LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

LAKE WASHINGTON SCHOOL DISTRICT NO. 414

BOARD OF DIRECTORS' MEETING

January 30, 2012

Individuals with disabilities who may need a modification to participate in a board meeting should contact the superintendent's office as soon as possible in advance of a meeting so that special arrangements may be made. CONSENT AGENDA

A consent agenda has been established by the board in order to eliminate the time-consuming task of acting on routine and repetitive business items. These items are now placed in a consent agenda package and will be voted on at one time.

If you see an item on the consent agenda that you would like to have publicly discussed, please discuss your concern with a board member prior to action on the consent agenda.

Lake Washington School District Acronyms

AYP - Adequate Yearly Progress LEAP: Learning Enhancement & Academic Planning B/CR: Board/CEO Relationship MSP: Measurement of Student Progress CADR: College Academic Distribution Requirements NEVAC: Northeast Vocational Area Cooperative (25 high schools north and east of CBA: Classroom-Based Assessments Lake Washington, King & South Snohomish CDSA: Common District Summative Counties) Assessments NSBA - National School Board Association CIP: Continuous Improvement Plan OSPI: Office of Superintendent of Public CLT: Central Leadership Team Instruction CTE: Career & Technical Education Policy Governance: A governance process used by the school board. Sets forth “ends” (goals) DIBELS: Dynamic Indicators of Basic Early that the superintendent must reach, while abiding Literacy Skills by “executive limitations.” Ends include the DLT: District Leadership Team (manager level district’s mission. Executive limitations provide and above, includes both certified and classified) the boundaries for how the superintendent and staff can get to the goals. See the board policy EALR: Essential Academic Learning section on the web site for more information. Requirements Quest: Highly capable program for students in EL: Executive Limitations (See Policy grades 1-9 Governance, below) RCW: Revised Codes of Washington ELL: English Language Learners SALT: Strategic Advisory Leadership team ER: End Results (formerly known as ENDs). Goals set forth by the board, including the STEM: Science, Technology, Engineering, and mission of the district. Mathematics GLE: Grade Level Expectations (state) WAC: Washington Administrative Codes GP: Governance Process (Board) WaNIC: Washington Network for Innovative Careers HCP: Highly Capable Program WASL: Washington Assessment of Student HSPE: High School Proficiency Exam Learning (state test required under No Child Left KPI: Key Performance Indicators Behind Act). WASL replaced by HSPE and MSP. LC: Learning Community - The district is divided into four learning communities. Each WLPT: Washington Language Proficiency Test one is made up of a high school and the WSSDA: Washington State School Directors elementary schools and junior highs that feed Association into it. The four learning communities are: Eastlake, Juanita, Lake Washington, and 5QL: 5 Stars for Quality Learning (staff Redmond. development program on integrating technology into the classroom)

January 26, 2011

Jackie Pendergrass President, Board of Directors Lake Washington School District No. 414 Redmond, WA 98052

Dear Mrs. Pendergrass:

I am transmitting herewith the agenda for the Board of Directors’ regular meeting of January 30, 2012 beginning at 5:30 p.m. in the Board Room of the Resource Center, 16250 NE 74th Street, Redmond, WA.

Order of Business

1. Convene, Roll Call

2. Approve Agenda

3. Board Reorganization

4. Consent Agenda

5. Non-Consent Agenda

6. Superintendent Report

8. Legislative Update

9. Board Follow-Up

10. Future Agenda Items

11. Debrief

12. Board Member Comments

13. Adjourn

Sincerely,

Chip Kimball Superintendent LAKE WASHINGTON SCHOOL DISTRICT

Board of Directors’ Meeting

L.E. Scarr Resource Center Board Room

January 30, 2012

Time Action Policy Tab Page

5:30 p.m. Convene, Roll Call

Approve Agenda

Board Reorganization – President, Vice President, & Legislative Representative

Consent Agenda GP-8 (Annual Agenda Planning)

. Minutes – Dec. 12, Jan. 9, and Jan. 23 special board meetings, 1 1 and Jan. 9 regular board meeting

. Human Resources Report 2 10

. Continuous Improvement Process (CIP) 3 12 Plan Approval, 2011-12

. Change Order No. 44 4 13 Lake Washington High School Modernization

. Change Order No. 2 5 14 Helen Keller Elementary School Modernization

. Change Order No. 4 6 16 Carl Sandburg Elementary School Modernization

. Change Order No. 4 7 17 Redmond High School Addition

. 2012 OSPI Energy Efficiency Grant 8 18 Resolution No. 2119

. Constructability Review Report Approval 9 19 Rose Hill Junior High School Replacement

. Donations 10 20

AGENDA January 30, 2012 Page 2

Time Action Policy Tab Page

Non-Consent Agenda

Superintendent Report EL-3(Communication & Council . STEM School Update to the Board)

Legislative Update GP-3 (Board Job Description)

Board Follow-Up EL-3 (Communication & Council to the Board)

Future Agenda Items EL-3(Communication & Council to the Board

Debrief GP-2(Governing Style)

Board Member Comments

Adjourn

______

7:00 p.m. Worksession Topic: Executive Session re Collective Bargaining & Personnel Location: Superintendent’s Conference Room ______

Next Board Meeting: February 27, 2011 5:00 p.m. Worksession Topic: Executive Session re Personnel Location: Superintendent’s Conference Room 7:00 p.m. Board Meeting Location: Board Room

L.E. Scarr Resource Center 16250 NE 74th Street Redmond, WA 98052

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Special Board Meeting December 12, 2011

The special board meeting was called to order by President CALLU TO ORDERU Jackie Pendergrass at 4:00 p.m.

Members present from Lake Washington School District: ROLLU CALLU Jackie Pendergrass and Doug Eglington.

Members present from Snoqualmie Valley School District: Marci Busby and Caroline Loudenback.

A petition to transfer a collection of neighborhoods in the TOPIC

Northeast corner of the City of Sammamish (Camden Park neighborhood) from Snoqualmie Valley School District into the Lake Washington School District has been received. The members of the negotiating team from each district met to consider the factors that guide the territory transfer process. The members recommended that the territory transfer be denied.

The meeting was adjourned at 6:00 p.m. ADJOURNMENTU U

______U Jackie Pendergrass, President

______U ______Chip Kimball, Superintendent Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Special Board Meeting January 9, 2012

The special board meeting was called to order by President CALLU TO ORDERU Jackie Pendergrass at 5:30 p.m.

Members present: Jackie Pendergrass, Nancy Bernard, Doug ROLLU CALLU Eglington, Chris Carlson, and Siri Bliesner.

The board convened into executive session at 5:30 p.m. to EXECUTIVE SESSION discuss personnel items. The board reconvened at 6:45 p.m.

The meeting was adjourned at 6:45 p.m. ADJOURNMENTU U

______U Jackie Pendergrass, President

______U ______Chip Kimball, Superintendent Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Special Board Meeting January 23, 2012

The special board meeting was called to order by President CALLU TO ORDERU Jackie Pendergrass at 5:30 p.m.

Members present: Jackie Pendergrass, Nancy Bernard, Doug ROLLU CALLU Eglington, Chris Carlson, and Siri Bliesner.

The board convened into executive session at 5:30 p.m. to EXECUTIVE SESSION discuss personnel items. The board reconvened at 8:30 p.m.

The meeting was adjourned at 8:30 p.m. ADJOURNMENTU U

______U Jackie Pendergrass, President

______U ______Chip Kimball, Superintendent Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

The board meeting was called to order by President Jackie CALL TO ORDER Pendergrass at 7:00 p.m.

Members present: Jackie Pendergrass, Doug Eglington, Nancy ROLL CALL Bernard, and Siri Bliesner.

Present: Deputy Superintendent Traci Pierce.

Doug Eglington moved to approve the agenda. Seconded by APPROVAL OF AGENDA Nancy Bernard.

Motion carried.

OATH OF OFFICE Deputy Superintendent Traci Pierce administered the oath of office to Jackie Pendergrass, Chris Carlson, and Siri Bliesner.

HOST SCHOOL

Karen Dickens, Principal, showed a video depicting Audubon AUDUBON ELEMENTARY, and the many languages spoken at the school and the various PRINCIPAL KAREN activities/programs. They have 565 enrolled, 14% English DICKENS Language Learner population of 14. She highlighted their vision and mission statement and the pillars used to support instruction to ensure that all students develop their potential.

RECOGNITION

Traci Pierce highlighted the proclamation from the Governor’s SCHOOL BOARD Office proclaiming January as School Board Appreciation APPRECIATION month. As volunteers, she thanked each of them for their dedication.

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Stephen Bryant, Principal on Special Assignment, and Kevin NATIONAL BOARD Teeley, President, Lake Washington Education Association, CERTIFIED TEACHERS presented certificates to 36 new National Board Certified Teachers. They recognized the facilitators who assisted the teachers. Stephen Bryant pointed out that the Washington State is 4th in the United States for having the highest number of National Board Certified Teachers (NBCT). Kevin Teeley referenced research that having this certification is equal to a student having 20 extra days in the classroom. Three years ago, 7% of our teachers were NBC, today it is 13.5%. This has a positive impact on teachers’ ability to make a difference. He thanked the board and the district for their continued support of this program. Currently, there are 197 teachers in this district who have received the NBCT certification.

Kirkland: Discovery Community School: Monica Engquist Franklin Elementary: Jennifer Dressel; Suzanne Hart, and Lori O’Brien International Community School: Diana Di-Tolla Juanita High School: Nichol Cassaro and Barbara Gorgei-Kalhor Keller Elementary: Cathy Dunbar Kirk Elementary: Alison Underdahl Kirkland Junior High: Ruth Anderson, Susan Buyarski-Crauer, Beau Hansen, and James “Ryan” Palmer Lakeview Elementary: Nancy Knight Sandburg Elementary: Nadia Armstrong, Kacie Brown, Elizabeth Cheatum, and Karla Nelson Redmond: Dickinson Elementary: Karen Kline Redmond High School: Holly Appelgate, Patrick Frable, Robert Miller, and Daniel Pudwill Redmond Junior High: Robert Aguilar Rockwell Elementary: Megan Porter Rush Elementary: Robyn Hodges Sammamish: Eastlake High School: Kalle Andres, Tyrell Hardtke, Sherilynn Skiba, John Stratton, and Cassie Wesson-Mast Inglewood Junior High: Gerald Lenocker, Eric Sambrano, and Heather Tracy McAuliffe Elementary: Anna Jaross Smith Elementary: Kathy Hiles

Traci Pierce and Jackie Pendergrass offered their congratulations and thanked the teachers for making the sacrifice of their time and efforts which will ultimately benefit our students.

