Edmonds-Woodway High School

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1 Performance Report Edmonds-Woodway High School Mission Statement of School and District The Edmonds School District engages students, staff, families, partners and the broader community in the district s Strategic Direction. Together, along with every school, results have been identified that we want for our students. The continual improvement of our schools is essential in providing increased student performance and quality results. Innovative, exemplary, and research-based programs, coupled with professional development, focused and aligned resources, and community participation in decision making and planning are essential elements in improving schools. For more detailed information, please visit our school s improvement plan or give us a call at your convenience. About Us The Edmonds-Woodway High School community empowers students to achieve educational excellence while demonstrating integrity and compassion through responsible citizenship. Edmonds-Woodway houses several District programs: International Baccalaureate and our Deaf & Hard of Hearing program for 9-12 grade students. Principal: Terrance Mims Assistant Principals: Geoff Bennett, Allison Larsen th Street SW, Edmonds, WA (425) /ewhs.edmonds.wednet.edu

2 Edmonds-Woodway High School Our 85 teachers at a glance: 69.4% of teachers have at least a Master s Degree 14.9 average years of teacher experience Academic Accomplishments and Goals Strategic Direction Focus Areas Effective Learning for All Students, through the use of instructional practices that develop and support a growth mindset for all members of the Edmonds- Woodway school community. Equity of Opportunity, by meeting the social and emotional and academic needs of our diverse student population through culturally responsive educational practices. Graduates Who are Ready for Life, by preparing all students to be college and career ready through a rigorous, relevant curriculum. Black / African American: 6.3% Two or More Races: 10.0% Asian: 15.0% Hispanic / Latino of any race(s): 17.3% Student Diversity Edmonds- Woodway High School Continued on Page 3 American Indian / Alaskan Native: 0.7% Native Hawaiian / Other Pacific Islander: 0.1% White: 50.5% 2

3 Edmonds-Woodway High School Our 1,598 students at a glance: 88.1% Continued from Page 2 For more detailed information, please visit our school s improvement plan or give us a call at your convenience. How You Can Help Edmonds-Woodway High School has a strong Parent Student Organization as well as Music and Athletic Booster Clubs that support our students, staff and programs in many ways through fundraisers and various events. We welcome you to become involved in our school by becoming a volunteer. Please contact the school office if you are interested. Continued on Page 4 4-year graduation rate, Class of 2016 State Assessments Washington students are tested annually by the state to assess their progress as they move through school. In high school, students take tests in English language arts, math and science. Please visit our School Report Card. 49.4% 50.6% male female 3

4 Edmonds-Woodway High School Edmonds School District Board of Directors Carin Chase Area 1, Legislative Representative Ann McMurray Area 2, Vice President Gary Noble Area 3 Susan Phillips Area 4, President Diana White Area 5 Dr. Kristine McDuffy Superintendent Our Commitment Equity of Opportunity Effective Learning for All Students PreK-3rd Grade Early Learning Graduates Who Are Ready For Life Continued from Page 3 Financial Resources Annually, we produce a Citizens Guide to the District s Budget. One of our highest priorities is being excellent stewards of our community s resources. Each year, we involve staff, students, families and community members in helping us to set budget priorities. For more information on The state provides $8,662 per pupil to our District school funding, we encourage you to refer to the Citizens Guide to the Budget. Edmonds School District th Ave W Lynnwood, WA The Edmonds School District covers approximately 36 square miles in south Snohomish County and includes the communities of Brier, Edmonds, Lynnwood, Mountlake Terrace, Woodway, and portions of unincorporated Snohomish County. About Our Building Opened: 1998 Square footage: 208,912 We are proud that our school facility is used extensively by our community for meetings, events and youth activities. 4

