The vision of Fife High School is to have a school that promotes the academic and personal excellence of each individual student. The positive involvement and support of staff, parents, and community challenges students to develop their potential as contributing members of society.

In order to realize this vision we believe that:

• Quality and innovative instruction is fundamental.
• The environment must be safe, clean, disciplined and conducive to learning.
• Individuals must consciously demonstrate dignity and respect.
• Students learn at different rates and in different ways.
• Critical thinking and problem solving skills are taught as tools for life-long learning.
• Individual contributions and unique achievements must be recognized.
• The school is organized around students and the work students are expected and encouraged to undertake.

By thinking analytically, logically, and creatively, students are able to :

• Maximize individual skills in reading, speaking, listening, and writing.
• Apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; and technology.
• Develop a sense of social responsibility and duty toward self, others, community, and country.
• Understand the importance of work and how performance, effort, cooperation, and decisions, directly affect future career and educational opportunities.
• Recognize the aesthetic values of the fine arts: music, drama, and literature.
• Integrate experience and knowledge to form reasoned judgments and solve problems.

Goal Area # 1: Fife High 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 on these issues on a common body of fact and information.

Specific School Objective # 1: Fife High School will establish the understanding of the need for change on an ongoing basis in order to create a continuous school improvement program.

Activities Needed to Accomplish objective:

• Presentation of Standard Bearer philosophies at staff retreat.
• Developmental Team presented to staff the "Decade Changing" activities.
• Staff viewed video "Who Moved My Cheese", as well as received copy of the book.
• Staff meetings, Site Based Council Meetings and Prep Period Meetings devoted to emphasizing the need for change as it relates to Standard Bearer.
• School correspondence reflected the Standard Bearer philosophies which included monthly newsletters, school website and video production projects focused on Standard Bearer.

Result: Fife High School made great strides in 2000-2001 indoctrinating our staff and students to Standard 1 and the Standard Bearer philosophies. Our work early in the year allowed us to make significant progress in Standard 3 throughout the year.

Goal Area # 2 Fife School District 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 # 2: Upgrade Fife High School’s Beliefs and Vision statement with input from Site Based Council and presentation to the Parent Advisory Council for input and approval.

Activities Needed to Accomplish Objective:

• Meet with Site Based Council and review Beliefs and Vision statement.
• Establish need for update of Beliefs and Vision statement.
• Present update to Site Based Council for approval.
• Present update to Parent Advisory Council for approval.

Result: Adoption of Beliefs and Vision statement by staff and school community. This statement was then displayed in poster form in every classroom in the building, as well as student handbook and district website.

Goal Area # 3 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 # 3: Fife High School will offer students engaging work designed around the ten design qualities from Standard Bearer Schools.

Activities Needed to Accomplish Objective:

• Developmental team staff introduces the ten design qualities to other staff in large group staff meeting.
• Review the ten design qualities during prep period meetings for small group discussions, including a shared understanding of the levels of engagement for student learning.
• Using various sample lessons as a way to evaluate student engagement and design qualities. This would be done in both prep period meetings and department meetings.
• Introduce the levels of engagement to staff with time to discuss and analyze them in small groups during prep period meetings.
• Placed the 10 design qualities and levels of engagement on the classroom observation sheet so that references could be made to Standard Bearer when observed.

Result: Through initial modeling from our Developmental Team we were able to establish a continued dialogue throughout the year for examination of the work we gave to students. Lesson protocol increased staff’s awareness of both the 10 lesson qualities as well as the levels of student engagement. Students became more aware of Standard Bearer practices due to posters being in rooms, staff discussions, school correspondence and video productions

A comprehensive needs assessment was conducted by our staff, Parent Advisory Council 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 (WASL and ITED)
• SAT/ACT test scores
• 2000-2001 Harris Interactive Survey results
• Parent Advisory Council feedback
• Site-Based Council input and feedback
• Northwest Accreditation information

Needs identified through 2000-2001 Standard Bearer Assessment Report:

• Need to expand opportunities to supply information to staff and community on the need for change.
• Need to update all school publications with Standard Bearer language.
• Create time for continued implementation of Standard Bearer philosophies.
• Need for curriculum articulation 6 — 12 with Standard Bearer ties.

Needs identified through the Harris Interactive Survey:

• Increase quality of teaching through articulation of lessons 6-12.
• Increase opportunities for parental involvement.
• Better communicate the school rules to students.

Needs identified through the Parent Advisory Council:

Increase parent involvement through volunteerism.

Improve methods for informing parents on school events/activities.

Explore possibilities of alternate PSAT date/site.