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Greg Lobdell, Center for Educational Effectiveness (CEE), announced the 99 schools were recipients of the 2011 School of SCHOOLS OF Distinction Award. Three Lake Washington School District DISTINCTION schools received this honor – Redmond Elementary School, Smith Elementary School, and The Renaissance School. The schools were recognized for receiving this honor.

To be considered, schools had to be performing at least at the state average in fourth, seventh and/or tenth grade reading and math assessments, as measured on the Spring 2011 Measures of Student Progress (4th and 7th grade) and High School Proficiency Exam (10th grade). Schools were then evaluated on combined reading and math improvement from 2006 to 2011 based on state assessments. The top five percent of schools are then recognized with the School of Distinction Award.

Caroline Roetcisoender and Jim Allen expressed their support PUBLIC COMMENT for American Sign Language to be offered in the Lake Washington schools to meet the new graduation requirement for foreign language. Dr. Pierce explained that the board adopted the new graduation requirements in June. She described the district’s current program offerings at each of the high schools and exploring next steps to ensure that the district provides a cohesive world language program. Addition course options will be offered beginning in the 2013-14 school year. It will be the district’s intent to collect data from parents and neighboring districts to assess staffing and students’ needs. Since Lake Washington and Eastlake high schools do not offer three world languages, they will list both Mandarin and ASL in their course catalogue to assess student interest. She noted that district will implement a competency based policy which will allow students to earn world language credit if they are able to demonstrate competency.

Doug Eglington suggested that world languages could be offered through a cooperative agreement with neighboring school districts.

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Chris Carlson moved to approve the consent agenda. Seconded CONSENT AGENDA by Doug Eglington.

Jackie Pendergrass, yes; Doug Eglington, yes; Nancy Bernard, yes; and Siri Bliesner.

Motion carried.

The following December 2011 vouchers were approved: APPROVAL OF VOUCHERS General Fund 336785-337152 $4,693,694.45

Payroll 2032-2037 $5,874.88

Accounts Payable Direct Deposit $ 52,841.10 Acquisition Card 1,177,549.55 Deferred Comp 71,948.00 Department of Revenue 3,952.61 Dept. of Retirement Systems 974,499.96 Dept. of Retirement Systems 624,034.19 Flex Spending 45,648.47 Long Term Disability 3,685.26 Payroll Direct Deposit 7,690,887.70 Payroll Tax Withdrawal 2,534,125.63 School Employees Credit Union 143,050.19 Sodexho 51,056.92 TSA Envoy 235,112.32 VEBA 1,550.56 Vision/(NBN) $37,539.23 $13,647,481.69

Capital Projects 31260-31392 $8,657,540.14

ASB 52828-53025 $219,161.02

Transportation Vehicle Fund $0.00 Private Purpose Trust Fund 1190-1213 $3,681.27

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Approves minutes of the December 5 regular board meeting APPROVAL OF MINUTES and December 5 work session.

Approves January 9, 2012 Human Resources Report. APPROVAL OF HUMAN RESOURCES REPORT

Approval of the following instructional materials for use in the INSTRUCTIONAL Lake Washington schools - MATERIALS ADOPTION

Title: Three Victorian Poets Author: Jane Ogborn Publisher: Cambridge University Press Copyright: 1998 No. of Copies: 30 Price: $14.50 School Requesting: Juanita High School Classification: Cambridge IGCSE Grade 10

Title: Stories of Ourselves Author: Cambridge University Publisher: Cambridge University Press Copyright: 2008 No. of Copies: 30 Price: $14.00 School Requesting: Juanita High School Classification: Cambridge IGCSE Grade 10

Title: Second Step: Student Success Through Prevention for Middle School Author: Committee for Children Publisher: Committee for Children Copyright: 2008 No. of Copies: 9 Total middle school sets include grade levels 6, 7, 8 Price: $1,000.00 per 7 junior highs plus 2 Behavior Intervention programs = $9,000.00 School Requesting: Special Services Classification: Middle School special education students

Title: ESGI – Web-Based Subscription Author: Greg Gorman Publisher: ESGI Copyright: 2006 No. of Copies: 4 Price: $175.00 per teacher per year School Requesting: Margaret Mead Classification: Kindergarten

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Title: Riding Freedom Author: Pam Munoz Ryan Publisher: Scholastic Copyright: 1998 No. of Copies: 70 Price: $5.99 School Requesting: Carl Sandburg Classification: Grade 5

Approves Resolution No. 2117 certifying that the proposed OSPI D-5 RACIAL construction of the replacement building for the International BALANCE COMPLIANCE Community School and the Community (Elementary) School INTERNATIONAL COMMUN will not create or aggravate a racial imbalance. SCHOOL/COMMUNITY (ELEMENTARY) SCHOOL RESOLUTION NO. 2117

Approves Change Order No. 1 to Cornerstone General CHANGE ORDER NO. 1 Contractors, Inc. for modernization work at the Helen Keller HELEN KELLER Elementary School in the amount of $20,246.00, increasing the ELEMENTARY SCHOOL contract amount to $17,234,746. MODERNIZATION

Approves Change Order No. 3 to Spee West Construction Inc. CHANGE ORDER NO. 3 for work at the Carl Sandburg Elementary School CARL SANDBURG Modernization in the amount of $3,257.00 increasing the ELEMENTARY SCHOOL contract amount to $20,735,693.00. MODERNIZATION

Approves Change Order No. 3 to Pellco Construction Inc. for CHANGE ORDER NO. 3 work at the Redmond High School Addition in the amount of REDMOND HIGH SCHOOL $44,571.00 increasing the contract amount to $9,787,183. ADDITION

Approves Change Order No. 43 to Lydig Construction Inc. for CHANGE ORDER NO. 43 work at the Lake Washington High School Modernization in the LAKE WASHINGTON amount of $55,245.00 increasing the contract amount to HIGH SCHOOL $60,253,855. MODERNIZATION

Approves the value engineering report for the replacement of VALUE ENGINEERING Alexander Graham Bell Elementary School. REPORT APPROVAL ALEXANDER GRAHAM BELL ELEMENTARY SCHOOL REPLACEMENT

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Accepts the donations/grants as identified - DONATIONS

Acceptance from Peter Kirk PTSA to Kirk Elementary in the amount of $8,500.00 to provide funds for principal enrichment fund to support teacher development ($5,000) and support grade level field trips ($3,500).

Acceptance from Redmond Junior High PTSA to Redmond Junior High in the amount of $4,029.46 to provide six academic enrichment mini-grants ($4,029.46).

Acceptance from Christa McAuliffe PTSA to McAuliffe Elementary in the amount of $5,640.00 to provide teacher stipends for outdoor education program ($3,960) and support STARS Reading Program ($1,680).

TOTAL $18,169.46 NON-CONSENT AGENDA

TRANSFER OF TERRITORY MOTION – CAMDEN PARK Dr. Traci Pierce related that on March 15, 2011 (original petition RESOLUTION NO. 2118 denied) and August 4, 2011, the district received notification from Puget Sound ESD that a petition to transfer a collection of neighborhoods in the northeast corner of the City of Sammamish (Camden Park neighborhood) from Snoqualmie Valley School District into the Lake Washington School District had been received and validated allowing the territory transfer process to begin.

At the October 10, 2011 board meeting, Jackie Pendergrass and Doug Eglington were appointed to participate in negotiations regarding the proposed transfer of territory in accordance with guidelines for territory transfers. A meeting was held on December 12, 2011 to negotiate the Camden Park territory transfer petition with the representatives from Snoqualmie Valley School District. A report from the negotiating committee was prepared. The members of the negotiating team considered the factors that guide the territory transfer process and recommend that the territory transfer by denied. Jackie Pendergrass and Doug Eglington highlighted the rationale to deny the petition.

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

On December 15, 2011, the Snoqualmie Valley School District Board of Directors voted to deny the transfer of territory petition.

Nancy Bernard moved that the Board of Directors approves Resolution No. 2118 to deny the territory transfer of the Camden Park neighborhood from Snoqualmie Valley School District into the Lake Washington School District. Seconded by Doug Eglington.

Motion carried.

MONITOR BOARD POLICY

ER-1, MISSION OF LAKE Traci Pierce, Deputy Superintendent, presented ER- 1, Mission WASHINGTON SCHOOL of Lake Washington School District. She responded to board DISTRICT members questions. SUPERINTENDENT Traci Pierce provided an update on the district’s athletic fees. REPORT There was a recent article in the Seattle Times which indicated that due to the State budget cuts, many school districts had to implement or increase athletic fees. Lake Washington had the highest athletic fees. She explained that there was an extensive public input process in 2009 to seek input on budget reductions and to identify priorities. The district cut over $7 million without laying off staff as other districts had to do. Procedures were put in place to provide waivers for low-income students and caps were instilled for families and scholarships offered by PTSA/Booster clubs. She reviewed the participation rates.

She continued that related that the Washington State Supreme Court has ruled that the State is not fulfilling its duty to provide ample funding for education. All 295 school districts endorse this lawsuit. The court’s ruling does not require the legislature to have a plan until 2018. Hopefully this will send a strong message and may influence the decisions that will be made in this legislative session.

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LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting January 9, 2012

Doug Eglington attended the legislative breakfast meeting LEGISLATIVE UPDATE sponsored by the Eastside Chamber of Commerce; the Court’s ruling was discussed. Representative Ross Hunter, Chairman of the House Ways and Means Committee, was there. He provided information on the latest measures being discussed.

FOLLOW-UP

Chris Carlson asked for an update on middle school sports.

SUPERINTENDENT Jackie Pendergrass provided an update on the superintendent SEARCH search process. She indicated that opportunities have been scheduled at all of the cities, Redmond, Sammamish, and Kirkland, for stakeholders to meet with Dr. Traci Pierce. People can provide feedback at these meetings or via the district’s web site.

Nancy Bernard related that Ward Brannman, music teacher at BOARD COMMENT Kamiakin Junior High, was selected as Washington Music Educators Association Middle School/Junior High Music Educator of the Year. Bill Monahan, Eastlake Science Teacher, was selected as the Washington State Science Teacher of the Year.

Chris Carlson moved to adjourn. Seconded by Doug Eglington ADJOURNMENT

Motion carried.