5 Edmonds-Woodway High School School Improvement Plan Vision Statement The Edmonds-Woodway High School community empowers students to achieve educational excellence while demonstrating integrity and compassion through responsible citizenship. School Context Edmonds-Woodway (EW) is committed to insuring that all students reach their greatest potential and graduate college and career ready. As the largest comprehensive high school in the Edmonds School District, EW gladly serves a diverse population of students through its many programs, including the Deaf and Hard of Hearing (DHH), the Explore Program, and Life Skills Program. EW is home to outstanding performing arts programs and a host of highly-competitive athletic teams. EWHS is also home to the Edmonds School District s International Baccalaureate (IB) Program which draws students from across the District to participate in this rigorous college preparatory program. EW serves an increasingly diverse student population as the demographics of our school community changes (see demographic data). The school has sustained relatively high scores on State Assessments, as a whole school over recent years, however an analysis of our disaggregated achievement data by racial subgroups suggests that there is a pronounced gap in achievement between white and Asian students and students of color, in on-time credit earning and on-time graduation. This gap is most pronounced for our Latino, ELL and Special Education student populations. For our data analysis, we examined the percentage of students earning at least five credits each year, by grade (see on-time credit earning data) beginning in school year and running through school year We also examined EW s four and five year graduation rates over these same school years. A Focus on Equity and Inclusion As EW works to effectively serve its increasingly diverse student population, we have framed our work around equity and inclusion, as a means to help all students achieve at high levels. Towards this end, Edmonds-Woodway High School is committed to equity and to supporting and sustaining an inclusive school community where ALL students - regardless of their race/ethnicity, gender-identity, socio-economic status, first language, cultural background, religious beliefs or disability - achieve educational excellence through student-centered programs and services. 1

6 Instructional Focus: Student Engagement In order to achieve equity and excellence for all students, EW has embraced an instructional focus rooted in the four core principles of engagement that, when incorporated into instruction effectively, will increase student engagement and, in turn, deepen student learning. These principles are informed by social and cognitive neuro-science research and they are grounded in theories of intrinsic motivation. They are, in addition, culturally responsive, in that they build on students learning power; deepen students levels of understanding; promote critical thinking and independent The four principles are delineated below: Principle 1 The curriculum being taught encourages personal connection to the content Principle 2 - Students can make choices for learning at various points during the learning activities Principle 3 - The learning activities are guided by a big idea that students will find worth learning Principle 4 The learning activities are rigorous and support for meeting standards is provided Theory of Action Our Instructional Focus is shaped by three bodies of research: 1) mindset, 2) intrinsic motivation and 3) positive youth development. Accordingly, our theory of action says, if teachers design and deliver classroom instruction informed by the four core principles of engagement, then EW students will engage in meaningful learning activities that will provide equitable learning outcomes and academic excellence for all EW students. 2

7 Strategies for Improvement 1. Develop instructional practices that encourage and support growth mindset thinking, as a way to promote high achievement for all students. 2. Encourage, support and develop culturally responsive teaching practices through intrinsic motivation. 3. Design, develop and use effective assessments in all classroom instruction. Strategic Direction Focus Areas Effective Learning for All Students, through the use of instructional practices that develop and support a growth mindset for all members of the Edmonds-Woodway school community. Equity of Opportunity, by meeting the social and emotional and academic needs of our diverse student population through culturally responsive educational practices. Graduates who a Ready for Life, by preparing all students to be College and Career Ready through a rigorous, relevant curriculum. Whole School Achievement Goal 1. Increase the percentage of students earning credits on-time (5 credits or more at each grade level) by 3% each year, over each of the next 3 years. 2. Reduce the gaps in achievement between specific subgroups of students (Latino, Special Education and ELL students) and white students by 3% a year, over each of the next 3 years, in on-time credit earning, on-time graduation and extended graduation. Addressing the Achievement Gap To reduce achievement gaps between subgroups of students we will work to: increase the percentage of Hispanic and special education students earning credits on-time and increase the percentage of these same student groups graduating on-time. 3

8 EW SCHOOL DATA 4

9 Program Enrollment 2012/ / % 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Bilingual Services SPED Services 504 Plan F/R Lunch IB Edmonds Woodway High School 4-Year Cohort Grad Rate 100.0% 95.0% 90.0% 85.0% 80.0% 75.0% 70.0% 65.0% 60.0% 55.0% 50.0% Washington State 75.4% 76.6% 77.2% 76.0% 77.2% 78.1% 79.1% Edmonds School District 74.3% 76.0% 74.2% 75.6% 82.6% 81.9% 83.4% 81.5% Edmonds Woodway High School 80.2% 86.0% 84.0% 81.3% 86.8% 86.7% 88.1% 87.1% 5

10 100.0% SY Percentage of All Students Meeting the Credit Threashold by Gender and Ethnicity subgroup (All = 82.9%) 80.0% 60.0% 40.0% 20.0% 0.0% 100.0% SY Percentage of All Students Meeting the Credit Threashold by Program subgroup (All = 82.9%) 80.0% 60.0% 40.0% 20.0% 0.0% 6

