goal)

% of 7th graders who completed algebra

% of 8th graders who completed algebra

% of 9th graders who completed algebra

GOAL: % of 9th graders who completed algebra

2014-2015 1% 34% 77% 2015-2016 5% 34% 84% 80% 2016-2017 11% 39% 84.7% 88% 2017-2018 11.7% 30% 93.4% 90% 2018-2019 9% 26% 95.7% 95% 2019-2020 100%

Mathematics Forward and DLM Data (%proficient and Advanced) From WISE Dash

5th Grade 8th Grade

2015/16 40.4% 39.9%

2016/17 45.1% 39.7%

2017/18 53.1% 38.7%

2018/19 53.5% 36.2%

2019/20

STAR Math Data – 5th Grade (% of or above grade level expectations) 40% PR From Consolidated Reports STAR (WISEDash Secure)

Fall Spring

2015/16 76% 69%

2016/17 75% 68%

2017/18 73.9% 74.9%

2018/19 66.4% 67.8%

2019/20

STAR Math Data – 8th Grade (% at or above grade level) (40% PR) From Consolidated Reports STAR (WISEDash Secure)

Fall Spring

2015/16 73% 80%

2016/17 72% 65%

2017/18 66.4% 66%

2018/19 61.5% 66.5%

2019/20

Analysis: What work has already been accomplished to meet this long-term goal?

2018-2019: o Standards-based grading K-5 (Year 2) o Pre- and Post-Assessments (K-5) to determine student needs o RMS investigated intervention strategies, including site visits, and will have daily intervention classes, utilizing Math 180 as

an intervention program.

o WHS examined grading practices, the use of Extended Learning Time, and best practices in grading (ie. summative retakes) to focus on student mastery of content.

2017-2018: o RMS/WHS math teacher training in PLC through Solution Tree o Worked with algebra readiness standards within STAR o STAR Training for key administrators and teachers/psychologists

2016-2017: o Elementary Staff identified essential standards in math o Implemented Standards based report card at the elementary level o Pre-algebra eliminated as a standalone class at WHS o CFA work on Math essential standards (district-wide) o Elementary learning targets identified in BYOC 2015-2016: o Finalized data point for goal o Riverside Middle School Staff identified essential standards in math o Implemented the Everyday Math 4 curriculum Work from 2011-2015 Strategic Plan: o Adopted Big Ideas curriculum in 6th-8th in 2014-2015 and 2015-2016. o Implemented STAR Assessment Tool o Implemented District Policy to award high school credit for middle school students who successfully complete

algebra/geometry in middle school (see policy #5235) What work still needs to be accomplished to meet this long-term goal?

o Establish STAR Baseline measure in Grades 2-7 to indicate algebra readiness

o Internal PD - RMS Math Dept. share knowledge on Mathematical Practices with Elementary (3-5) o Establish curriculum sequence starting in 5th grade. o Staff Development/Training at Middle School to prepare to teach algebra o Take academic support course for additional support in math o Hiring practices that support content certified staff teaching math o Vertical alignment of essential standards K-12. o Math coach as a resource o Investigate EDM to determine algebra readiness by 8th grade. o Staff will focus on algebra readiness skills in K-7th grade o Identify students who are not algebra ready in grades 4-7

2017-2018 Action Plan ● Specific steps to be taken in the 2017-2018 school year/person(people) responsible, timelines

o Break data down by sub-groups and analyze gaps in academic achievement o Identify algebra readiness data points for students in 4th-8th grade o 5th and 6th grade team together to compare EDM and Big Ideas o Establish a teacher team at the end of the year to discuss next steps o RMS/WHS math teacher training in PLC o Work with algebra readiness standards within STAR and align with the essential standards

 

SMART Goal #3 – High School Graduation, College and Career Readiness:   

By the end of the 2019-2020 school year, 100% of our students will graduate with a high school diploma, including successful completion of a course that provides a college level experience (AP, transcripted, dual credit, articulated, etc.) using the six year graduation cohort. The number of students who are college and career ready in reading and math will increase by 5% annually as measured by the ACT and/or ACT WorkKeys. By the end of the 2019-20 school year, students who have graduated from the WUSD will report being gainfully employed in a career that pays a living wage, engaged in a military experience, successfully enrolled in or have completed a post-secondary education.