The meeting was adjourned at 10:10 p.m. ______Jackie Pendergrass, President

______Chip Kimball, Superintendent Diane Jenkins Recording Secretary

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Human Resources Board Report January 30, 2012

NEW PERSONNEL

Name Position Location/School Salary/Rate Start Date Reason Asper, Charles NC .7 Teacher Parks Elem B-0 01/17/12 Leave Replacement Asper, Charles NC .3 Teacher Alcott B-0 01/03/12 Leave Replacement Conner, Victoria Special Ed Para Ed Keller Elem $15.43 09/06/11 Budgeted Lavery, Debra NC .6 Teacher Rockwell B-8 09/07/11 Leave Replacement Lewis, Gary Instructional Assist Franklin Elem $12.95 04/04/11 D. Caldwell Liddell, Heather NC Teacher Lakeview Elem B-0 01/03/12 Leave Replacement Ostrom, Amanda NC .7 Teacher Parks Elem A-0 01/03/12 Leave Replacement Russell, Laura NC Teacher Evergreen Jr. High C-2 1/30/12 Leave Replacement Wraalstad, Joan Admin. Sec. III Resource Center $19.89 08/31/11 Repl. C.Cruse

RETIREMENTS/RESIGNATIONS/TERMINATIONS

Name Position Location/School Start Date Effective Reason Brewer, Michael Campus Security Kirkland JH 11/18/03 12/23/11 Resignation DiLuzzio, Heather Teacher Rosa Parks 08/26/11 01/20/12 Resignation Green, Coralee Instructional Asst Resource Center 11/02/87 01/16/12 Resignation Hambrick, Jonathan Prof Tech Resource Center 12/01/10 01/17/12 Resignation Lewis, Gary Instructional Asst Franklin Elem 04/04/11 01/13/12 Resignation

CHANGE OF CONTRACTUAL STATUS

Name Location Change Effective Date Cabiling, Sheela Thoreau Elem .5NC to 1.0NC 08/29/11 Dowling, Carlene Redmond Jr .8 to 1.0 08/29/11 Mead, Lauren Rose Hill Elem 1.0 1 yr prov to 1.0 1 yr prov/.1 NC 09/26/11 Swanson, Elizabeth Rose Hill Elem .8 NC to 1.0 NC 01/03/12 Human Resources Board Report January 30, 2012

CHANGE OF POSITION

LFName Old Position New Position Effective Date Reason New Salary Ruiz, Michael Admin Sec II Office Manager III 01/03/12 Rpl P Helm $19.89

CONTINUOUS IMPROVEMENT PROCESS (CIP) PLAN APPROVAL, 2011-12

January 30, 2012

SITUATION

Pursuant to WAC 180-16-220, “Each school in the district shall be approved annually by the school district board of directors under an approval process determined by the district board of directors. At a minimum, the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.”

Each school has completed its Continuous Improvement Process (CIP) Plans for the 2011-12 school year. The plans are reviewed by Directors of School Support, in order to ensure they met the criteria defined in the WAC and in Procedure AFE-R, Evaluation of Instructional Program.

Plan modifications were made to address any areas of concern identified in this review. All of the plans have been found to meet the criteria established by the WAC and by the district.

As part of the CIP planning process, each school has set goals consistent with State requirements in reading, writing, and math.

RECOMMENDATION

The Board of Directors approves the 2011-12 Continuous Improvement Process (CIP) Plans for all schools as presented.

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Executive Summary Community School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge Guiding •Interconnected •Student •Challenging & Learning Ownership & Meaningful Principles Experiences Engagement Curriculum •Personalization & •Equity & Cultural •High Individual Responsiveness Expectations & Attention Quallity Instruction

Community School Mission | Vision

Community School provides a program which strives for excellence and success in learning while providing opportunities for each child to realize his or her own potential. Students are challenged academically, physically, Mission socially, and emotionally in an atmosphere of cooperation and trust.

Community School's vision is taken from a quote by Jean Piaget, "The principal goal of education is to create men and women who are capable of doing new things, not simply of repeating what other generations have done‐ Vision men and women who are creative, inventive and discoverers [who] have minds which can be critical, can verify, and not accept everything they are offered."

Student The knowledge, skills, and attributes that every sttudent needs to be Future Profile Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

•Interconnected •Student •Challenging & Guiding Learning Ownership & Meaningful Principles Experiences Engagement Curriculum •Personalization •Equity & Cultural •High & Individual Responsiveness Expectations & Attention Quality Instruction

Part One: School Executive Summary School Description

Description of our School Community School has been serving families as a public, choice school in the Lake Washington School District (LWSD) since 1971. Currently, 75 students are enrolled in our three multiage classrooms (grades 1 through 6). Our full‐time staff consists of three teachers and a secretary. Part‐time staff includes: an instructional aide, a music teacher, a physical education teacher, a special education teacher, and a school counselor. We share a principal with the International Community School (ICS), a LWSD middle/high school.

At Community School, we maintain a multiage, non‐competitive learning environment. We place an equal emphasis on the academic, social, and emotional growth of our students. Our program values rigorous academics, students’ interests and self‐motivation, and it promotes responsibility of parents and students to our learning community. Problem‐solving, critical thinking, constructivist learning and authentic application are important components of the Community School curriculum. We strive to develop life‐long learners. Our curriculum intentionally involves field trips, speakers, small‐group projects, and other relevant experiences that enrich school‐wide themes of study. Parents help in the classrooms, on the playground, and in other capacities.

Parents and staff have developed a list of values and beliefs, called Constructs that are stated in the Community School Handbook. They are as follows: 1. Children learn by doing. This applies to: decision making, taking responsibility, engaging in critical thinking, and solving problems (interpersonal and intellectual areas). 2. Children learn best when their abilities are challenged, internal motivation is increased, and their interest and learning style is taken into account. 3. The community supports the teachers in their professional judgment as to the best strategies to meet the needs of each individual child as well as the whole class. 4. Children learn best in a supportive, cooperative environment. 5. Children learn best in an atmosphere where their process, and not merely the end result, is acknowledged and mistakes are recognized as a natural part of the learning process. 6. Opportunities for interaction between students of all ages lead to integration of learning, increased ability in social skills, problem‐solving skills and decision making skills. 7. Children learn best in an atmosphere that acknowledges and integrates their social, emotional, cognitive, and physical development. 8. Children learn best when they feel good about themselves, and feel empowered socially, emotionally, and academically. 9. Children learn more readily when their home environment is philosophically compatible with the educational framework of their learning. 10. Children learn best when parents work cooperatively with the teachers and are actively and visibly involved in their child's social and academic development. 11. Children learn best when their horizons are broadened by exposure to the interests and styles of many people, including other children, teachers, parents, and the community‐at‐large.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Marilyn Fullerton, Head Teacher; Veronique Hageman and Jill Reifschneider, Classroom Teachers; Dr. Matthew Livingston, Principal Process used to Develop and Communicate CIP To staff and Community

The three teachers met in September 2011 to share and discuss the results of Spring 2011 student assessments, teacher observations, and the Fall 2011 parent surveys. The teachers strategized on how to improve teaching and learning for all Community School students. At this time, they identified specific teaching strategies to address individual student needs. Since this initial meeting, the teachers have met every Wednesday and have discussed the performance of specific students of concern. They will collaborate throughout the year to further develop effective teaching strategies for these particular students. In the Fall of 2011, the principal will meet with each teacher to review their professional growth plan and to discuss professional development needs, curriculum and assessment. The teachers will meet in November to discuss goals, share observations and review Fall 2011 LWSD student assessments. At this time, they will verify students’ needs and areas for improvement, and the instructional strategies that the staff agrees will have a positive impact on student learning. In November, the teachers will also consider information from the October 2011 Student Goal‐setting Conferences which will allow staff to consider more parent input, as well as student aspirations, as they work to address individual learning goals for the 2011‐2012 academic year.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus During the 2011‐2012 academic year, one area of focus for Community School teaching and learning is student achievement in literacy. Student progress in literacy will be indicated by classroom assessments, student performance on the Lake Washington School District (LWSD) Fall and Spring writing prompts, and DIBELS scores. Student work samples collected throughout the year, and the results of student interviews, will supplement the information provided by the summative assessments.

Particular areas of focus in reading include:  Decoding strategies, identifying familiar word chunks, root words and context clues, especially in the primary grades.  Comprehension and fluency of fiction and non‐fiction, especially in the intermediate grades. Writing skills of priority are:  Transfer of ideas from oral to written form, and development of ideas , especially in the primary grades.  Conventions and organization, especially in the intermediate grades.

An additional area of focus for Community School teaching and learning is student achievement in Math. Teachers will administer Envision Math Topic Assessments in conjunction with the Lake Washington School District Math CDSAs. Individual results will be compared to the assessment rubrics provided by the District. Student work samples collected throughout the year, and the results of student interviews, will supplement the information provided by the summative assessments. Student number sense and computational abilities will be compared to the Lake Washington School District Computational Fluency Continuum and the Washington State Standards.

Executive Summary Discovery Community School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision  Prepared for College  Prepared for the Global Workrkplace  Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Discovery Community School Mission | Vision

As a community, we strive to educate the whole child in a cooperative effort that respects and responds to each child's Mission needs and abilities. We do this through ddevelopmentally appropriate curriculum, active parent participation, and a world view that emphasizes coommunity and lifelong learninng.

Every Student Future Ready: Vision  Prepared for College  Prepared for the Global Workrkplace  Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Guiding •Interconnected •Student •Challenging & Learning Ownership & Meaningful Principles Experiences Engagement Curriculum •Personalization •Equity & Cultural •High & Individual Responsiveness Expectations & Attention Quality Instruction

School Executive Summary School Description

Description of our School Discovery Community School is a unique and special school. While there are many things that might distinguish one school from another – academic programs, areas of focus, athletics, arts – DCS is characterized by the people who come together to create the school. Teachers, students, and parents work as a community to nurture and grow students. Our mission statement emphasizes cooperative learning, responsive instruction, developmental appropriateness, community, and lifelong learning.

DCS is one of three elementary choice schools in the Lake Washington School District. Located on Carl Sandburg Elementary School’s campus, DCS enrolls 74 students. There are three multi-age classes: grades one and two, grades three and four and grades five and six. DCS maintains a noncompetitive learning environment with a family-like atmosphere. We educate the whole child in a cooperative effort that respects and responds to each child’s needs and abilities. We encourage hands-on learning, providing concrete experiences that incorporate elements of real life, discovery, and student-initiated learning. Our developmentally appropriate curriculum is aligned with the Washington Essential Academic Learning Requirements (EALRs), includes active parent participation, and emphasizes community lifelong learning. In addition, every student practices Life Skills; they form the basis for agreement between teacher and students and among students about behavior and expectations (academic and social).

Parents are valuable members of the community at DCS. They participate by working cooperatively with teachers to sustain a cohesive learning environment by enriching learning experiences and the encouraging the love of learning.