Needs identified through faculty and administration:

• Examine FHS attendance policy.
• Work to maintain a level of competency of computer technology throughout building.
• Focus staff on continued improvement of the work we provide students.
• Staff will assess the levels of engagement of selected lessons/units using student feedback. This will include protocol lessons as well as descriptive reviews.
• Improved induction process for new staff.
• Continued initiation of the four "P’s" (port-folio, pathways, project, presentation).
• Continued expansion of vocational offerings — vocationally certified staff that qualify.
• Continued expansion of work based learning program — career counselor.
• Pierce County Consortium alignment - with credit articulation with colleges.
• School-wide participation in business week.
• Enhance Student Recognition Program

Needs identified through achievement data:

Increase test scores on standardized state-mandated tests - WASL and ITED

Increase the number of students who participate in the WASL test

Increase number of students taking PSAT

Increase attendance rate from previous year

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: Fife High School will continue to establish the understanding of the need for change in order to create a continuous school improvement program.

Established Need: The key component of the Standard Bearer Standard philosophies is that we continually examine the work we give students. This is a systemic approach to continual change.

Strategy/Action Plan:

• Examination of all data from needs assessment.
• Presentation by developmental team staff members using the "Leadership Within" video.
• Presentation by developmental team on student assessment and engagement for work in Standard 3.
• Improve communication with parents regarding school activities, policies and procedures.

Evaluation Plan: Increase in the Harris Interactive Survey by .3 in overall satisfaction by both students and parents. Every staff member will present their engagement assessment and results to a group of their peers.

Statement of Adequate Progress:

It is the goal of Fife High School for 100% staff participation with student engagement assessments. We will continue to work on each department, through the direction of administration, developmental team and site-based council to emphasize the need to improve the work we give students.

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: Review Fife High School‘s Beliefs and Vision statement with input from Site Based Council and presentation to the Parent Advisory Council for input and approval.

Established Need: Standard Bearer philosophies direct that building beliefs and vision statements alignment with district beliefs and vision, as well as community beliefs and vision.

Strategy/Action Plan:

• Annually present adopted beliefs and mission statement to Site Council for potential changes and/or approval.
• Annually present update to Parent Advisory Council for potential changes and/or approval.

Training Plan:

Review adopted beliefs and mission statement with staff and upgrade posters as needed.

Evaluation Plan and Statement of Adequate Progress:

Posters would be visible in every classroom. All decisions made within building would be in-line with the beliefs and mission statement.

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:

Fife High School will offer students engaging work designed around the ten design qualities from Standard Bearer Schools.

Established Need:

The core business of schools is to provide quality work for students to engage in. When teachers produce engaging work for students, then students are more likely to produce quality work in return. There is a need for continuous staff development in lesson protocols and descriptive reviews for improvement of such work. There is also a need for student assessments on the work presented to them.

Strategy/Action Plan:

• Clearly define the levels of engagement and demonstrate them. Discuss the differences and the difficulties of differentiating between them.
• Develop student assessments for levels of engagement.
• Continue to encourage using the ten design qualities and Standards of Learning in creating an engaging lesson for students. Review these qualities with staff in a variety of settings.

Training Plan:

• Developmental Team defines the levels of engagement to all staff in large group staff meeting.
• Developmental Team reviews the ten design qualities to all staff in large group staff meeting.
• Developmental Team models various sample lessons as a way to evaluate student engagement and design qualities. Continue protocols and introduction of descriptive reviews.
• Each staff will design a subject specific student assessment of a chosen lesson. This assessment and the results will be presented in small groups during prep period meetings. These assessments will be collected and distributed to all staff.

Evaluation Plan:

• We will evaluate the plan based on the Harris Interactive survey for 2001-2002 in the area of quality of lessons by .3 with both parents and students.
• Show an increase in the WASL test scores. Goals in the areas of Math and Reading will exceed state standards by 10%:

Math 2001: 41.7% 2002: 49% 2003: 58% 2004: 65%

Reading 2001: 61.3% 2002: 67% 2003: 74% 2004: 80%

• Show a continued improvement in our ITED scores, with a goal to have the highest scores in our league.

Statement of Adequate Progress:

There will be a positive increase in student’s responses from the Harris Interactive survey regarding the lessons they are receiving. Positive responses will show a satisfaction level increase of at least a .3. Increase overall satisfaction rating of the building .3. In addition, there will be an increase in the number of staff who present lessons to the staff at large and 100% participation by staff assessing student engagement.

STRATEGIES AND ACTIVITIES RELATIVE TO STANDARDS 4 - 6:

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