International: Three-Year School Improvement Plan 2016-17 to 2017-18 September 2016 (Year 2) Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Preparing students for academic success in core content areas through achieving proficiency in literacy, math, and STEM (Science, Technology, Engineering, Math) as measured by state assessments. Preparing students for college and career success by meeting college academic distribution requirements (CADR) and earning at least 20 (quarter) college credits and/or professional certification. Preparing students for a positive and productive life through the development of interpersonal skills and a commitment to the community. District Goals All students will reach or exceed academic proficiency Eliminate the achievement gap All students, including those who already meet or exceed academic proficiency, will show measurable progress School Purpose & Mission Statement International School offers an outstanding educational experience to all of its students, one which is focused on preparing them intellectually, socially, creatively, physically, and emotionally, so that they are inspired to become lifelong learners and realize their dreams in the world at large. Characteristics of Successful Schools The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools: clear and shared focus high standards and expectations for all students effective school leadership high levels of collaboration and communication curriculum, instruction and assessments aligned with state standards frequent monitoring of learning and teaching focused professional development supportive learning environment and high levels of family and community involvement. Through the framework of Professional Learning Communities, our school will use the nine characteristics as a guide to refine our work. The specific strategies we are implementing this year that embody the nine characteristics of successful schools are incorporated in our plans detailed throughout this document. School Profile School Background Progress Towards Goals School Improvement Plan Highlights Appendices Contents 2 6 10 12 14 EVERY STUDENT EVERY DAY EVERY CLASSROOM
2015-16PROFILE InternationalSchool(Grades6-8) 445128thAveSE Belevue,WA98005 http:/www.bsd405.org/international 425-456-6500 JenniferRose,Principal SchoolOverview Internationalisachoiceschoolforgrades6-12,emphasizingglobal citizenshipwitharigorousprogram thatishousedinasupportive, nurturingenvironment.studentarepreparedintelectualy,socialy, creatively,physicaly,andemotionaly,sothattheyareinspiredto becomelifelonglearnersandrealizetheirdreamsintheworldatlarge. RacialDiversity 52% White 36% Asian 3% Hispanic 9% Twoormoreraces 1% Black NativeAmerican PacificIslander 2 School&StudentCharacteristics Attendance&Discipline Enrolment 3 267 657 1 AverageAttendanceRate 97% 95% NationalBoardCertifiedTeachers 36% 32% Studentswith<10AbsencesPerYear 86% 72% EligibleforFree/ReducedPriceMeals ReceivingSpecialEducationServices 5% 2% 20% 8% Studentswith18+AbsencesPerYear 3% 4 SuspensionRate 4.9% 10% 4.2% EnglishLanguageLearners 2% 6% FirstLanguageOtherThanEnglish 18% 3 MobilityRate 1% 31% 8% SummaryofStudentAchievement ExceedsStandards MeetsStandards StateAssessmentResultsforGrades6-8(Spring2016) PercentageofStudentsMeeting/ExceedingStandards STATE ENGLISHLANGUAGEARTS SmarterBalanced MATH SmarterBalanced SCIENCE MSP 75% 50% 25% 0% 88% 82% 60% 87% 76% 50% 95% 88% 69% DistrictAssessmentResultsforGrades6-8intheLastFourYears PercentageofStudentsMeeting/ExceedingStandards READING STARAssessment 2013 2014 2015 2016 MATHEMATICS STARAssessment 2013 2014 2015 2016 100% 75% 50% 91% 80% 88% 81% 89% 81% 80% 95% 82% 91% 82% 92% 84% 83% 25% 0%
Glossary EndNotes MSP The"MeasurementsofStudent Progress"test(MSP)ispartofthe WashingtonStatestudentassessment system,designedtomeasurewhether studentshavelearnedthecontentlaid outinthestatelearningstandards.asof 2014-15,alMSPtestsexcept5thand8th gradesciencehavebeenreplacedbythe new statewidesmarterbalanced assessments.formoreinformationsee www.k12.wa.us/assessment/statetesting/default.aspx. NationalBoardCertifiedTeachers TheNationalBoardforProfessional TeachingStandardsofersavoluntary certificationprocessforteacherstoshow thattheyhavemettheorganization's standardsforefectiveteaching. Teacherswhoapplygothroughalengthy andrigorousscreeningprocesstoobtain certification. SchoolAwards WashingtonStategrantssixdiferent typesofeducationachievementawards. Formoreinformationonhow theawards aredetermined,seewww.k12.wa.us/educationawards/washingtonachievement/. SmarterBalanced Startingin2014-15,WashingtonState adoptedthesmarterbalancedexamsto assessstudentlearninginenglish languageartsandmathingrades3-8and 10-11.Thesecomputer-basedexamsare alignedtothestate'scommoncore learningstandardsandreplacedtheprior stateexams(msp/hspe).formore informationseewww.k12.wa.us/assessment/statetesting/default.aspx. STAR Studentsingrades2-8takeRenaissance Learning'sSTARreadingandmath