Students at DCS participate in the active school-life of Carl Sandburg Elementary. Students participate in after school enrichment activities, specialist classes, student council, assemblies, and special events with students from Carl Sandburg. Parents are involved with Sandburg's PTSA, volunteer projects, and community outreach programs.

The staff of DCS collaborates with Carl Sandburg teachers through building-wide staff meetings, participation in Continuous Improvement Process and LEAP activities that result from our Continuous Improvement Plan. Additionally, DCS teachers meet weekly as a school to plan, discuss student needs, and work with logistical needs. DCS teachers participate actively in Carl Sandburg and DCS joint leadership teams and represent our building on district committees.

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Name: Title or Role: Diane Jewell 1/2 Teacher Carol Fletcher 3/4 Teacher Monica Engquist 5/6 Teacher Mark Blomquist Principal

The staff at DCS partners with the entire teaching staff at Carl Sandburg in the creation of our Continuous Improvement Plan. Teachers analyze data independently, with grade level teams, with grade levels above and below, and as a whole staff to focus on greatest school-wide needs and more specific needs at certain grade levels. DCS teachers meet weekly to analyze progress of their students. Our analysis of data begins in August and continues throughout the school year during our Wednesday LEAP time. Process used to Develop and Communicate CIP To staff and Community The staff at Discovery Community School works collaboratively with the staff at Carl Sandburg Elementary to create the Continuous Improvement Plan and revisit it on an ongoing basis. DCS teachers have chosen a grade level at Carl Sandburg to work with for the 2011-2012 school year. Data is shared with teaching staff and classified staff through presentations, meetings, and access to websites like Inform and School Report Card, and through the collection of ongoing data in spreadsheets. Teachers review data in grade level and cross grade level teams in bi-monthly meetings and use the results of data analysis to plan to meet student needs.

Data is also shared with parents and students regularly. Teachers share individual student data in fall goal setting conferences and school-wide data was shared and the annual curriculum night while parents gathered in the gym. Data is also shared frequently in the weekly Principal’s Message and often on the school website. Teachers also meet with parents and students to review and discuss student progress and what is being done to meet student needs. Teachers and the principal also share CIP information at our monthly parent meetings. At our monthly community meetings, the principal and teachers present information about curriculum and student activities, goals, and assessments.

In August teachers reviewed MSP data, End of Year DIBELS data, Common District Summative Assessments, and end of year report card data to analyze individual student progress, grade level progress, and school wide trends. Teachers first reviewed the data individually and then met in grade level teams. After they reviewed the data they attempted to reach some conclusions about the greatest opportunities for growth. We then met as an entire staff to discuss our conclusions and reach consensus about areas of greatest need and opportunity.

Through individual reflection, grade level conversation, and meetings with grade levels above and below, and DCS staff meetings, teachers asked two basic questions: What are we doing to move our students forward in math? How are we monitoring student progress? Through this process we identified a need for greater use of shared, common assessments and time to collaborate with grade level teammates to analyze them. We also began working with four questions as outlined in Rick DuFour’s work on learning communities: What do we want students to know and be able to do? How will we know they learned it? How will we respond when some students don’t learn? How will we respond when some students already know it?

Through the analysis of data, discussion of greatest area of potential growth, and, most importantly, individual students, teams wrote SMART goals in reading, writing, math, and science, based on MSP data, as well as demographic goals and perception goals as based on 9 Characteristics of Effective Schools survey data.

Throughout this process we have used Microsoft OneNote to collect data; share information, brainstorm professional development needs, and plan LEAP activities. We have found that we are able to share the information quickly and easily with the entire staff.

Teachers met with the school principal to identify students who were below standard on the 2011 Measurement of Student Progress and to identify appropriate strategies for helping each student reach standard. We then discussed the use of those strategies and the resources that we would need to help them meet their goals.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus With the small class sizes at Discovery Community School, test scores can vary widely from year to year. After analyzing our scores and working with the Carl Sandburg staff, we have decided to join with Carl Sandburg to focus on improving math instruction through the resources listed below.

Resources needed to achieve this year’s focus: 1. Use of IXL math program and other online supplemental programs. 2. Use of in-class assessment and implementation of district CDSA's to monitor student progress and use of that data to plan for intervention for students who did not reach standard. 3. Implementation of Professional Learning Communities with a focus on assessment, analysis of data, and planning. 4. Dedicated class time to focus on number sense and math literacy. 5. Before school Extra Math program where students below standard can have access to the IXL Math online learning overseen by a certificated teacher. 6. Release time for teachers to observe other teachers and their math instruction.

To implement these strategies, the following resources are accessed:  LEAP Time  Professional Development Funds  Grants from DCS Parent Group  LWSF Grants for vMath in class  Staff Expertise  Parent Volunteers We will assess our progress with a variety of measures including the spring 2012 MSP results. Our entire staff continues to use the Common District Summative Assessments to measure growth of students who are below standard as well as those who are at and above standard; it is our belief that high standards for all will result in rigorous instruction for all students. Success in math has a strong correlation to reading fluency, so we will continue to develop a strong K-2 literacy program and will monitor student progress through DIBELS and CDSA's. We will significantly increase the number of students reaching standard on all end of topic assessments and math CDSA's.

Executive Summary Environmenntal and Adventure School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Environmental and Adventure School Mission | Vision

The Environmental & Adventure School (EAS) is a choice school in the Lake Washington School District. Started in the fall of 1999, EAS offers a vision of learning organized around several basic beliefs:  All students can and will learn.  Small school communities foster greater student accountability and encourage them to develop a sense of belonging, group culture, spirit, and camaraderie.  Curriculum is more meaningful when it is organized thematically.  The environment as an integrating context is a powerful and Mission effective means to improve student learning.  Staff, parents and students are teachers and learners together. Teachers facilitate the learning process and serve as mentors to students and partners with parents.  Teachers, students, and parents work together toward clear academic goals and standards. Learning activities help students achieve these goals. Assessment and evaluation are an on-going part of instruction and learning.  EAS students achieve academic, personal and social goals in a challenging educational program.

Academic achievement, community-building, and Vision stewardship – Challenge and support for all learners.

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready. The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School

EAS is a Choice School in LWSD serving 140 6th through 9th graders. Much of the curriculum is thematically integrated through an environmental focus. This encourages purposeful learning, connections to the community and opportunities for all to develop as leaders, stewards and responsible citizens. EAS students apply skills and concepts from all subject areas while investigating local watershed and global issues. They conduct extensive research and experience hands-on learning while practicing environmental stewardship. Our students develop confidence and skills to work effectively as leaders, mentors, and team members through challenging outdoor activities and projects. They use communication, publishing, and presentation technologies to access, process, and share information. EAS students consistently perform strongly on state testing in all assessed areas.

The 6th through 8th grade students at EAS rotate through their core content classes in multi-grade groups. Curriculum for these grades is organized aaround yearly themes that integrate coursework in language arts, social studies, science,, and art. The school-wide theme is: Interdependent Relationships, People and Environments. Environment is a powerful context for integrating learning across curriculum.

In addition to a challenging curriculum, EAS students and staff participate in programs and projects designed to enhance their learning, build community, increase individual confidence and skills, and promote leadership and community involvement:  Three 1-week adventure education excursions yearly  Three 4-day community stewardship projects yearly  A 3-day Healthy Choices Fair yearly  Leadership preparation and increasing leadership roles for students as they advance at EAS

Parent involvement and participation is key to the success of these programs. Parents contribute both financially and many volunteer hours throughout the yeaar. Our PTO (Parent Teacher Organization) works closely with the school staaff to support school programs for the benefit of all students.

Since our beginning, 12 years ago, EAS has received numerous awards and grants. Some of these are:

 Intermec Foundation Grants, 2009, 2010, and 2011 for science, technology and art materials  2009 Audubon Environmentalists of the Year  2009 National Orienteering Championship 1st Place and 2010 1st place Regional Championship.  Bill and Melinda Gates School Grant, July 2000  John H. Stanford Education Achievement Award from the Land Conservancy, June 2000  Destination Imagination 2000: two 1st place, one 2nd place in regional; one 1st place, one 3rd place team in state; one Leonardo De Vinci Creativity Award at World Championship.  Magic Apple Award, Department of Ecology, June 2000  Annual Anonymous Family Foundation Grants, for adventure education expeditions, 2000 through 2011  Pacific Gas & Electric (PG&E) December, 2001 for development of native plant repository.  NEA Foundation for the Improvement of Education (NFIE) grant for creating an outdoor teaching station, August 2001  King County Earth-Heroes award, Spring 2001.  American Association of University Women (AAUW), September 1999 and 2007 for creating a student media workstation in our office and purchasing an Enviroscape Watershed Model.

The 5 full time teachers at EAS have a combined 137 years of teaching experience. In addition we have two part time Spanish teachers.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Victor Scarpelli: Principal Eileen McMackin: Lead Teacher; Language Arts/Social Studies Teacher; Environmental Ed/Community Stewardship Coordinator Brian Healy: Science and Math Teacher Wayne Tannhauser: Math, Language Arts, and Social Studies Teacher John Hamilton: Art, Language and Culture, and Fitness Teacher Marcus Rose: Science and Math Teacher Kirsten Boone: Spanish Teacher Process used to Develop and Communicate CIP To staff and Community All-Staff meetings – weekly time designated to the work of CIP. Parent Meetings throughout the year for discussing curriculum, learning activities, and school-wide goals.

The Environmental and Adventure School staff review and analyze MSP result data annually and work together to set building goals according to prioritized needs of students. Classroom assessment data and teacher observation of students throughout the school in all curriculum areas combined with test results informs our CIP process. Because our content- area classes are multi-graded (6-8), any strategies we implement impact all levels. Therefore, in combination with classroom based assessment and teacher observation, we use MSP 7 results as the primary data for writing decisions; MSP 6, 7, & 8 as primary data to inform reading and math decisions; and MSP 8 to inform Science decisions. Specific strategies are identified and reviewed/monitored monthly at all-staff work sessions. In addition to subject-specific strategies implemented in classes, we focus on a school-wide literacy “Strategy of the Month”. Effectiveness of Team Action Plans and strategy implementation is discussed as a part of monthly staff CIP work session. Adjustments and revisions are implemented as needed. Strategies, goals, and accomplishments are communicated to parents via electronic newsletter, demonstrations of student learning, and parent meetings.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Reflections on last year’s focus results: Our ongoing focus on Effective and Powerful Writing, cross-curricular reading and writing, effective group work in all classes, and presentations by students in classes and for all-school events has proven to be a positive direction for EAS. Students show marked improvement over time as a result of four years of working on extensive writing tasks in all content areas. Resources such as “My Access,” “Image Grammar,” and Cornell Notes are valuable tools for our work in this area.

