Omak School District WAVA K-5 Learning Improvement Plan

Omak School District WAVA K-5 Learning Improvement Plan 2015-2016

Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and extended learning opportunities for all its students. Learning for all whatever it takes. Mission Omak School District prepares students to participate in a democratic society by striving to ensure that all students meet or exceed district, state and federal learning requirements. Values/Commitments We support a culture of learning where all students, staff, parents, and community members take responsibility for continuous improvement of student learning. We have high expectations for students learning. These expectations are supported by clear learning targets, effective instruction, and ongoing assessments that guide teaching and measure student progress. We provide a safe and caring learning environment that is responsive to the needs of all our students and nurtures their intellectual, aesthetic, social and physical skills. We provide a challenging, engaging and vertically aligned K-12 curriculum. This curriculum is based on state standards and maintains coherent grade level transitions We prioritize the use of district resources to improve student learning, support staff training, and provide ongoing communication to students, staff, families, and the community. Omak Improvement Plan Goals 1. Teachers appropriately use all quadrants of the Rigor/Relevance Framework in their classroom instruction a. Task is to implement one cognitively complex performance tasks during each quarter (2.3) b. Task is to systematically implement a research-based strategy for using academic vocabulary (2.7) 2. Establish vertical alignment within and between buildings a. Task is to identify quality data points that are consistently reported across all grade levels (6.2, 6.3) b. Task is to design instruction aligned with the Washington State Learning Standards (6.1) 3. Improve peer walkthrough opportunities and feedback a. Task is to become skilled in learning from peer observation rather than evaluating what is observed (8.1) b. Task is to engage in two classroom walkthroughs during the school year (8.2, 8.3)

Learning Improvement Plan 2015-2016 School: Washington Virtual Academies K-5 Core Beliefs:

Vision: To create a high-performance public school program equipping teachers and parents with the tools of tomorrow, thereby providing our students with all the opportunities needed to succeed in life while creating a new model for a 21 st century public school. Mission: To provide any child access to exceptional curriculum and tools that enable him or her to maximize his or her success in life, regardless of geographic, financial, or demographic circumstance. The core philosophy of Washington Virtual Academies is that all young people can achieve academic excellence when they are provided rigorous instruction, high standards, informed guidance, and individual attention. WAVA offers a dynamic, flexible, and traditional curriculum that teaches children to be critical thinkers in a fast-changing global world.

I. Data Analysis ELA Data: ELA Analysis: Grades 3-5: This is the baseline year of our participation in the Smarter Balance Assessment. Both grades 3 and 5 are at the minimum proficiency level set by the state (which takes effect for this year s testing). All Grades: Student participated in the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment. A correlation was seen when fluency scores were compared to SBA performance. This fall, we administered the MAP assessment for the first time. The WAVA performance data appear skewed relative to the Norms; additional training for our Learning Coaches is needed to ensure accurate data.

MAP Reading Data Fall 2015 Grade Level School Grade Level Mean RIT School Grade Level Standard Deviation Norm Grade Level Mean RIT Norm Grade Level Standard Deviation Kindergarten 171.2 15.8 141.0 13.54 1 st Grade 185.9 16.6 160.7 13.08 2 nd Grade 193.9 18.3 174.7 15.52 3 rd Grade 202.6 18.3 188.3 15.85 4 th Grade 209.1 18.4 198.2 15.53 5 th Grade 212.5 17.9 205.7 15.13 DIBELS Literacy Data 2014-15

ELA Commentary: OSPI has changed WAC 392-502-030 to adjust the effective date of these online provider performance targets that rely on the percentage of students meeting standard on the state assessment. The 2015 administration of the Smarter Balanced assessments will provide a new baseline score. OSPI will adjust these performance targets based on the 2015 results prior to September 1, 2016: Percentage of students taking online English language arts courses who meet standard on the state English language arts assessments must be greater than 50 percent. (A program is not subject to this performance target if it has fewer than 20 students who have both taken an online English language arts course and taken the state English language arts assessment.) [source: Digital Learning Dept. http://digitallearning.k12.wa.us/approval/process/performance_targets.php] The larger than normal standard deviation on the MAP assessment suggests that classrooms have broader academic levels and differentiated instruction is needed.

