SCHOOL IMPROVEMENT PLAN
ENDEAVOUR INTERMEDIATE
IMPLEMENTATION SCHOOL YEAR 2002-2003
Year Three of Network 2000
Vision
Every student will leave his/her grade level literate in words, numbers, and the arts.
Mission
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 encouraged to undertake.
All students can learn more than they are 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.
DOCUMENTATION OF PROGRESS
FOR THE 2001-2002 YEAR
SCHOOL IMPROVEMENT PLAN
Endeavour Intermediate School
NETWORK 2000 STANDARDS ADDRESSED
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 : Endeavour will develop and implement an ongoing public education program to apprise 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 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.
Results:
All three strategies were implemented throughout the school year. Adequate progress was achieved.
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: 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.
Results:
No changes were initiated to the Beliefs, Mission and Vision. During 2002-2003 the site council will revisit and review these. Any proposed changes will be shared with and approved by staff.
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: All teachers need 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 staff meetings, WOW Days, and Learning Improvement Days to learn skills and provide time to implement their learning.
Add diagnostic tools to allow staff to design student work to meet individual needs.
Evaluation Plan:
We will use the results of the 4th Grade Spring 2002 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, progress will be made in the Writing and Listening scores as compared to the 4th Grade Spring 2001. 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.
Results:
The math goal of 48% of students meeting standard was surpassed; 61.8% met standard. The reading goal of 70% passing was not met. While progress was made toward the Spring 2004 goal of 79.5% meeting standard, only 68.3 % of students met standard this spring. Listening scores improved by 2.2% and writing scores improved as 57.7% met standard, a rise of 7.7%.
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 direction 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 FOR STANDARDS 4, 5, and 6:
We will introduce Standards 4, 5, and 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: Participatory Leadership
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: Results-based Decision Making
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: Continuity
Coordinate and develop staff induction programs.
Evaluation:
Document members of the developmental team, advisory boards and site 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.
Results:
All activities were conducted. Continuing goals will be incorporated into 2002-2003 School Improvement Plan.
NEEDS ASSESSMENT
For the 2002-2003 School Improvement Plan
A comprehensive needs assessment was conducted with information from staff, parents and students. The following are the components of our comprehensive needs assessment:
2001- 2002 Network 2000 Standard Bearer Assessment Report
2001- 2002 4th grade Washington Assessment of Student Learning (WASL,)
3rd grade Iowa Test of Basic Skills (ITBS,) and Edperformance series results
2001- 2002 Harris Interactive Survey results from staff, students, and parents
Staff input and feedback through grade level teams and committees
Needs identified through the Standard Bearer 2001- 2002 Assessment Report:
Continue work to understand the Standard Bearer process and align our practices
Focus further to examine student work for evidence of student engagement and achievement
Needs identified through the Harris Interactive Survey:
Address the need for student computer training and increased opportunities to use computers (reported by students and parents)
Meaningfully recognize staff performance (staff)
Increase participation in decisions that affect them (staff)
Needs identified through staff and administration:
Provide support for math staff development, grade level planning opportunities, and review of student work
Support staff as they implement computer instruction with students
Continue to develop communication across grade levels and among buildings
Needs identified through achievement data:
Improve WASL reading and writing performance based on non-fiction material (lower than for fiction material; reading goal not met for 2001-02)
Improve ITBS scores for vocabulary area of reading which is significant area for progress
Increase scores on Edperformance series which shows lower vocabulary performance in reading
ADEQUATE PROGRESS FOR THE 2002- 2003
SCHOOL IMPROVEMENT PLAN
The 2002-2003 School Improvement Plan includes goals and objectives relative to standards 1-6 in the Fife School District Network 2000 project as well as plans for strategies and activities designed to address standards 7-10.
Adequate Progress for the 2002-2003 School Improvement Plan will be achieved when all of the objectives have been met.
NETWORK 2000 STANDARDS ADDRESSED
IN 2002- 2003 IMPROVEMENT PLAN
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:
The Endeavour community will develop a clearer understanding of the need for change, opportunities presented, and resources available to effect necessary change.
Established Need:
The Standard Bearer assessment calls for members of the school community throughout all levels to understand the challenges presented.
Strategy/Action Plan:
Share data at staff meetings and discuss decisions based on the need for change.
Engage staff in developing strategies for change through the use of Schlechty’s recent WOW book.
Communicate with parents about the circumstances that call for change.
Evaluation Plan: Document completion of activities in the action plan.
Statement of Adequate Progress:
Staff members will participate at meetings and parents will read communications about the need for change.
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:
By reviewing and revising the existing vision, belief, and mission statements, the school community will understand and support the vision for change at Endeavour.
Established Need:
In order for meaningful change to occur, the vision of our improving school must be communicated clearly and all parties must envision their roles within.
Strategy/Action Plan:
Include components of the vision, beliefs and mission in all communications to parents, students and staff.
Communicate the district vision to our school stakeholders at every opportunity.
Review through the site council and propose changes to the building vision, beliefs and mission in line with the district.
Evaluation Plan: All activities will be completed.
Statement of Adequate Progress:
School communications to staff and parents will be reflective of the vision, beliefs and mission of Endeavour. Agendas and minutes will show the frequency of discussion.
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 staff will provide meaningful and engaging work for students, which will result in a rise in significant achievement measure for students.