Based on last year’s results, this year’s focus is to continue with the previous areas of emphasis and add emphasis in the area of probability and statistics and geometric sense in mathematics.

Students who have graduated from EAS and are now in high school, college, or beyond, have reported back to us that the ability to work in groups and present in classes and publically has been a great asset to their learning and performance. We will continue to provide students with opportunities to develop and practice skills needed for collaborative group work and effective presentations.

Resources needed to achieve this year’s focus:  Models and strategies for group work as a means of instruction and assessment (e.g., Marzano’s, Art and Science of Teaching and Classroom Instruction That Works).  Guidelines for teaching and reinforcing presentation skills.  Mathematics curriculum materials related to probability and statistics and geometric sense.  Time to discuss these models and strategies and share implementation results as a school staff.

The indicators of success for this year’s significant area of focus are:  Teacher observation of students demonstrating ability to responsibly assume various roles in group work.  Teacher observation of increased student enthusiasm and engagement in content learning as a result of group interaction.  Individual student improvement in work products showing content knowledge and process skills as a result of working collaboratively in groups.  Improved test scores and classroom performance in applying probability and statistics and geometric sense in math.  Individual’s increased confidence and skill in visual and oral presentation tasks.

Executive Summary Finn Hill Junior High

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Finn Hill Junior High Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Prepared for College Prepared for the Global Workplace Prepared for Personal Success Vision

Themes: Rigor, Relevance, Relationships, Reinvention

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School

At Finn Hill Junior High, improved learning for students starts with staff development for teachers directly related to academic achievement. Beginning in August and throughout the school year, using the resource of Learning Enhancement and Academic Planning (LEAP) days, teachers in all curricula engage in training to enhance instructional strategies in the areas of reading, writing, math, science, technology, student discipline strategies, personalization, and critical thinking. A critical focus is to work towards common unit assessments, to examine student work, and to revise instruction based on the evidence found.

Statistical data provides evidence that over the last eleven years, Finn Hill students’ overall performance at Juanita High School on the 10th grade HSPE and 7th and 8th grade MSP has significantly improved. In 2007, Governor Christine Gregoire proclaimed, “Finn Hill Junior High earned Honorable Mention in the 2007 State Superintendent’s Learning Improvement Award for scores in mathematics and reading.” Not only did we meet high standards in 2006-07, but over the last eight years we moved at least half of our students up one level in both reading and math on the state assessment.

We continue to provide learning opportunities for students at all levels. We differentiate instruction and provide Specially Designed Instruction (SDI) to accommodate students who qualify for an Individual Education Plan (IEP). Students, who have not achieved proficiency on the reading and math portions of the 6th grade MSP, 7th grade MSP, and 8th grade MSP, are placed in Safety Net Math and Safety Net Literacy classes. Students with academic deficiencies participate in Math Tutoring and Mandatory Makeup (M2) work sessions four nights a week after school. Mandatory Makeup sessions are offered in each core content area and electives. Teachers supervising Mandatory Makeup teach in that content area and are aware of and able to help with current projects and assignments. Students focus on completion of missed class work, test taking, projects, and homework or skill practice. We provide two additional days of after school Math Tutoring. This tutoring program utilizes a certificated teacher in conjunction with parent volunteers, alumni students and community math professionals. Advanced learning opportunities are offered in math to students in grades 7 through 9; Honors Integrated Language Arts/Social Studies Blocks in grades 7 through 9; and advanced Science (biology) is offered to all students in grade 9.

Students’ social growth is as important to us as mastery of literacy, math skills and learning positive behaviors. During the past five years, we have adopted and implemented our component based Discipline Plan school wide, as well as a personalization period in our school day known as “Falcon Time”, conducted four days a week. Falcon Time serves as a venue in which small groups of students connect with one teacher over a three year period to provide continuity and support. We focus on building respect for one another, personal goal setting, team building, monitoring of student attendance and school performance. Students learn to be proud and involved in our school and local community. At Finn Hill we place great emphasis on Falcon Time because we believe when students have caring adults and other students supporting their efforts to achieve, students are more willing to accept the encouragement, to challenge themselves to take the risks necessary to grow, and develop intellectually, socially, physically and emotionally.

We are proud to announce that we opened our new school building in August and celebrated our community grand opening on October 25th 2011. The new Finn Hill campus was designed as a net-zero energy usage school, using a combination of self-generating, active, and passive energy strategies. Finn Hill now has the capability to generate energy via its photovoltaic roof panels (which enable the conversion of solar power to electricity). Finn Hill’s state-of- the-art heat pump warms the entire campus with minimal electric energy; its’ heat recovery ventilation system provides improved indoor air quality. Integrating daylight through the solar orientation of the building, the strategic placement of windows, and the high performance materials used in the construction all further contribute to Finn Hill’s low energy usage. Students will have the opportunity to monitor and analyze real-time data generated from these various energy strategies through an energy kiosk integrated into an art structure on the campus. The addition of themed rain gardens provide a natural way to treat rainwater, contribute to the health of the environment, while providing the students additional opportunities to study the environmental impacts of storm water runoff. These advanced, sophisticated technologies provide teachers and students with a unique laboratory for extensions of our math, science, and social studies curriculum.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Name: Title or Role: Victor Scarpelli, Jr. Principal Dana Greenberg Assistant Principal Robin Hoover Language Arts/Social Studies Teacher Leader Eric Lucke Science Teacher Leader Jill Johnson Math Teacher Leader Alexandra Leal Electives Teacher Leader Connie Otto Special Education Teacher Leader Mary Taylor Librarian and Chief Information Officer Process used to Develop and Communicate CIP To staff and Community Process Description: Our Continuous Improvement Plan (CIP) team was created for the first time during the spring of 2007 as a continuation of our School Improvement Plan (SIP) by our administration team and department leaders. We continuously adjust our plan from year to year based on our school’s needs. The team is represented by department chairs and curriculum teacher leaders. Most of our CIP Team members remain the same from year to year unless someone leaves our school or changes departments. We began the CIP process for the 2011-2012 school year in May 2011. We evaluated the previous year’s plan, looked at our classroom and end of unit assessments, as well as state assessment data, and proceeded to build the plan for the upcoming year. In June our principal met with the PTSA board, reviewed the year’s plan, discussed goals, and accomplishments and asked for input into the planning process for the 2011-12 school year. We then planned our August workdays and LEAP days based on the goals of our Juanita Learning Community (JLC), results of our Nine Characteristics of Effective Schools staff survey, student survey, student work, parent input and the goals set with our CIP Team. We used our August workdays, staff meetings, and LEAP days to work on items listed in our Action Plans and JLC work. The plan and strategies are communicated at staff meetings, during LEAP days, and in newsletters, classrooms, department chair meetings, PTSA newsletters, at curriculum night, on our website, at open house, and in emails to parents by the building principal.

Faculty and Staff are active participants. Much of the work is accomplished using the resources of time in department team meetings, LEAP days, staff meetings. Department and school teams analyzing data and formulate student goals, and determine instructional strategies based on analysis of student work and student needs. The FHJH Portal site and the Discipline Committee notes also serve as communication outlets.

Parents and School Community are also actively involved in the process. Using PTSA Board Meetings, the Parent Advisory Team as needed, monthly newsletters, Discipline Committee, “Dates to Remember” communication, parents are asked to share areas of needs with teachers and administration which helps in the formation of goals and dissemination of the CIP.

School Executive Summary Significant Area of Focus Description of our School’s Significant Area of Focus Summary of CIP Goals, SMART Goals and Other Important Criteria for LITERACY

Overall CIP goals for Language Arts included turning non-readers into readers, focusing on informational text in reading and helping students reach mastery of basic reading and writing skills. Strand data shows that over half of our students performed well with informational text. Other assessments (tests, essays, book talks, surveys, etc.) were used to measure student interest in reading and mastery of basic skills.

Language Arts teachers continuously practiced vocabulary building in writing. Strand data in writing shows that students perform well in Content and Style, which are two areas that embody Word Choice in writing. Graphic organizers were used for pre-writing strategies in 7th grade, which also strengthen Content and Style in writing. Many factors could explain why 7th grade students performed at a lower level on the MSP this past year: 1) lower-ability group; 2) a group that needs more explicit instruction. Results show that schools on the west side of the district performed comparably.

Unfortunately, we did not meet our goals for 7th and 8th grade reading; however, we did have a small percentage increase of students who met standard in 8th grade.

Together, we believe when we focus on a skill, students perform well. Last year we focused on increasing our writing score in Content, Organization and Style, and we did. We also focused on helping students’ understanding of informational text via graphic organizers and Cornell notes, and students performed better than the previous year based on the strand data for Informational Text.

Some preliminary goals for the 2011-2012 school year is to focus on student mastery of basic skills, such as comprehension and following directions. We see a direct correlation between students not following directions and then not performing well on writing prompts or a reading question. Encouraging students to analyze questions/prompts using a specific strategy (TAP + Form), or explicitly teaching students how to underline/circle important words and directions and then teaching students the meaning of vocabulary terms, may in turn, raise comprehension scores in reading and keep students focused on their content in writing. Elective teachers can support these goals by also explicitly teaching students how to read directions, providing practice opportunities for explicitly dissecting directions on a regular basis, and consistently defining important vocabulary terms that appear on our standardized tests.

Summary of CIP Goals, SMART Goals and Other Important Criteria for MATHEMATICS

After reviewing the results of the 2011 MSP and EOC’s, we were disappointed that we did not meet our stated goals for passing in either the 7th or 8th grade MSP’s. However, our 8th grade class did come close to the goal of 65% meeting standard with 63.2% passing. Our bright spot in testing for the 2010-2011 year were our EOC results. All of the students who took the Geometry EOC were proficient. Our 9th graders who took the Algebra EOC did not meet our goal of 100% proficiency, but we are encouraged by the 77.7% proficiency rate of these students. Our 8th grade proficiency rate of 56.7% on the Algebra EOC did not meet our stated goal of 60%, but we are encouraged by those results. Of concern is the fact that some students who passed the Algebra EOC did not meet standard on the 8th grade MSP. This number of students in not large, we plan to address this issue through targeted assistance. Looking at our results, the math department plans on continuing our focus on common assessments, offering support through regular tutoring, developing common expectations on work, and targeted assistance during class. This year we are also implementing Cognitive Tutor as the curriculum in all Safety Net classes in an attempt to help those struggling students meet standard. We have also decided to meet regularly before school to continue department discussions to collaborate of assessments and curriculum. With the ongoing work of all schools with the re- development of schools into middle schools, we plan to focus our work on our 7th and 8th grade curriculum and will work to educate ourselves about the 6th grade math curriculum in preparation for next year.