Math Data: Math Analysis: Grades 3-5: This is the baseline year of our participation in the Smarter Balance Assessment All grades are below the minimum proficiency level set by the state (which takes effect for this year s testing). This fall, we administered the MAP assessment for the first time. The WAVA performance data appear skewed relative to the Norms; additional training for our Learning Coaches is needed to ensure accurate MAP Math Data Fall 2015 Grade Level School Grade Level Mean RIT School Grade Level Standard Deviation Norm Grade Level Mean RIT Norm Grade Level Standard Deviation Kindergarten 196.2 19.2 140.0 15.06

1 st Grade 187.6 19.5 162.4 12.87 2 nd Grade 197.8 19.8 176.9 13.22 3 rd Grade 201.8 15.5 190.4 13.10 4 th Grade 208 17.9 201.9 13.76 5 th Grade 216.1 18.6 211.4 14.68 Math Commentary: OSPI has changed WAC 392-502-030 to adjust the effective date of these online provider performance targets that rely on the percentage of students meeting standard on the state assessment. The 2015 administration of the Smarter Balanced assessments will provide a new baseline score. OSPI will adjust these performance targets based on the 2015 results prior to September 1, 2016: Percentage of students taking online math courses who meet standard on the state math assessments must be greater than 40 percent. (A program is not subject to this performance target if it has fewer than 20 students who have both taken an online math course and taken the state math assessment.) [source: Digital Learning Dept. http://digitallearning.k12.wa.us/approval/process/performance_targets.php] The larger than normal standard deviation on the MAP assessment suggests that classrooms have broader academic levels and differentiated instruction is needed.

School Climate Data Family Climate Data: Parent Satisfaction Survey conducted through K12 and Edge Research May 11, - June 15, 2015 N=253 Parents of K-8 students with WAVA Main reasons that parents have said they chose WAVA for their student. Wanted to oversee/be more involved in my student s education K12 is the kind of research-based, rigorous education I wanted for my student Quality of curriculum Flexible scheduling/pacing options Meets state required school standards I was concerned about the school environment (safety, drugs, distractions, peer pressure, bullying etc.)' Main Withdrawal Reasons for WAVA-Omak K-5 (based on Oct 2015 withdrawal data) Family: LC Unavailable 10.9% Family: Accepted into Preferred Option 10.1% Family: Unable to Manage Daily Education Process 10.1% Family: Family Situation Stabilized/Changed 8.5% Family: Geography - Moved 7.8% Family: Lack of Student Motivation 7.0% Program: Don't like Online Model 6.2% Program: Daily Courseload Too Much 5.4% Family: Insufficient Socialization for Student 4.7% Family: Economic Hardship 3.9% Program: Curriculum Too Hard 3.9% Transfer: Out of State to Another K12 Offering 3.1% Not eligible: School Policy, Age, etc. (Enrollment Team Only) 3.1% Program: Disagreement with Content 1.6% Program: Schedule Not Flexible Enough 1.6% Program: Issue with School Staff Other than Teacher 1.6% Family: Parent/Family Health (incl Death) 1.6% Family: Student Health (incl Death) 1.6% Family: Unable to Control Student 1.6% Program: Issue with School Policy 1.6% Program: Issue with Other Public School Requirements 0.8% Program: Content Not Flexible Enough 0.8% Program: Insufficient Support From School 0.8% Family: Custody or Related 0.8% Program: Start-up Support/Training Insufficient 0.8% Policy: No Show/Never Attended 0.8%