assessmentsinthefalandspringofeach year.thepurposeoftheseshort, computer-basedtestsistomeasure studentgrowthoverthecourseofthe year,toidentifystudentswhomight needadditionalsupportoracceleration, andtoprovideinformationteacherscan usetoinform instruction.starprovides uswithaconsistentmeasureofstudent performanceovertime,whichishelpful asstatetestscontinuetochange. DistrictAverage Thedistrictaveragesdisplayed herearetheaveragesfordistrict middleschools. SchoolandStudentCharacteristics Dataarefrom October1,2015 unlessotherwisespecified. MobilityRate Thepercentofstudentswho enteredorwithdrew from the schoolbetweenoctober1andjune 15,basedonOctober1enrolment. SuspensionRate Thepercentofstudentswho receivedatleastonein-schoolor out-of-schoolsuspensionorwere expeledoverthecourseofthe schoolyear. ab2015-16profile 2
1% 12% 2% 36% 49% White Asian Hispanic Twoormoreraces Black NativeAmerican PacificIslander 2015-16PROFILE InternationalSchool(grades9-12) 445128thAveSE Belevue,WA 98005 http:/www.bsd405.org/international 425-456-6500 JenniferRose,Principal RacialDiversity Colege&CareerReadiness Nul 2012-13 2013-14 On-TimeHighSchoolGraduationRate(Within4Years) 5-YearHighSchoolGraduationRate 100% 97% 99% 99% 2014-15 STATE 2014-15 90% 78% 2013-14 2014-15 APExam PassRate AverageNumberofAPandIBCreditsEarnedbyGraduates StudentsTakingAtLeastOneAP/IBCoursebytheTimeTheyGraduate 100% 7.4 71% 100% 5.6 68% 2013-14 2014-15 Reading Math Science 70% 77% 75% 74% 90% 74% 90% 6.5 75% Internationalisachoiceschoolforgrades6-12,emphasizingglobal citizenshipwitharigorousprogram thatishousedinasupportive, nurturingenvironment.studentarepreparedintelectualy,socialy, creatively,physicaly,andemotionaly,sothattheyareinspiredto becomelifelonglearnersandrealizetheirdreamsintheworldatlarge. SchoolOverview SchoolAwards:WashingtonPost-#60America'sMost ChalengingHighSchools(2016) Enrolment NationalBoardCertifiedTeachers EligibleforFree/ReducedPriceMeals ReceivingSpecialEducationServices EnglishLanguageLearners FirstLanguageOtherThanEnglish MobilityRate 1% 21% 0% 4% 6% 36% 308 School&StudentCharacteristics 10% 32% 5% 9% 21% 34% 1,033 AverageAttendanceRate Studentswith<10AbsencesPerYear Studentswith18+AbsencesPerYear SuspensionRate 0.7% 8% 76% 96% Attendance&Discipline 4.3% 24% 58% 91% Nul 2014-15 99% 2 2015-16 100% 7.7 70% 2015-16 GRADUATIONRATES AP&IB STUDENTSSCORINGGLOBALLYCOMPETITIVE ONTHEOECDTESTFORS 1 3 4
SAT&ACT 2013-14 2014-15 HighSchoolSeniorsTakingtheSATorACT 100% 100% AverageSATCompositeScore AverageACTCompositeScore 1888 28.4 1876 27.8 2015-16 100% 1899 28.8 87% 1748 26.6 ADDITIONALCOLLEGEREADINESSMEASURES 10thGradeSmarterBalanceEnglishLanguage ArtsColegeReadinessBenchmark 11thGradersMeetingPSATColege&Career ReadinessBenchmark:Math 11thGradersMeetingPSATColege&Career ReadinessBenchmarks:Reading/Writing 2013-14 2014-15 97% 2015-16 96% 96% 100% 88% 74% 91% Glossary OECDTestforSchools Thisinternationalexam,createdbythe OrganizationforEconomicCo-operation anddevelopment(oecd),helpsschools assesshow weltheyarepreparing studentstosolvereal-worldproblems andcompeteinaglobaleconomy.for moreinformation,see www.oecd.org/pisa/aboutpisa/pisabased-test-for-schools.htm. PSATColege&CareerReadiness Benchmark AlBSDstudentstakethePSATtestin 11thgrade,aspreparationfortheSAT andthecolegeapplicationprocess.the PSATBenchmarkisoneindicatorof whetherstudentsareontracktobe readyforcolege.studentswhoscoreat orabovethebenchmarklevelhavea75% chanceofearningatleastacinfirst-year corecolegecourses. SAT TheSATisacolegeadmissionstestwith threesubjectareas(criticalreading, writing,andmath).eachsubjecttestis scoredonascalefrom 200-800,witha topcombinedscoreof2400. SchoolAwards WashingtonStategrantssixdiferent typesofeducationachievementawards. Formoreinformationonhow theawards aredetermined,seewww.k12.wa.us/educationawards/washingtonachievement/. ACT TheACTisacolegeadmissionstestwith foursubjects(english,math,reading, andscience)scoredonascalefrom 1-36. TheCompositeACTscoreistheaverage ofthefoursubjecttestscores. AP AdvancedPlacement(AP)coursesare colege-levelcoursesoferedinhigh school.thesecoursesculinateinanap exam thatisgivenbythecolegeboard. Manycolegesgrantcoursecreditto studentsreceivingpassingscores.ap testsarescoredonascalefrom 105,with 3orhigherconsideredpassing. IB TheInternationalBaccalaureate(IB) program isarigorouscolege-preparatory educationprogram oferedatselected schoolsinmanycountriesaroundthe world.studentswhopassachalenging setofibexamsattheendofselected coursesearnan internationaly-recognizedibdiploma.ib examsarescoredonascalefrom 1-7, with4orhigherconsideredpassing. NationalBoardCertifiedTeachers TheNationalBoardforProfessional TeachingStandardsofersavoluntary certificationprocessforteacherstoshow thattheyhavemettheorganization's standardsforefectiveteaching. Teacherswhoapplygothroughalengthy andrigorousscreeningprocesstoobtain certification. SmarterBalanced Startingin2014-15,WashingtonState adoptedthesmarterbalancedexamsto assessstudentlearninginenglish languageartsandmathingrades3-8and 10-11.Thesecomputer-basedexamsare alignedtothestate'scommoncorelearning standardsandreplacedthepriorstateexams (MSP/HSPE).Formoreinformationsee www.k12.wa.us/assessment/statetesting/default.aspx. EndNotes DistrictAverage Thedistrictaveragesdisplayedhere aretheaveragesfordistricthigh schools. SchoolandStudentCharacteristics Dataarefrom October1,2015unless otherwisespecified. MobilityRate Thepercentofstudentswhoenteredor withdrew from theschoolbetween October1andJune15,basedon October1enrolment. SuspensionRate Thepercentofstudentswhoreceived atleastonein-schoolorout-of-school suspensionorwereexpeledoverthe courseoftheschoolyear. ab2015-16profile 2 INTERNATIONALabc