Math interventions we utilized during the 2010-2011 year included targeted assistance in Safety Net and regular classes, tutoring after school, and working with other teachers assigned to the same courses to develop common assessments.

The interventions that appeared successful included Safety Net for current 8th graders as 6 students in Safety Net at some point during the year met standard on the Algebra EOC. However, we did not see the same outcome with the 7th grade Safety Net. Also, the students who attended tutoring sessions regularly did show increases in their MSP scores even though those increases were not enough to move them to meeting standard.

Summary of CIP Goals, SMART Goals and Other Important Criteria for Personalization Focus Across the School

Based on student and staff surveys during the 2007-2008 school year we have created time during our school day in order to provide a more complete support system for our students, we have created a time for small groups of students and staff to form relationships with each other in a risk-free, encouraging setting, while also using this time as a school communication vehicle between staff and students in a more personal way. This unique period of time during our school day is known as Falcon Time. New to our Falcon Time this year is the addition of WEB Leaders to each Falcon Time class to enhance relationships between our new 7th, 8th, and 9th grade students and 9th grade student leaders. We have used the WEB (Where Everyone Belongs) program over the past several years during new student orientation. Ninth grader WEB Leaders worked with small groups of new students to develop interpersonal connections to each other and their new school. This year WEB Leaders followed their small group of students to Falcon Time and implement the teamwork programming during this period. In addition, WEB Leaders provide a series of special teamwork opportunities throughout the year. We believe that enhancing relationships among peers and across age groups will provide every student with an opportunity to participate in our community. Our indicators of success will come through looking closely at our students that are failing and considered to be disengaged and seeing the number of students failing decrease. Another indicator of success will be the results of an Olweus student survey given during May 2012 to all students. We hope to see that school spirit perception has increased.

Executive Summary Robert Frost Elementary School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Robert Frost Elementary School Mission | Vision Our school environment is physically and emotionally safe for students and staff.

Individual differences and ccultural diversity are honored among students and staff. Mission

The state standards and district profile define the curriculum by which we guide students to reach high levels of student achievemment.

At Robert Frost, students, staff, parents and Vision community work together to develop high-achieving, confident, life-long learners.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School What is unique about our school:

Robert Frost Elementary School is a K-6 school with 459 students enrolled on October 1, 2011. Frost is located in a well-established residential neighborhood in Kirkland, with the majority of our students walking to and from school each day. Our new school building opened its doors in the Fall of 2009, with flexible spaces designed to maximize instructional collaboration and allow fluid student groupings. We admire and revere our namesake, the great American poet Robert Frost, and study his poetry at all grade levels. The Frost facilities have a variety of features honoring Robert Frost, including a tree mosaic installed this year behind the school using ceramic stones created by Frost students under the direction of a local artist. Frost has a strong Student Council program, which has been in place for many years. Led by elected 5th and 6th grade officers, Student Council representatives from Kindergarten through 6th grade develop democratic leadership skills as they organize school-wide activities and ongoing service projects. We are proud to see that many Frost alumnae go on to hold leadership positions at the secondary level. Our school has many active community volunteers and in 2010 we began a W.A.T.C.H.DOGS program, which is designed to encourage fathers and other male role models to volunteer regularly in the school. For 2011, the W.A.T.C.H. DOGS membership has grown from 14 dads the first year to over 30 this year. The Frost PTSA supports programs that enhance the curriculum, such as the art docents who are active in every classroom, and a local artist-in-residence who works with classrooms on a variety of pottery projects. This year a mosaic using stones created by Frost students was installed behind the school under the direction of a visiting artist and PTSA volunteers. In addition, the PTSA organizes numerous after-school classes such as Chess Club, sports and crafts. PTSA scholarships are offered for school supplies and field trips.

This year we have twelve Primary classrooms: two All Day Kindergarten class, two half- day Kindergarten classes, three First Grade classes, three Second Grade classes, and two Third Grade classes. We have six Intermediate classrooms: two Fourth Grade classes, two Fifth Grade classes, and two Sixth Grade classes

Resource Room Program: Students who qualify for Special Education services are served through a Resource Program which functions in both classroom-assistance and pull-out models.

Medically Fragile Learning Center: Frost houses the district’s Medically Fragile program, which is an intensive educational and therapy program for students with significant developmental and medical needs. The program serves students from throughout the district from Preschool age through 8th grade.

English Language Learner Program: Frost serves students who are learning English in small group academic instruction as well as through support in the general classroom.

Academic Intervention Program: Frost implements Safety Net programs for students who are academically at-risk, offering small group instruction in Reading, Writing and Mathematics and providing additional in-class support through collaboration with classroom teachers.

Counseling Program: Frost has full time support from a school counselor, who provides emotional support, crisis management, community resource coordination, and classroom instruction in social/emotional, academic and career development.

CIP Team Members Please indicate individual title and role within the school as well as his/her name. The entire staff is involved in the development of the Robert Frost Elementary School CIP. Process used to Develop and Communicate CIP To staff and Community The ongoing Frost CIP process:

1. Frost staff began the process in August with targeted professional development on Professional Learning Communities and developing a results-oriented culture, including a book study of Learning By Doing by Richard DuFour et al and resources from the Learning Tree video series The Power of PLC. 2. Next, grade level and Intervention teams completed an initial review of available data at the start of the year with a "10.000 foot Analysis" using the Here's What/So What/Now What protocol as outlined by Richard DuFour et al in Learning By Doing. This allowed teams to have a solid overall picture of current levels of performance by the larger grade level groups, along with initial factors that affected these outcomes and initial next steps for addressing student performance during the school year. Assessment data included MSP data, formal testing, classroom summative and formative testing from this year, and teacher observation. 3. This was followed by each team completing a Data Resource Inventory, reviewing the availability of assessment data on three levels. The first level is currently available assessment, which may include WASL data, district reading data through Dibels, and classroom assessment data. The second level is assessment currently planned, scheduled, or in progress. This could include classroom assessments for units currently in progress, district assessments that are scheduled such as CDSAs, and scheduled state assessments such as MSP and CBAs. The third level represents data that needs to be collected and assessments that need to be created. This may include common grade level assessments and other data collection needed based upon holes in the data picture of a classroom or individual students. This process allowed teams to understand what data resources were available and what deficits existed in time to be able to access and develop additional data resources as necessary for more effective data driven decision making 4. Once the overall understanding of group performance and the identification of available and needed data resources were established, all teams identified current student levels of performance and developed SMART Goals using forms and procedures from Learning By Doing. This process included reviewing student performance data from the variety of sources identified in steps 1 and 2, then assigning performance levels for each student in each content area on a 4-point proficiency scale. Performance and intervention for those students not making standard and those at standard but "on the cusp" were reviewed and outlined, with predictions made for which students could reach standard and what supports would be needed to achieve this outcome. 5. In addition, intermediate grade level teams (4th, 5th, 6th) completed targeted analysis of student performance in Mathematics. This included reviewing predictions made for student performance from the previous year on Spring Math MSP analyzing the effectiveness of classroom and school based interventions used to improve student mathematics performance and to identify other factors affecting student performance. Analyses were shared vertically to assist with teachers with the implementation of interventions for incoming students based on their effectiveness from the previous year. Teams also made new predictions of their current students' performance on the math MSP based upon vertical conversations and data from the previous year, developing new SMART goals. 6. Collaborative Grade Level and Intervention Teams meet frequently throughout the school year to monitor student achievement and review student predictions, interventions, and ongoing needs. This is supported through a master schedule providing common planning time and meeting/LEAP schedules that provides targeted team collaboration time. Strategies for individual students and groups are adjusted as necessary with immediate implementation.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Reflections on last year’s focus results: The results of the 2011 MSP as compared to the 2010 WASL: Grade level increases:  Math: 3rd, 4th, 5th, and 6th Grades  Reading: 3rd and 5th Grades Cohort increases:  Math: 3rd to 4th; 4th to 5th, and 5th to 6th  Reading: 5th Grade to 6th Grade

Based on last year’s results, this year’s focus is… Our focus areas for the 2011-2012 CIP are based on our examination of current student data and the needs of the currently-enrolled students:

Our focus in Reading includes increasing fluency, comprehension, vocabulary, and interpreting and summarizing text. Key strategies in Reading include small reading groups and concentration on comprehension and higher-level thinking.

Our focus for Writing includes improving organization, style and conventions and writing for various purposes and improving style and voice. Key strategies in Writing include student conferencing and imbedding writing practice into other content areas.

Our focus for Math includes improving number sense, increasing computational fluency and problem-solving strategies, and improving Measurement, Geometric Sense, and Statistics. Key strategies in Math include daily practice to improve computational fluency, teaching specific math vocabulary, and continued focus on effective strategies for using the recently adopted EnVision math curriculum.

Our focus in Science includes understanding properties of systems and increasing knowledge of the investigative format. Key strategies in Science include teaching scientific method and writing together, and applying investigative format consistently.

Resources needed to achieve this year’s focus: Professional development in the areas of effective instructional practices and assessment strategies; providing time and resources to support peer coaching and peer classroom observations; providing time for team collaboration focused on student learning; implementation of targeted intervention strategies through revision of Intervention Team schedules

The indicators of success for this year’s significant area of focus are: Our identified indicators of success will be MSP scores, report card scores and classroom-based assessment data.

Executive Summary Futures School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Futures School Mission | Vision | Student Profile| Guiding Principles

Future’s School’s mission is to provide a positive alternative learning environment where students become inquisitive, engaged, and self-confident Mission individuals striving towards excellence in their future.

Every student will be:  Equipped with skills necessary to thrive in the global Vision marketplace  Able to work with others  Prepared to solve complex problems

Student Students are curious, engaaged, and working to Profile achieve their diploma and improve their future.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School Futures School is a credit-recovery alternate program within Juanita High School. Classes have an average of 21 students, who are primarily junior and seniors. The school is diverse: ethnically and socio-economically. Proactive discipline practices and a family-like atmosphere help minimize the quantity and severity of discipline referrals. Futures School graduates are responsible for meeting all Juanita High School and Lake Washington School District graduation standards and many graduates enroll in two and four year colleges. Nearly all Futures School students enroll in Juanita High classes along with classes in their school in order to meet their graduation requirements. Additionally, all 10th graders take a state mandated assessment exam in the spring of their sophomore year. Futures School staff includes one full time teacher, five part time teachers, one part time Dean of Students and an office manager/instructional support specialist.