Areas families are most satisfied with their experience at WAVA (>= 66% percentage level of satisfaction) School policies on student progress (74%) School policies on attendance (73%) Support from school (74%) Administrators responding to your inquiries in a reasonable amount of time (79%) Communication regarding school events such as outings, field trips (71%) Quality of ClassConnect sessions (66%) Areas families are least satisfied with their experience at WAVA (< 66% percentage level of satisfaction) Standardized State Testing (48%) ClassConnect sessions attendance requirements (61%) Availability of ClassConnect sessions (64%) Providing opportunities for direct interaction with other students at your child s school through field trips, events, etc. (46%) Staff Climate Data: 2015 Teacher Culture Survey conducted by K12 May 6, - June 1, 2015 N=16 Staff at WAVA K-5 Levels of Satisfaction 5 of 16 respondents indicated that they were Very Satisfied 4 of 16 respondents indicated that were Satisfied Reasons for Satisfaction Opportunity to support students with a rigorous curriculum. I enjoy the genuine connection I have with students and Learning Coaches. The curriculum is well designed and allows students to work at their own pace and learning style. My coworkers are dedicated and supportive of families. I like the freedom I have to teach lessons that are Common Core aligned but not dictated by a set curriculum. I am able to work with SE kids and meet their needs. I love the staff and how incredibly helpful everyone is with sharing ideas, curriculum and power points. I work with an incredible staff. They are bright, supportive, talented and creative. I love teaching at WAVA because of the amazing students and families I work with. They are a dynamic and diverse group and work hard to bring meaning into their daily education. I work with a very supportive, creative and hard-working Administrative team. They pull their sleeves up and work right alongside of us. Although constantly changing I do enjoy being a part of something I feel kids deserve to have the choice to do. I like working with students and families that don't necessarily fit our traditional model of schooling, and knowing I am by their side on this alternative journey, and a better path for academic success. working with the other teachers...they are extremely knowledgeable and passionate

7 of 16 respondents indicated they were Somewhat Satisfied about teaching and kids I enjoy working with families, creating lessons and fostering a classroom community. Flexible, good staff and admin Families who follow the structure of the school receive an outstanding, well-rounded education. I'm proud to be part of that. I also find the collaboration among teaching staff to be greater than I experienced in the brick and mortar setting. The staff works together to make improvements year after year. People care about students and each other and do whatever they can to support each other. I like the flexibility that this teaching model allows. I also like working with students individually and supporting LC's in their teaching. I love the leadership I have in the area of special education. I feel our leadership has fostered a great supportive, safe staff to work together with. School Climate Commentary: Some areas that families identified as being leas satisfied with are areas that the school does not have influence over, e.g. state testing. Outings are offered throughout the year, participation by families tends to be low unfortunately. Based on the feedback from teachers responding to the survey, teachers feel supported and connected with their colleagues. The survey data did not reveal areas of dissatisfaction and therefore is not represented.

Analysis of Demographic Data Grades 3-5 Ethnicity 3-5 Demographic Commentary: WAVA Elementary School serves a primarily White followed by Hispanic/Latino of any race, Asian and Black/African American student population. 11.3% of the student population is Special Education, with 3.8% of the population with 504 Accommodations and 2% Transitional Bilingual. Special Programs Teacher Demographics (source data: OSPI State Report Card SY 2014-15) Teacher Information Certificated Staff 51 Average Years of Experience 14.5 Teachers with at Least a Master Degree 74.5%

Special Program Commentary: The population of special education students increased from previous year 9.8%, the Transitional Bilingual population increased from 0.9% from last year and Section 504 is up 1%. Teacher Demographic Commentary: The total number of certificated staff increased from 45 to 51 and the percent of teachers holding a Master Degree or Higher rose from 72.4% to 74.5%. Average year of service of staff also rose from 13.1 to 14.5.

II. Implementation Plan 2014-15 Goal 1: School Climate (Families) School Climate Increase the participation of students or families in WAVA sponsored social engagement opportunities. Strategy 1: Utilize Family Engagement Coordinator to pull together and communicate social opportunities. 1. Outing coordination through FEC 2. Learning Coach Support Class Connects 3. Use Social Media to communicate opportunities 4. School Newsletter 5. Master Teacher to coordinate with staff and FEC regarding outings Strategy 2: School-wide Assemblies 1. Four times a year, Talent Showcase themes for each show (writing, musical instrument, sports, theater (short skit) etc. 2. Four times a year, pep-like assemblies, game time, etc. 3. All school assemblies or grade band assemblies would help with engagement. Seeing more students gather together is fun for teachers and families. Goal 2: School Climate (Staff) School Climate Reduce administrative type job functions done by teachers, allowing for more opportunity to focus on instruction and working with students