BACKGROUND Instructional Program Overview International school is one of two 6 th -12 th grade choice lottery schools in the Bellevue School District, currently serving 579 students. Students attend classes in a block schedule, which encompasses seven subjects throughout their seven years in attendance, which ensures a deep and sustained focus on core learning. Graduates from International take an average of seven Advanced Placement (AP) courses and students can earn college credit in math, computer science, and technology. Students complete an extensive capstone Senior Project, which involves deep learning in an area of student choice, internships, community service, and assessment by an expert panel. The International School was able to go 1:1 with students and laptops in 2014 and the integration of technology for learning has been strong and positive. Each spring students participate in a week-long Focus Week, which acts as an in-depth career exploration elective. Technology and career education are embedded in the overall program, with a focus on learning in application, to mirror what students will have to do in a college and workplace setting. An area of strength and focus for the International School is the development and maintenance of a strong school community. All students are engaged in learning social and emotional and organization skills, and are supported to develop positive academic behaviors through weekly lessons/opportunities in classrooms. The International School partners with District curriculum developers to access social and emotional resources. High school students are partnered with incoming sixth grade students to be their big buddies for the entire year. All high school students participate in a retreat at the beginning of the year to learn about international issues and geographic areas and to develop a strong sense of community. Several classes in Humanities and in International Studies loop, which means that two grade levels are combined to learn curriculum that stretches over two years. This allows students to get to depth in a class, to get to know other grade levels, and to mentor/learn from other grade levels. Parents are also deeply engaged in the school and parent volunteers are present in classes and in other areas of the school on a daily basis. International School partners with professional education organizations and other business entities to ensure staff and students develop an understanding of the 21 st Century skills needed to be successful in their post-secondary life. The teachers intentionally work to integrate communication, collaboration, creativity and critical thinking into their content area lessons. Many of the teachers are course leaders and support teachers across the district in their professional learning. The staff and students at International have engaged in professional learning and collaboration with Microsoft Partners in Learning, Microsoft OneNote, the Gates Foundation, the University of Washington, and several other national and international schools and organizations. For the second year in a row, International has been designated a Microsoft Showcase School because of the innovation in learning and technology present in the classroom. The International School has become a place of shared learning and frequently hosts groups of educators in order to share and build effective practice. EVERY STUDENT EVERY DAY EVERY CLASSROOM 3
Key Successes This Past Year Beginning in January of 2015, International implemented 1:1 (one computer for each student) school wide. As of September 2016: o All teachers are using OneNote to provide resources for students compared with 80% of the teachers the prior year o On walk-throughs, there is evidence that 95% of all classroom teachers (36 total teachers) are utilizing technology as part of their regular practice, compared with 75% the prior year State test scores remained consistent among a changing standardized testing matrix o When shifting to Smarter Balanced tests from MSP/HSPE, previous MSP/HSPE scores averaged above 95% for the period from 2011-2013 (the last year we took those tests). As the state shifted to SBA, predictions were that pass rates would fall 30% on average. Our scores on SBA for 2015 remained significantly higher than the state and district average For SBA testing in 15-16, students in grades 6 and 7 increased in proficiency in literacy, as follows. EVERY STUDENT EVERY DAY EVERY CLASSROOM 4