The table below displays Futures School’s student demographic data. The Special Program and Other Information data is supplied by the Washington State Office of the Superintendent of Public Instruction (OSPI). Enrollment October 2010 42 May 2011 Student Count 44 Gender Male 30 (71.4%) Female 12 (28.6%) Ethnicity American Indian/Alaska Native 1 (2.4%) Asian 2 (4.8%) Asian/Pacific Islander 2 (4.8%) Black 2 (4.8%) Hispanic 8 (19.0%) White 26(61.9%) Two or More Races 2 (4.8%) Special Programs Free or Reduced-Price Meals 15 (34.1%) Special Education (May 2011) 11(25.0%) Transitional Bilingual (May 2011) 1 (2.3%) Migrant (May 2011) 0 (0.0%) Section 504 3 (6.8%) Foster Care (May 2011) 0 (0.0%)

Other Information Annual Dropout Rate (2009-2010) 1 (1.4%) Estimated Annual On-Time Graduation Rate (2009-2010) 30 (59.5%) Estimated Annual Extended Graduation Rate (2009-10) 32 (63.5%) Actual Adjusted On-Time Cohort Graduation Rate (Class of 2010) 71.4% Actual Adjusted 5-year Cohort Extended Graduation Rate (Class of 2010) 84.2%

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name.

The following faculty and administrators comprise the Futures High School CIP planning team: Sechin Tower – Dean of Students, Audrey Falkner – English & science teacher, Ben Hullinger – mathematics teacher, Steven Juzeler – special education teacher, Ashley Hasslinger –music/leadership teacher, Lynn Zsigmondovics – health teacher, Tanner Williams - physical education teacher, Greg Shelton – material science teacher, Lynn Lawrence – office manager/student instructional support, and Gloria Heier – associate principal.

Process used to Develop and Communicate CIP To staff and Community Process Description:

Futures School staff meets at least once a month to discuss the core work and purpose of Futures High School. This group includes administrators, teachers, and aids. It uses data from tests, class grades, and parent and student communication to determine how best to positively impact students. Futures school staff also participates in Juanita High School LEAP learning, trainings and professional development.

Parents, students, and staff participated in an on-line survey centered about the “Nine Characteristics of Highly Effective Schools” during 2010-11 school year. Survey data provides important information to our CIP planning team and serves a basis for goal setting.

The draft CIP goals were shared and discussed with the entire faculty, and staff input guided revisions. Once the CIP Goals are completed, they will be communicated to our school and parent community via our school web-site and parent newsletters.

Formalized CIP goals underpin professional development and student-centered work for the school year. Our August professional days focus on reviewing our CIP goals and staff regularly collaborates on the implementation of CIP plans during Wednesday afternoons and full-day LEAP times. Individual teachers incorporate the building’s CIP goals within their respective Professional Growth and Evaluation plans.

Professional development for Futures School staff is incorporated into professional development for all Juanita High School staff, since most teachers have both Juanita and Futures School classes. Other professional development takes place within Futures and is tailored to the unique challenges involved in meeting the needs of at-risk students and students who were unsuccessful in a regular comprehensive high school.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Critical Thinking and Formative Assessment –

Critical thinking and Formative Assessment has been an enduring theme of Futures School. We believe its development is essential to quality instruction and student engagement. This theme begins with the examination of “Purpose”. Through professional development activities, teachers are learning and practicing how to write purpose statements for their lessons. During the school year, teachers establish a purpose for each lesson, ensuring students have an understanding of what they are learning and why they were learning it. Administrators also model this by articulating the purpose of each faculty and professional development meeting and activity. Purpose continues to drive our work. If not explicitly stated, someone will invariably ask “What is the purpose of this task?,” or “What are our goals for this activity?” These purposes become Learning Targets within our lessons.

This focus progressed to the second component of critical thinking – “Questioning”. Our Futures faculty conducted a book study designed to enhance teacher’s use of questioning strategies to promote critical thinking and improve learning.

We continued our focus on critical thinking by adding – “Information Gathering.” Linked with this component, we have focused our efforts on deepening our understanding of viable formative assessment strategies that yield information on the level of student understanding and that inform instructional decisions to improve our practice. In past years we re-examined the design of appropriate and measureable learning targets and have agreed upon the differences between formative and summative assessment to establish a clearer understanding of both strategies.

Ongoing Professional Development resulted in the use of a common language regarding critical thinking and formative assessment. Teachers are more frequently employing learning targets with higher levels of cognitive demand. Teacher efforts during collaborative times are focused on designing lessons promoting critical thinking and the use of questioning strategies, as well as ensuring lesson objectives were clearly articulated and formatively assessed. Success will be evident when every teacher posts learning objectives for students at the start of each lesson and, more importantly, uses these objectives to drive the lesson. Research supports the fact that when students know what it is they are expected to learn, student performance is significantly improved.

Sound formative assessment practices will cause teachers and students to make adjustments in their instructional and learning processes to maximize learning. This year our goal for all teachers is to not only post a lesson target, embedded in a course standard, each day, but to integrate it meaningfully so students and teachers can monitor progress. To facilitate this monitoring of student growth, each content area has been charged with creating a document that can record student growth toward standard. Formative assessment is a particularly important instructional strategy for at- risk youth. Futures School students choose our school because they have not experienced success in their home high schools. When given detailed information about their current level of achievement toward a standard and can monitor their progress toward mastery, students gain confidence and a sense of efficacy.

Professional development was influenced by the work of the Critical Thinking Institute, a book study by all staff referencing Quality Questioning by Walsh and Sattes, analysis of excerpts of Dweck’s Mindset, study of the LWSD provided modules on assessment strategies and a close examination of Popham’s Transformational Assessment. In the 2010-11 school year, we added the work of Moore and Stanley, Critical Thinking and Formative Assessments: Increasing Rigor in Your Classroom (2010) in an effort to deepen our collective understanding of the relationship between learning targets, critical thinking and effective lesson design.

This year we plan to use Popham’s most recent text, Transformative Assessment in Action, to guide our work. One indicator of success for this area of focus is a more widespread use of critical thinking and formative assessment as a vehicle to create meaningful changes in instructional practice to improve student learning. A second indicator of success for this area of focus is a meaningful use of the monitoring system by both student and teachers to facilitate progress toward standard.

Disengaged Students –

The unique population of Futures School demands a focus on engaging underperforming students in the educational process. Teachers are specifically selected for their ability to establish relationships with students while maintaining a focus on meeting standards. Each student has an individually designed class schedule to meet his/her particular graduation and interest needs. Students will meet regularly with Ms. Lawrence to monitor progress toward graduation and this monitoring system is communicated to parents via email and printed credit reports.

Teachers met regularly to discuss student academic and non-academic strengths and methods to connect with each disengaged student. Data was collected, new strategies were employed and then subsequent data was collected to determine the impact of the strategies on student engagement and learning. A review of each student’s academic history, past HSPE performance, current grades and teacher recommendations is conducted before student admission and is reviewed at regular intervals throughout the year. In some cases, parent/student/administrator/counselor meetings are held to identify and mitigate roadblocks to academic progress. During LEAP sessions, some of these underperforming students will be the focus of round-table talks where teachers engage in a facilitated conversation with the goal of improving each student’s engagement in school and meeting his/her learning needs. The results of initial implementation of this strategy influenced our decision to continue our efforts with the classes of 2012 and 2013.

Futures School staff emphasizes student accountability within the context of individual needs and exceptional circumstances. In August, the Futures School Student Handbook was revised and discussed with students and parents so that the expectations would be clear to all. We worked to develop improved means of communicating academic standing to parent and students. We anticipate that this focus will result in a greater understanding of school expectations and requirements.

To encourage connections with both their school and Juanita High School, Futures School students will plan and implement the Martin Luther King assembly in January. Analysis of Martin Luther King’s life and philosophy can lead to an understanding of all kinds of harassment and bullying. In addition, this experience will allow Futures School students to experience the stress, the anxiety, and finally the exhilaration and sense of accomplishment that responsibility for this all-school assembly affords.

Scientific Reasoning – In close conjunction with critical thinking, Futures School staff is focusing on reasoning and analytical skills, in Geometry and Science classes. To support anticipated growth in this area of focus, our staff is continuing its Forensics Class which culminates in scientific analysis of a mock murder scene. Our students are able to calculate bullet trajectories, conduct a mock autopsy, and employ a variety of skills from physics, environmental science, and mathematics. They acquired the skills needed to apply scientific principles to a real-life (although simulated) situation. Additionally, students will use these skills to demonstrate proficiency on the End-of- Course (EOC) exams in Geometry as an indicator of success.

To assist in meeting the Washington State standards for science and mathematics, Futures school continues to offer Apex Learning Virtual Classroom, an online program offering accredited courses in a variety of subjects. The Apex programs help students earn credit and meet the standards, including the understanding and application of concepts and procedures of mathematics, the ability to define and solve problems, communication of knowledge and understanding in mathematical language and an understanding of the connections of mathematical ideas to other subject areas and to real world situations.

School to Career Skills – After reviewing data on student post-high school employment and education, our staff continues to focus on student preparation for practical situations. Whether students go on to college, national service, or a vocation, communication skills are critical.

To achieve this goal, a Futures School staff team has collaborated to create an etiquette course in which students learn social expectations as well as practical skills such as letter writing, résumé preparation, and interviewing techniques.

Futures School continues to participate in a ropes course team-building exercise for students. The ropes course had a variety of stations, each with a specific challenge. Students were required to identify a problem, assess the given information, brainstorm options, consider consequences, use strategies to make decisions, analyze their own reasoning and meta-cognitively self-reflect upon the process and results. Instructors observed and led the students in discussions that related their learning to the workplace and life environments. A set of benchmarks identified by the “LWSD High School and Beyond” plan was used to monitor the project, and the behaviors, skills and attitudes that were observed. Student feedback and a formal poll of students indicated the successful acquisition of life skills and a sense of self-efficacy gained through this experience.

Futures School continues to use the High School and Beyond plan as a vehicle to transition students to life after graduation. The students completed career interest assessments documenting post-high school majors that align with career interests which serve as the focus for preparation for 12th grade studies. As one of the curriculum enrichment activities, Futures School staff recommended that the students visit colleges or training programs and learn how to complete entrance examinations, scholarship applications, FAFSA, and other related paperwork. In order to facilitate such an opportunity, the Futures School staff is planning an annual field trip to a community college. The identified indicators of success in this area of focus will be student personal electronic portfolios measured by a district-wide rubric as well as demonstration of Proficiency in this area of the High School and Beyond plan.