Strategy 1: Family Academic Support Team 1. Refer students/families for FAST support 2. Follow up on family pulse checks 3. Clear communication of which students received FSL support upon entering WAVA and who didn t; allowing homeroom teachers to plan accordingly Strategy 2: Reduce workload associated with the documentation unique to ALE school 1. Use TVS to record ILP related information, rather than TVS and a word document 2. Utilize gradebook and grade rules to allow for auto-sat process 3. Investigate additional elements that can be reduced from teacher workload (e.g. withdrawal process). Strategy 3: Grade level teams divide the workload of creating the Class Connect lessons 1. For each grade, teachers divide into content specific teams to develop and share lesson materials 2. Increase time for staff to work collegially on Fridays Goal 3: ELA ELA Grades 3-5 will each improve proficiency by 5% on the ELA SBA assessment.. Strategy 1: Monitor student academic growth and achievement

1. Implement DDI learning cycles with Pre/Post-test assessment, scored and evaluated by teachers 2. Utilize benchmark data from MAP to determine student instructional needs Strategy 2: Support learning coaches in their academic support of students 1. LAP teacher will provide intensive support sessions with learning coaches, create library of literacy acquisition videos 2. K-1 Teachers work with LCs on strategies to lead at home instruction Strategy 3: Develop strategies/tools to intervene with students who struggle 1. PD on Differentiated Instruction 2. Reading Eggs 3. Study Island (teacher assigned lessons) 4. Implement Student Support Team process 5. Target instruction K-1 in live sessions to impact student literacy development Strategy 4: Prepare students for SBA assessment 1. Prep 3rd graders to be familiar with the format of the SBA; integrating samples in to their lessons. 2. Identify bubble students that would benefit from a SBA Academy experience Goal 4: Math Math Grades 3-5 will each improve proficiency by 6% on the Math SBA assessment.

Strategy 1: Monitor student academic growth and achievement 1. Implement DDI learning cycles with Pre/Post-test assessment, scored and evaluated by teachers 2. Utilize benchmark data from MAP to determine student instructional needs Strategy 2: Develop strategies/tools to intervene with student who struggle 1. PD on Differentiated Instruction 2. Math Seeds 3. Study Island (teacher assigned lessons) 4. Target instruction 2-5 in live sessions to impact student growth percentiles 5. Implement Student Support Team process Strategy 3: Prepare students for SBA assessment 1. Prep 3rd graders to be familiar with the format of the SBA; integrating samples in to their lessons. 2. Identify bubble students that would benefit from a SBA Academy experience Goal 5: Attendance to Live Sessions Monitor Attendance for Class Connect Sessions to ensure students are attending required classes consistently Strategy 1: Use weekly tracking from main office 1. Tracking data will be sent weekly to teachers

2. Teachers will verify the accuracy of the attendance and put notes into TVS for inaccuracy 3. Teachers call on the day the tracking data is available (reviewing expectations and reestablishing contact with student) Strategy 2: Support from FASTeam 1. FAST team will meet with students who are not attending.

Monitoring and Evaluation of the Plan Quarterly Review Due Date Person(s) responsible for quarterly review Monitoring and Evaluation of Goals Dec 14 th Bryant Mettler Michelle Eilers Elementary BLT Date Reviewed: Persons Reviewing: Review Summary: Feb 15 th May 16 th Bryant Mettler Michelle Eilers Elementary BLT Bryant Mettler Michelle Eilers Elementary BLT Completed- On Track- Action Pending- Date Reviewed: Persons Reviewing: Review Summary: Completed- On Track- Action Pending- Date Reviewed: Persons Reviewing: Review Summary: Completed- On Track- Action Pending-

School Improvement Team Members Name Position Bryant Mettler Principal Michelle Eilers Assistant Principal Amy McMahon K-1st GE Teacher Jennifer Sherman 2nd-3rd SE Teacher Becka Thompson 2nd-3rd GE Teacher Sharyl Lee 4th-5th SE Teacher Holly Beckstead 4th-5th GE Teacher Danny Terry Master Teacher