Every student will leave their grade level being literate in words, numbers, and the arts.

Our Mission is to help our students become better readers, writers, and problem solvers.

In order to realize our vision and mission, we believe that:

• The school is organized around students and the work students are expected and encourage to undertake.
• All students can learn more that he or she is now learning in school.
• Students learn at different rates and in different ways.
• The environment must be safe, clean, disciplined, and conducive to learning.
• We always take the opportunity to engage the family and community in student learning.
• The staff is committed to making a difference in student lives.
• Time is precious and must be organized to allow for uninterrupted blocks of instruction and professional collaboration among staff.
• The positive attitude of our staff influences our students’ attitudes.

The 1999-2000 School Improvement Plan for Endeavour Intermediate School included 3 objectives for goals relating to Standards 1, 2, and 3. Adequate progress for this plan required achievement of 2 of 3 of our goals. The following documentation shows that we achieved all 3 of our objectives.

Goal Area # 1 DEVELOPING A SHARED UNDERSTANDING OF THE NEED FOR CHANGE:

The members of the board of education, the superintendent, central office staff, principals, teacher leaders, leaders of parent organizations, and key community leaders have a common understanding of the nature of the problems and opportunities that confront the school district and base their decisions of these issues on a common body of fact and information.

Specific School Objective # 1: The school community has developed a clear picture of the forces that are driving change in society — and, as a result, are driving the need for change in schools.

ACTIVITIES/RELEVANT ACTIONS

• Presentations about the need for change were presented at staff retreats, staff meetings and LID Days.
• The Staff was given copies of the book, Who Moved My Cheese.
• Discussion groups were held around the book, Who Moved My Cheese.
• The staff was given the opportunity to hear from Dr. Phil Schlechty.
• Presentations were made to parent and community groups including PTA and Kiwanis.
• Articles were placed in our monthly parent bulletin and weekly staff bulletin.
• Staff members were given copies of Shaking Up the School House.
• Discussion groups were held on Shaking Up the School House.

Result:

The Standard Bearer School Assessment will be given to a focus group before June 14, 2000. The performance level for this objective as rated by the focus group will be 3.65 out of 5 for a .5 increase. The actual score was 3.875, meeting our objective.

Goal Area # 2 DEVELOPING SHARED BELIEFS AND VISION:

The school district and its community develop within the local context a compelling vision of what schools can be and how schools should be related to the community a vision capable of earning wide support in the school district and in the community and consistent with a set of well-articulated beliefs regarding the nature of schools and the schooling enterprise.

Specific School Objective # 2: Endeavour will develop a set of Beliefs, Vision Statement and Mission Statement.

ACTIVITIES/RELEVANT ACTIONS

• Met with Core Team to review current Mission Statement.
• Establish need to develop a set of Beliefs and Vision statement to accompany Mission statement.
• Present a proposed set of Beliefs and Vision Statement to staff.
• Gain Staff and Site Council approval for Beliefs and Vision Statement.

Result:

The staff and Site Council accepted a set of beliefs, Vision Statement, and Mission Statement before the close of school on June 14. These beliefs and statements are printed on the 2^nd page of this document. This objective was achieved.

Goal Area #3 DEVELOPING A FOCUS ON STUDENTS AND ON THE QUALITY OF WORK PROVIDED TO STUDENTS

Throughout the school district there is a clear focus on students and on the quality of the work provided to students-work that students find interesting, challenging, and satisfying and that results in their learning what is expected by schools, parents, and the community.

Specific School Objective

Endeavour has established definitions and illustrations of the qualities to be found in work designed for students to undertake, including:

• Content and Substance
• Organization of Knowledge
• Product Focus
• Clear and Compelling Product Standards
• Protection from Adverse Consequences for Initial Failures
• Affirmation of Performance
• Affiliation
• Novelty and Variety
• Choice
• Authenticity

ACTIVITIES/RELEVANT ACTION

• The Design Qualities and Levels of Engagement were the focus of LID Days, grade level, department and staff meetings
• A cadre of interested staff along with first year teachers was formed to meet regularly to discuss, implement and review the use of Design Qualities in instruction and review student work.
• The use of formative evaluations was encouraged and used by 20% of our staff.
• McGraw Math Series was selected because its student work most closely matched the Design Qualities to increase student engagement.
• "Better Schools Money" was used to pay registration costs for staff to attend classes offered by the Pierce County Staff Development Consortium.
• The After ‘ours Program provided additional opportunities for students to be authentically engaged.
• Continued to work on school climate issues through participation in the "Safe and Civil Schools Project."
• Margaret Mooney provided demonstration lessons with students and debriefed with staff.