Highest-Priority Opportunities for Growth Over the next three years, our highest priorities are to: Improve middle level ELA by vertically aligning curriculum and instruction, embedding 21 st century skills, and ensuring alignment to key standards in Common Core and to the highest level of critical thinking in the international OECD/PISA test for schools. o From summative SBA baseline data in ELA, improve ELA scores from current levels of 79% 95% pass rate to 100% pass rate. o We plan to use the OECD/PISA test for schools every other year as another measure for deeper critical thinking. The goal is to increase the percentage of students scoring at level 5/6 (the highest levels) from the current level of 30% to over 40%. o Note: Given the small size of subgroups, we do not identify the groups by grade but focus support on individual students. When analyzing school-wide data grades 6-12, the number of students in subgroups is too small to report and attend to students rights to privacy. Improve achievement in math, using SBA proficiency as our measure. o In Mathematics, Grade 7, 8, and 11 all decreased in proficiency at a grade level but stayed consistent with previous cohort scores. o We are working to align our instructional content more deeply with Common Core, with the support of the math curriculum developer, and to target our efforts to ensure all students reach proficiency in Math and ELA. Use data to improve measurability for social/emotional learning and make progress in specific components o Our Panorama data shows that our students have a strong sense of being asked to engage in learning in effective ways. The survey data as relates to teacher-related categories on the 2016 Spring survey show an average 4% increase from 2015, with the exception of use of Brightspace. That category was down 20%, which we attribute to our consistent use of OneNote instead of Brightspace. Our goal is to increase the categories that relate to knowing and caring about the student as an individual by 10% and increase the categories that relate to instruction by 5%. See Positive and Productive Life category for specific data. Develop multiple data metrics to ensure stronger integration of technology for learning. o On walk-throughs of classes, approximately 90% of teachers have technology in some form of active use in a lesson/s, with students reporting specifics of how it is helpful. Our goal is that 100% of teachers effectively use technology for learning by using appropriate resources in a 1:1 environment. EVERY STUDENT EVERY DAY EVERY CLASSROOM 5
o o A handful of students achieved certificates through Microsoft IT Academy last year. Our goal is that at least 20 students are able to achieve a certificate in that program for this year and that we increase that number by 20 more students per year. We have an optional staff supported learning opportunity before school to support this goal. Currently, approximately 20 students are signed up and attending. We are looking to develop clearer measures for technology use and learning and will collaborate with District partners to this end. We will work with the District Director of Assessment, as well as national standards, outside technology resources, and our teachers to identify key elements to track. Currently our measures for technology use are limited to student and teacher surveys that we create and anecdotal data. EVERY STUDENT EVERY DAY EVERY CLASSROOM 6
PROGRESS TOWARDS GOALS College & Career Readiness Our goal every year is that every student meets standards. We know that as a school community we may fall short of our goal, but that never diminishes our determination, our ability to learn from our mistakes, and our belief in our students, our parents, and our staff. Past Progress Current Year Measure 2012 2013 2014 2015 2016 5-Year graduation rate 100% 100% 100% 100% 100% % of graduates meeting minimum college 100% 100% 100% 100% 100% admissions requirements Graduates passing 4+ college-level courses during 100% high school (with a C or better) Biology EOC pass rate (first attempt) 96.1% 98.6% 98.7% 100% 100% 6-8 th graders at or above grade level STAR Reading 86.2% Note: We are currently not using high school state Math and English Language Arts exams as a progress indicator because the state assessment system is changing every year for the next several years, making it hard to track progress consistently. Goals include: Increase communication about technology programs and options with parents through strategic partnerships and our PTSA. Support teachers to develop knowledge and skills through the Microsoft Innovative Expert program and IT Academy. Provide classes/opportunities for students to earn additional college and certification credit through CTE classes and programs