Short-Term SMART Goal: ● By the end of the 2016-2017 school year 98% of students will graduate with a high school diploma and be prepared for college or a

career. (we did not meet – see data below) ● By the end of the 2016/17 school year, 85% of WHS students will graduate with a course that provides a post-secondary

experience. (we did not meet – see the data below) ● By the end of the 2017-2018 school year, 98% of all students will graduate with a high school diploma and be prepared for a career

or college, by using the four year graduation rate. ● By the end of the 2017/18 school year, 80% of WHS students will graduate with a course that provides a post-secondary

experience. (until it is a graduation requirement it will be difficult to require students to have a course that meets the requirement)

***All data in chart updated to WiseDash data points****

Year % of students graduated with high school diploma – 4 Year

Cohort

% of students graduated with high school diploma – 6 Year

Cohort

Goal

Class of 2013 92.1% 97.0% Class of 2014 93.0% 94.6% 96% Class of 2015 92.6% 95.0% 97% Class of 2016 93.9% 95.2% 98% Class of 2017 87.9% 92.7% 98% Class of 2018 96.2% 98% Class of 2019 93.8% 98% Class of 2020 98%

Data to support this goal:

Year % of students graduated with course that provides a

post-secondary experience

Goal

Class of 2013 67% Class of 2014 75% Class of 2015 75% 80% Class of 2016 77% 85% Class of 2017 73.1% 85% Class of 2018 74.4% 80% Class of 2019 100% 100% (Graduation Requirement)

Analysis: What work has already been accomplished to meet this long-term goal?

o The high school has increased the number of Advanced Placement (AP) course offerings and the percentage of students enrolled in AP courses. We continue to emphasize the importance and value of AP coursework. We also have eliminated unnecessary pre-requisites and encourage students to take academic risks.

2016 2017 2018 2019

AP Enrollment 505 534 511 475 Number of Exams written 441 421 383 415 % students tested 87.3% 78.8% 75.0% 87.4% % exams passed 66.4% 66.7% 65.8% 57.9%

o The high school has communicated the importance of taking challenging coursework to incoming freshmen. The shift to the trimester schedule will create additional opportunities for students to pursue classes of all types, including AP.

o The graduation rate has been significantly increased through the creation of the General Equivalency Diploma Option (GEDO2) program. This program is offered at our Alternative Learning Center (ALC) and allows students who previously would not have earned a high school diploma to achieve one through competency testing and creating an Individual Career Portfolio.

o The high school will explore additional articulation options and connections with postsecondary institutions. WHS currently offers 15 AP courses and 30 dual credit courses through seven different post-secondary institutions.

o Define what a “college level course” looks like: one that provides a post-secondary experience and credit option

o Re-examine course sequencing at the middle school and high school level. (TBD) o Endeavor Charter School can accommodate full-time online enrollment for in-district resident students.

What work still needs to be accomplished to meet this long-term goal? o Coursework options will be evaluated and communication will be facilitated to families and complete a class that provides a

post-secondary experience in order to earn a WHS diploma. This policy goes into effect with the class of 2019. o Need to create survey data to track students’ post-secondary plans beginning in sixth grade, throughout their secondary

career, as well as to follow up with our graduates. o Will be implementing Career Cruising with students starting with the 2017/18 school year as part of their individualized

learning plans (ILP). o Professional development and implementation of Individual Learning Plans (ILPs) will take place. o Investigate the connections between post-secondary plans, realization of those plans, and the achievement gap. o Focus on engagement for our students to engage them in their educational/career pathway. o Students at-risk of not graduating need to be identified early on and a plan for success needs to be created for each student. o Comprehensive Counseling Planning for Student Services Staff o Identify STAR Scale Scores Grades 2-8 that indicate College Readiness o The math course sequence at RMS and WHS will be evaluated so that all students graduate with the successful completion

of algebra. o The WHS team has worked to identify those students at risk of not graduating and surrounding them with structures for

support to help ensure their successful completion of high school. WHS will be implementing an at-risk coordinator for 9th graders effective 2017/18. This individual will work with students, staff and parents to monitor progress and facilitate the student’s success.