RESULTS

We had a cadre of 15 people involved in "Working on the Work" and 100% of our certificated staff set a goal in the area of instructional improvement. This objective was met.

A comprehensive needs assessment was conducted by our staff, and Site-based Council. The following are the components of our comprehensive needs assessment:

• 2000-2001 Network 2000 Standard Bearer Assessment Report
• 2001 Test results
• 2000-2001 Harris Interactive Survey results
• Site-Based School Council feedback
• 2000-2001 Annual Performance Report

Needs identified through the Harris Interactive Survey:

Students and parents wanted to ensure a safe and happy learning environment by addressing the cleanliness of bathrooms and buses as well as the selection of foods used by Food Service. Parents also expressed a concern about an adequate source of computer hardware and software to support instruction.

Needs identified through faculty:

The faculty through the Harris Interactive Survey had concerns about appropriate computer software to support instruction and receiving training to be able to use technology. An additional need voiced through staff meetings was training in the area of Math. Use of the new Math series and appropriate work to give students were two areas of needs voiced by staff.

Needs identified through achievement data:

The state has established Reading and Math Goals to be achieved in the 2004 4^th Grade Spring WASL. These goals are 56.3% of our students meeting the Math Standard and 74.1% of our students meeting the Reading Standard.

Needs identified through Standard Bearer Assessment Report:

In the Standard Bearer Assessment Report of September 2001, Capacity building opportunities included:

• Build a process to add members to Developmental Teams to continue progress and expand people’s understanding of Standard Bearer.
• Continue alignment of district and building publications with Standard Bearer and continue to communicate beliefs, mission, and vision in a wide variety of ways.
• Develop resources that connect staff development to WOW qualities.
• Initiate more involvement in protocols by staff members from different buildings at secondary and elementary levels, incorporating staff to teach staff.

1. The 2001-2002 School Improvement Plan includes goals and objectives relative to standards 1-3 in the Fife School District Network 2000 project as well as plans for strategies and activities designed to address standards 4-6.
2. Adequate Progress for the 2001-2002 School Improvement Plan will be achieved when 3 of the 3 stated goals have been met.

FIFE SCHOOL DISTRICT STANDARD 1:

DEVELOPING A SHARED UNDERSTANDING OF THE NEED FOR CHANGE:

The members of the board of education, the superintendent, central office staff, principals, teacher leaders, leaders of parent organizations, and key community leaders have a common understanding of the nature of the problems and opportunities that confront the school district and base their decisions of these issues on a common body of fact and information.

Specific School Objective # 1: Endeavour will develop and implement an ongoing public education program aimed at apprising various constituencies of relevant information concerning the condition of education in the community

Established Need:

Performance Level 2.1 of Standard 1 states that there is a need for ongoing public education program about the condition of education in the community. Performance Level 3.1 of Standard 1 states the need to present clear, convincing, and verifiable evidence.

Strategy/Action Plan:

• Presentations to the community through the use of Parent Information Nights and local Service Organizations.
• Written communication to constituents through the Parent Bulletin and District Newsletter
• Contact with parents to share the "good news" about their student.

Evaluation Plan:

Evaluation will consist of completion of the Strategy/Action Plan.

Statement of Adequate Progress:

Completion of all three strategies/actions will be considered adequate progress.

FIFE SCHOOL DISTRICT NETWORK 2000 STANDARD 2:

DEVELOPING SHARED BELIEFS AND VISION:

The school district and its community develop within the local context a compelling vision of what schools can be and how schools should be related to the community-a vision capable of earning wide support in the school district and in the community and consistent with a set of well-articulated beliefs regarding the nature of schools and the schooling enterprise.