Established Need:
Student performance scores on the WASL, ITBS and Edperformance series indicate strategic areas in non-fiction reading comprehension, vocabulary, non-fiction written language, and math problem-solving and communication in which effort can lead to improvement.
Strategy/Action Plan:
Increase classroom use of non-fiction selections in the adopted reading series at all grade levels.
Purchase non-fiction Accelerated Reader books with library funds and encourage non-fiction independent reading for Read and Lead.
Increase proportion of time spent on non-fiction writing prompts in classroom practice at all levels.
Employ a variety of strategies to increase vocabulary development at all grades.
Use common prompts and activities with all classes at one grade level in order to bring common student work to descriptive reviews.
Continue to develop expertise with the new math series during the second year of implementation, refining assignments to differentiate for student needs.
Continue and increase use of math journals for students to develop problem-solving abilities and communication skills.
Continue to review and use released WASL items as grade levels and whole staff to increase staff understanding, and students’ experience and preparation.
Use building QSD and district staff development time as grade levels and whole staff to align curriculum across grade levels (especially, 1st-2nd, 3rd-4th, 5th-6th.)
Employ technology in the implementation of curriculum to engage student interest and allow multiple ways for students to demonstrate understanding.
Participate on math curriculum advisory team in OSPI Practitioners’ Workshop to develop next steps for elementary math implementation.
Use new report cards to report to parents about student engagement and achievement.
Evaluation Plan:
Student achievement measures (WASL, ITBS, QRI, Edperformance) will be monitored after implementation plan is completed.
Completion of strategies and activities will be documented.
Statement of Adequate Progress:
To make adequate progress, at least 58% of our students will meet the Math Standard and at least 75% will meet the Reading Standard on the WASL.
Progress will be made in the Writing and Listening scores as compared to the 4th Grade Spring 2002 WASL scores.
Our 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.
Progress in the specific targeted areas above will be reported.
FIFE SCHOOL DISTRICT STANDARD 4
DEVELOPING STRUCTURES FOR PARTICIPATORY LEADERSHIP
The school district develops patterns of leadership and a structure of relationships such that teachers are leaders, principals are leaders of leaders, and all school-district activity is focused on providing direction and support for schools.
Specific School Objective:
Endeavour staff will participate in leadership activities relating to district and building Working on the Work, committee work, and site team activities.
Established Need:
Staff reported the need for greater participation in the decision making process in the Harris Interactive and other survey.
Strategy/Action Plan:
Invite teachers to participate in decisions affecting them as opportunities occur.
Recruit teachers for administrative support roles within the building.
Support math, writing, reading teacher leaders in descriptive reviews and building/grade level activities.
Assist teachers in writing grants to develop exemplary classroom practices.
Recruit teachers to develop graphic displays of school data to help improve practices.
Evaluation Plan:
Activities will be completed.
Statement of Adequate Progress:
Staff satisfaction rating will improve on the Harris and other survey.
FIFE SCHOOL DISTRICT STANDARD 5
DEVELOPING STRUCTURES FOR RESULTS-ORIENTED DECISION-MAKING
The school 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.
Specific School Objective:
Staff will use data generated at the classroom, school and district levels to modify instruction and implement curriculum based on student engagement and achievement.
Established Need:
The Harris Interactive survey data indicated a need for teachers to understand how decisions are made in the building.
Strategy/Action Plan:
Report to teachers data collected on achievement, and decisions made through the site council, grade level teams and staff meetings.
Evaluation Plan:
Document completion of action plan through agendas and minutes.
Statement of Adequate Progress:
Reported staff satisfaction will increase on the Harris Interactive and other survey.
FIFE SCHOOL DISTRICT STANDARD 6
DEVELOPING STURUCTURES FOR CONTINUITY
The school district provides for stability in leadership, structure, and culture over time, including support for innovative efforts that produce desired results.
Specific School Objective:
New Endeavour staff will be inducted into the Standard Bearer process and expectations. Veteran staff will continue to receive information about Standard Bearer. Results of innovative efforts will be communicated to others within the school community.
Established Need:
Newly hired and veteran staff need to understand the district and school improvement process.
Strategy/Action Plan:
Use staff meetings to share results of innovations with others in the school community.
Evaluation Plan:
Completion of activities will be documented.
Statement of Adequate Progress:
Participation by staff in induction activities will be adequate progress.
STRATEGIES AND ACTIVITIES RELATIVE TO STANDARDS 7-10
STANDARD 7: Providing Ongoing Support
The school district provides systems of training and development, incentives, and social and political support for those who are committed to the district’s beliefs and vision and widens support for the pursuit of the beliefs and vision among all members of the community.
STANDARD 8: Fostering Innovation and Flexibility
The district develops a policy environment and management system that foster flexibility and rapid response; that encourage innovative use of time, technology and space; that encourage novel and improved staffing patterns; and that create forms of curriculum organization that are responsive to the needs of students.
STANDARD 9: Employing Technology
The district and community display a common understanding of the transformational nature of changes in information-processing technologies, and the district provides all students and adults who work in the school the tools required for quality work.
STANDARD 10: Fostering Collaboration
The school district encourages and supports the creation of relationships within the school district, between schools and parents, and among those agencies and groups that provide service to children and youth, in order to ensure that each child has the support needed to succeed in school and the community.
Established need:
The district will move forward with Standards 7 — 10 this year to complete the Standard Bearer cycle. Endeavour staff and community will learn about these standards and the current district capacity to address these standards during this year’s assessment.