and through Microsoft IT Academy. Develop a knowledge base of programs and methods for integrating technology for learning. Staff are continually finding and using tools and ideas; these will be highlighted and shared monthly at staff meetings. Work with Microsoft and partner schools and teachers in our role as a Showcase School with staff as Microsoft Innovative Experts to learn and implement ideas and strategies in technology. Strategies to ensure success include: All teachers will all have a working presence on OneNote following common norms. This tool has been powerful thus far in supporting differentiation. Teachers are able to provide multiple resources and give feedback much more flexibly and quickly than with standard hard copy work. Students are also able to manage their work more effectively and practice skills such as close reading with a variety of tools. Teacher training (professional development) is essential and we will partner with Microsoft and other schools/districts as a Showcase School to learn and share best practices. Department chairs will further look at technology and 21 st Century learning (the Six Cs of Collaboration, Critical Thinking, Creativity, Communication, Citizenship, and Character) standards to EVERY STUDENT EVERY DAY EVERY CLASSROOM 7
identify bright spots in current work and professional learning needs and develop plans to share with others. Department chairs will examine current integration of technology and develop options for students accessing Microsoft IT Academy. Department lessons will continue with the baseline knowledge of essential skills and will plan for the next level of essential skills in technology. o French: Visual Presentations (PowerPoint, Sway, etc.) o IS: Outlook Calendar o HUM: MLA format/word o PE: Printing/emailing o Arts: BrightSpace/ASPEN access o Math: OneDrive (naming & syncing), Excel o Science: OneNote, Excel Positive & Productive Life Historical Data 2015 3-Year Goals Measure 2012 2013 2014 Goal Actual 2016 2017 2018 Sense of Belonging 58% 68% 78% 80% Grit 58% 68% n/a n/a The categories changed from the Spring 2015 to the Spring 2016 survey. Categories we plan to specifically address in the 2016/2017 year are included in the table below: Questions from Panorama Survey Spring 2016 % of Agree/Strongly Agree in Spring 2016 Change from Spring 2015 How clearly does this teacher teach the information you need to learn? 75% +4% How interesting does this teacher make what you are learning in class 60% +5% How often does this teacher give you feedback that helps you learn? 68% +5% In this class, how often do you learn from and correct your mistakes? 72% +2% How often do you feel that this teacher wants you to use your thinking 69% +2% skills, not just memorize things? How often does this teacher encourage you to build on and extend other 69% +2% student s ideas? Does this teacher invite students culture and experiences into the 49% n/a classroom? When your teacher asks you how you are doing, how often do you feel 71% +4% that your teacher is really interested in your answer? If you walked into class upset,, how concerned would your teacher be? 56% +4% Note: See Appendix A for a description of measures. EVERY STUDENT EVERY DAY EVERY CLASSROOM 8
IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals Academic Success Teacher-Led Leadership Teams: SEL, IPD, Technology, and Department and MTSS Implementation At the end of the 14-15 school year, the International Staff determined three groups in which to meet and plan school improvement and professional and student development. SEL (Social Emotional Learning) will focus on the implementation of the district supported SEL curriculum and its inclusion in each school day. IPD (International Professional Development) will structure staff meetings and other professional development opportunities after receiving input from the district, school principal, and staff/student needs. The Department Chair representatives will act as a voice for each department, ensuring that the needs of each subject are supported, along with ensuring that common technology lessons and norms are implemented in classes throughout the year. This group will also continue to examine aligning outcomes along with graduates need, 21 st century skills, and relevant programs to support the success of all students. Action Plans include: 1. Form and maintain a 6 th grade team to design and monitor grade level interventions and supports. 2. Plan and deliver guidance lessons by counselors quarterly in classrooms for all grade levels. 3. Develop enhanced structured extended tutorial on Wednesday afternoons. 4. Ensure that early interventions are provided to students over the course of the school year to reduce the number of F s earned in core classes at the semester and to ensure all students are at grade level in reading and math in middle school. 