Specific School Objective: Endeavour’s belief and vision statements are consistent or congruent with School District belief and vision statement.

Established Need:

Performance Level 2.3 of Standard 2 states the need for the buildings to have a clearly articulated set of goals that are consistent with the overall beliefs and vision of the district.

Strategy/Action Plan:

• Site Council will conduct an annual review of our Beliefs, Mission and Vision statements.
• Changes will be proposed by Site Council and approved by staff.

Evaluation Plan:

Evaluation plan will consist of the Strategy/Action Plan.

Statement of Adequate Progress

The completion of both strategies/actions will be considered adequate progress.

FIFE SCHOOL DISTRICT STANDARD 3:

DEVELOPING A FOCUS ON STUDENTS AND ON THE QUALITY OF WORK PROVIDED TO STUDENTS

Throughout the school district there is a clear focus on students and on the quality of the work provided to students-work that students find interesting, challenging, and satisfying and that results in their learning what is expected by schools, parents, and the community.

Specific School Objective: Endeavour will ensure that teachers have the opportunity to learn how to design interesting, challenging, and satisfying work and receive the support they need to do this routinely.

Established Need: Performance Level 2.3 of Standard 3 states the need for all teachers to explore concepts and ideas concerning design qualities in the work provided to students. To help meet this need, staff must be able to use Lesson Protocols and Descriptive Reviews. To ensure that students are "Authentically Engaged" in work, staff must be able to measure levels of student engagement. Finally, the work provided our students must be reflective of the Standards of Learning that have been developed by our District.

Strategy/Action Plan:

• Encourage staff participation in trainings outside of the school day.
• Use of staff meetings, WOW Days, and Learning Improvement Days to learn skills and provide time to implement their learning.
• The addition of more diagnostic tools to allow staff to design student work to meet individual needs.

Evaluation Plan:

We will use the results of the 4^th Grade Spring 2002 Grade Washington Assessment of Student Learning.

Statement of Adequate Progress

To make adequate progress, at least 48% of our students will meet the Math Standard and at least 70% will meet the Reading Standard. In addition, positive progress will be made in the Writing and Listening scores as compared to the 4^th Grade Spring 2001 Washington Assessment of Student Learning. Our ultimate goal, in the Spring 2004 WASL is to have at least 60% of our students meet the Math Standard and 79.5% meet the Reading Standard.

STANDARD 4: Developing Structures for Participatory Leadership

The district develops patterns of leadership and a structure of relationships such that teachers are leaders, principals are leaders of leaders, and all district level activity is focused on providing directions and support for schools.

STANDARD 5: Developing Structures for Results-Oriented Decision Making

The district develops a results-oriented management system and a quality-focused decision-making process that are consistent with the beliefs that guide the system and that ensure that the measures of quality conform with the requirements of those who provide support to students and the schools.

STANDARD 6: Developing Structures for Continuity

The district provides for stability in leadership, structure, and culture over time, including support for innovative efforts that produce desired results.

Established need: Based on the work done last year with Standards 1, 2, 3 during our first year in the Standard Bearer Network, we need to continue moving forward with Standards 4, 5, 6 in order to systemically improve the quality of the programs that we provide our students.

STRATEGIES AND ACTIVITIES RELATIVE TO STANDARDS 4,5,6:

• We will introduce standards 4,5,6 to staff during staff meetings and WOW early release days.
• We will communicate work being done on these standards to parents and community via school and district newsletters and web site information.

Standard 4:

• Expand existing developmental team, advisory boards, and site-based councils, including teachers, administrators, staff and parents.
• Develop a cadre of trainers from our developmental team members to provide Standard Bearer training at the building and district levels.

Standard 5:

• Strengthen existing site-based councils including parent membership component.
• Examine the goals and purpose of site-based teams to complement Standard Bearer work.
• Examine assessment and survey results and use information to guide system decisions.

Standard 6:

• Coordinate and develop staff induction programs.

Evaluation:

• Document members of the developmental team, advisory boards and site based councils.
• Review agendas and/or minutes of Standard Bearer training.
• Include parent involvement component in School Improvement Plan and District Strategic Plan.
• Have a District Induction Program in place for new staff.