11 100.0% SY Percentage of All Students Meeting the Credit Threashold by Other Variables (All = 82.9%) 80.0% 60.0% 40.0% 20.0% 0.0% Low Attendance - More than 9 absences (>5% of days) Behavior (Suspensions) (10) Behavior (Non Suspensions) GPA Below 3.0 GPA Below Low Attendance Changes in Credit Earning Rates All Students 84.4% 86.3% 82.9% Rising 10th Graders (5 Credits) 83.4% 85.5% 83.2% Rising 11th Graders (10 Credits) 88.1% 87.0% 82.0% Rising 12th Graders (16 Credits) 82.1% 85.9% 81.2% Finishing 12th Graders (22 Credits) 86.6% 85.2% Finishing 12th Graders by Grad Year 88.4% Summary of strengths or greatest progress based on the data: The majority of our subgroups of students are earning credits on-time at significantly high percentages. Our extended graduation rate is over 90%. Prioritized areas of opportunity or greatest challenge based on the data: 1. Our Hispanic students, especially Hispanic males, are not earning credit at the same rate as comparison subgroups. 2. SPED students are not earning credit at the same rate as comparison subgroups. 7

12 Review and Analysis of Data Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your school target. State Assessments District Assessments School Assessments Classroom Assessments SAT/ACT AP/IB/CHS/Tech Prep CTE Industry Certification Graduation Rate Attendance Data Other: Credit Earning Data Discipline Data Staff Perceptual Data Student Perceptual Data Parent Perceptual Data Strategic Direction Focus Areas You may choose to select one or more of the other options in addition to Effective Learning for All Students. Effective Learning for All Students Equity of Opportunity P-3 rd Grade Early Learning Graduates Who Are Ready for Life Strategic Direction Indicators of Focus Edmonds-Woodway will measure progress towards our Strategic Direction with the following Indicators: On-time credit earning On-time graduation rates Extended graduation rates Parent, Family, and Community Involvement in this Plan The Edmonds-Woodway High School Building Leadership Team body is made up of teachers, parents and students. This BLT will regularly review the School Improvement Plan and monitor our progress towards meeting our goals. In addition, our School Improvement Plan will be shared will shared with the broader school community including the Parent Student Organization. It will also be posted on our school website for community review. 8

13 Learning Opportunities Learning Opportunities for Students As part of progress monitoring, what are you doing to help students who are still struggling? As part of progress monitoring, what are you doing for students who are meeting or exceeding standards? Describe how your school addresses the physical, emotional, and intellectual safety conditions that allow for effective teaching and learning to take place. Description of the Learning Opportunity After School Study Club After School Math Study Club Algebra Support Volunteer tutoring options Advisory Credit retrieval Math and ELA Writing Center Honors classes Advanced Placement Classes International Baccalaureate Program Advisory classes for all students Counselor services Administrator support School wide lessons on Social and Emotional Learning Schedule Ongoing Ongoing Ongoing Learning Opportunities Provided for Staff Specific to the School Target Whole staff learning opportunities to support the focus and intentionality of this Goal. Small group, individual, voluntary learning opportunities to support the focus and intentionality of this Goal. Description of the Learning Opportunity Professional Development focused on: Growth Mindset Motivation & Culturally responsive Teaching Effective Assessment Strategies See Professional Development Plan Schedule See attached PD Calendar and MMA Graphic September June 2017/18 9

14 STRATEGY AND ACTION STEPS DOMAIN STRATEGY SCHEDULE Implement IB for All in 11 th grade English Classes In Progress Teaching and Learning Work with 9th Grade Team towards Middle School Alignment Engage in Coaching Cycles with SIOP Expand the use of Homeroom across all departments Implement 9th Grade Advisories Supportive Learning Environment Teach coping skills for stress management (include students in developing lessons) in advisory. Implement Link Crew model to create stronger community connection for 9 th graders. Raise Student Voice through teacher/student facilitated equity discussions. Survey students on equity In Progress Family and Community Engagement Participate in the Road Map Project for Family Engagement. Hold 3 rd annual Parent University in March 2018 Involve more students and families more in the decision making of our school. Hold monthly Principal Coffee s at school for parent access In Progress 10