5. Increase teacher knowledge and ability to deliver 21 st Century instruction through professional learning, collaboration with District staff, and collaboration with schools/educators through being a Showcase School. 6. Increase teachers understanding of critical reading strategies through collaborating and learning from SIOP training and secondary reading specialists in staff meetings. From this learning, identify school wide critical reading strategies to implement in all classrooms. 7. Use the Grit data from the Panorama survey, particularly in the middle school, to measure growth in tenacity and effort. Positive & Productive Life Community Our goal in this area is to increase our students understanding and mastery of non-cognitive skills, many of which fall under the umbrella of effective academic, social, emotional, and relationship behaviors. These skills include study skills, time management, self-advocacy, and social/academic problem solving skills. As previously indicated, our Panorama data shows that our students have a strong sense of being able to change ability and skills and a strong feeling of acceptance, but that they do not feel capable in overcoming failure and they do not feel included by others. They also reported a low sense of understanding the purpose of the work they do EVERY STUDENT EVERY DAY EVERY CLASSROOM 9
here. Each Wednesday at International there is a 35-minute period where students are grouped heterogeneously across grade levels with a single teacher throughout the entire school year. During this time school-wide events take place (such as assemblies or guest speakers). This year, the time will also be utilized to implement Social Emotional Learning curriculum and other community-building activities. Curriculum will be jointly developed by school staff and District Social Emotional Learning Curriculum Developers. Teachers will also use the data from the OECD/PISA test on disposition in math and science classrooms (available every other year) and target lessons that help students see the relevance and application of those content areas in their lives. Conversation around Social and Emotional Learning has resulted in significant change in the instructional program and in our professional learning. For 2015/2016, we restructured our school day to add 5 minutes to the last class period of the day, enabling teachers to lead students in executive functioning, organization, and meta-cognitive skill development. We are continuing that format and including the following plans: Approximately 50% of our staff meetings will have Social Emotional Learning (SEL) as a component. SEL instruction has become an intentional part of our instructional program and we have built time into the school week for those lessons to be taught to all students Staff conversations resulted in the formation of an SEL leadership team. The team collaborates with the District (specifically the Curriculum Director for SEL and the Counseling Director) to pilot and use resources with our staff and students. We have five staff members on the District middle level SEL implementation committee. 100% of staff are intentionally providing SEL instruction in their classes We implemented three specific strategies last year to achieve this goal; those categories included Standing at the Door, 5:1 Positive Interaction Ratio, and Visual Schedule. As whole school, we have identified Communicating Competently as our next Positive Classroom Management strategy and departments will choose and pilot another one in their classrooms. In order to measure our success, we will use the Panorama data from fall and spring 2017 as well Healthy Youth Survey data from the fall 2016. In addition, we will use other measures, such as observations of implementation of strategies and learning walks, to gauge our progress. EVERY STUDENT EVERY DAY EVERY CLASSROOM 10
APPENDIX A: Description of Measures 5-Year Graduation Rate % of graduates meeting minimum college admissions requirements Graduates passing 4+ college-level courses during high school Biology EOC pass rate The percent of students who graduate within five years of starting high school. We track the 5-year graduation rate in addition to the 4-year graduation rate because some students, such as those newly arrived in the country or with special needs, plan for a 5-year course of study. College Academic Distribution Requirements (CADRs) are the WA State 4-Year college-admissions requirements. These are the minimum standards that high school students must meet if they want to apply to a public four-year college or university in the state. Details can be found at http://wsac.wa.gov/collegeadmissions. Research has shown that students who have already experienced college-level courses by the time they enter college are better prepared and more likely to be successful in college and complete a college degree. The percent of students who meet or exceed state standards on the Biology Endof-Course exam the first time they take the test. EVERY STUDENT EVERY DAY EVERY CLASSROOM 11