HSPE Readiness and Graduation Requirements – To prepare for the Reading and Writing portions of the 2012 HSPE, students will receive writing prompts in their English classes that require them to read and respond to a variety of types of texts. Specific and individualized feedback will assist students as they address their areas of weakness. Our content-area team regularly meets to collaborate in the creation of lessons for reading and writing skills that will move students towards the Communications competency standards. These lessons feature a clear learning objective and are require students to demonstrate critical thinking skills including comprehension, analysis and evaluation, as well as the knowledge of rhetoric. 2011HSPE scores in Reading and Writing have demonstrated positive results of these efforts with all but one student proficient on both tests.

In preparation for the Mathematics EOC exams, specifically identified students will receive additional support in mathematics through a selected mathematics class. We offer additional support outside of the school day for each student needing to prepare for the HSPE and EOC exams.

As with the past two years, all teachers will focus on ensuring that our students receiving special education services will meet performance and participation standards. We will continue implement the effective techniques we have used in recent years to increase participation and performance on the Writing and Reading HSPE exams. We expect that through the efforts of our faculty, especially our Special Education teachers, that we will see an increase in the percentage of students who pass the Reading and Writing HSPE. We also expect good results on the EOC exams in mathematics. Ben Hullinger, Futures mathematics teacher, is implementing a monitoring system to help him and his students track progress toward standard in both algebra and geometry.

Scores on the 2011 EOC exams were initially disappointing with a 44% pass rate. Further examination of the scores for students who were not proficient showed an average gain in student scores of 24.8 points when compared to HSPE mathematics scores the previous year. While not yet proficient, these students are clearly making gains in mastery of mathematical content. We believe the more purposeful use of monitoring systems will enable these students to reach mastery in 2012.

Futures School utilizes the Culminating Project graduation requirement to emphasis community service. Students must communicate with their field experts and parents, write an extensive research paper, and use technology to give a formal presentation of their learning. We anticipate the quality of Culminating Projects will continue to improve with this renewed emphasis, and the indicator of success will be the presentations and the quality of student products and services.

Executive Summary Internationall Community School

2011 ‐ 2012

Lake Washing School District 2011-2012

Each student will graduuate prepared to lead a Mission rewarding, responsible llife as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Readdy.

The learning environments in our classrooms and schools.

Value Challenge Guiding Connection Principles •Interconnected •Student Ownershiip •Challenging & Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

International Community School

Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

ICS graduates have the skills to become active participants in a global community. Teachers, students, and the parent community cultivate Vision intellectual growth, creativity, and problem solving skills in a respectful school environment in which students are valued as unique individuals.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Value Challenge Guiding Connection Principles •Interconnected •Student Ownership •Challenging & Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

Executive Summary School Description

Description of our School

ICS is an academically rigorous education program with a focus on international awareness and a goal of educating students to be global citizens. ICS has distinguished itself by its intensive six-year integrated course of study. Each year's studies assumes the students' mastery of a shared foundation of knowledge established in prior years. ICS is neither a gifted student program nor a specialized private school. It is a choice school in the Lake Washington School District. Admission is available to all district students grades seven through twelve through an open lottery system. We maintain high academic standards while providing study in six core disciplines: humanities, international studies, art, science, mathematics, and world language. ICS’s fundamental concepts:

 An emphasis on depth of understanding rather than breadth of offerings  Habits of mind fully integrated into the curriculum and more importantly into the school culture  Expectation of scholarship, respect, friendliness  Grades 7 – 9: focus on the fundamentals; Grades 10 – 12: focus on application  Horizontal and vertical integration of the curriculum throughout grades 7 – 12  Promotion based on performance and mastery

Throughout grades 7 through 9, students focus on the fundamentals of their core work, including reading, writing, habits of mind, technology, study skills, leadership, and scholarship. These fundamentals are integrated into the six core content areas of Humanities, International Studies, the Arts, Math, Science, and Spanish. Once students reach grades 10 through 12, the focus is not only on acquisition of knowledge but also on application of knowledge. Beginning at grade 10, students are enrolled in honors, Advanced Placement, and/or CTE courses. Peer tutors, adult tutors, mentors, tutorials, teacher-facilitated study review sessions, instructors’ academic-assistance office hours, and study groups are all brought into the mix to ensure that all students have the skills and assistance required to be successful.

The ICS staff agrees with the findings of the publication, “Understanding University Success”, that… …habits of mind are considered by many faculty members to be more important than specific content knowledge. The habits of mind include critical thinking, analytic thinking and problem solving; an inquisitive nature and interest in taking advantage of what a research university has to offer, the willingness to accept critical feedback; openness to possible failures from time to time; and the ability and desire to cope with frustrating and ambiguous learning tasks. Other critical skills include the ability to express oneself in writing and orally in a clear and convincing fashion; to discern the relative importance and credibility of various sources of information; to draw inferences and reach conclusions independently; and to use technology as a tool to assist the learning process rather than as a crutch.

Understanding and mastery of the content knowledge …is achieved through the exercise of broader cognitive skills. It is not enough to simply know something; the learner must possess the ability to do something with that knowledge…. David T. Conley, Ph.D. “Understanding University Success.” Center for Educational Research, Eugene, Oregon. 2003.

All ICS students are expected to demonstrate and apply their knowledge. Students participate in standards-based assessments, showcases of learning, and presentations of learning.

ICS School and Student Profile:

 Female students 206

 Male students 174

 Caucasian 234

 Non-Caucasian 146

 Students born outside of the U.S. 74

ICS Faculty Profile:

 Combined average teaching experience of 18 years

 30% are bilingual

 40% hold their National Board Certificate

 27% have international teaching experience

 75% hold advanced degrees  100% participate in Advanced Placement training

 100% participate in ongoing content specific training

Special Awards:

 U.S. News & World Report ranked ICS #8 of 100 Schools in Math and Science (2011)

 Washington State Achievement Award in Science (2010)

 National History Day Senior Division: In 2010, five students advanced to the National Competition and won 2nd, 3rd, and 4th place medals. The categories represented were Drama and Documentary. One student advanced to the Finals and placed 13th in the nation in his category. 12th in the nation for a solo performance on censorship in the USSR (2005)

 U.S. News & World Report ranked ICS #29 of 100 Gold Medal Schools (Dec. 2010)

 Business Week awarded ICS Best Overall Academic Performance (2009)

 Future Business Leaders of America—6th place team in the nation in Global Business (2008)

 FIRST Robotics Tech Challenge (with Redmond High School): Inspire Award (2008), Innovate Award (2008)

 No Child Left Behind Blue Ribbon School (2007)

Executive Summary Process Used to Develop and Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name.

The ICS Instructional Staff, ICS Principal Dr. Matthew Livingston, the ICS PTSA President Cathy Shaw.

Process used to Develop and Communicate CIP To staff and Community Process Description:

ICS's CIP was developed using an analysis of data from state testing, Advanced Placement Tests, and classroom assessments. The staff, by academic departments, researched and wrote their CIP plans. We then met as a staff and reviewed the total plan, making appropriate revisions. The ICS PTSA then received the draft of the plan and gave input. The Principal then made the final revisions and reported out to all parties.

The complete ICS CIP includes 6 Content Areas of Progress: Math, Science, Spanish, International Studies, Humanities, and the Arts. These 6 sets of plans include 4 basic sections: summary of CIP goals, evidence of progress towards goals, remaining work, support needed. This information is available upon request.

Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Reflections on last year’s focus results: The initial results of our efforts include the scores on the assortment of AP tests. When compared to the previous school year 2009-2010, ICS students continued to perform extremely well. The chart below includes the data from the last two years, and illustrates the number of students who took each AP test, and how many received a score of 3 or higher:

Test Subject 2009‐10 2010‐11 Analysis

Art History** 2/2 18/12 Large increase in # of students tested

Biology, AP 49/39 59/41 Increase in # of students tested

Calculus AB, AP 35/27 38/29 Repeated success rate

Calculus BC, AP 9/9 8/8 Repeated success rate

Chemistry, AP 29/27 16/13 Repeated success rate

Econ Macro** 23/19 Students took test previously not taken

English Lit & Comp, AP 46/44 46/43 Repeated success rate

Environmental Sci, AP 34/29 28/25 Repeated success rate

Comp Govt & Pol, AP 32/30 35/30 Repeated success rate

Music Theory** 1/1 1/1 Repeated success rate

Physics C‐Mech, AP 8/6 14/12 Repeated success rate

Psychology** 3/3 15/14 Repeated success rate

German Lang** 1/1 Student took test previously not taken

Chinese Lang** 5/5 2/2 Repeated success rate Spanish, AP 7/7 23/20 Large increase in # of students tested

Statistics** 6/5 Students took test previously not taken

Studio Art 1/1 Student took test previously not taken

US History 19/17 34/28 Large increase in # of students tested

US Gov’t & Pol** 2/2 2/2 Repeated success rate

** Indicates tests that students elected to take and for which they received no class credits.

In addition to the success on the spectrum of AP tests, 100% of ICS students passed both the Algebra 1 End of Course Exam, as well as the Geometry End of Course Exam. Student SAT performance continues to trend in the positive for the past six years with a math mean score of 663 compared with the state’s 532, and an ACT mean score of 29.3 compared with the state’s 23.1. And, 90% of our juniors and seniors are currently enrolled in an upper division math course either at ICS or at one of our other district high schools. ICS had 18 National Merit Scholar Commendations and 4 Semi-Finalists in 2011, an award given based on exceptional PSAT scores.

Based on last year’s results, this year’s focus is…  One area of focus for the 2011-2012 academic year is math. We chose to continue with this particular focus because math is one of those main key indicators for college readiness and success. Specifically math course work beyond Advanced Algebra and Trigonometry and a math program requirement that seniors participate in a math course that includes some calculus and statistics are both critical to student success at the university level.  ICS is also currently developing the curriculum for the incoming 6th grade. Instructors are carefully considering both articulation throughout the 6-12 grades, as well as integration throughout each department for each grade level. Instructors are considering levels of rigor, appropriate subject matter, and the socio-emotional development of 6th graders.  ICS is currently planning the building of a brand new school building. 2012- 2013 will be the construction year, and the doors will open to the new school in September 2013. The ICS staff is carefully collaborating with the design team to ensure that the new school will lend itself to maximizing the academic capacity of the student body. Particular attention is being paid to the classroom, common learning spaces, and general safety, including science labs, art rooms, and media library.

Resources needed to achieve this year’s focus: The resources and/or professional development used to support our anticipated growth are AP training for math instructors, auditing course content to be in alignment with state EALRs and district Power Standards, incorporating curriculum necessary for college prep exams such as the SAT II, attending courses on ACTIVboard and graphing calculators, increasing the use of Geometer Sketchpad, and working with the entire math department to reorganize the 7th and 8th grade curriculum to better fit with the district’s math power standards. ICS math instructors will also attend the national math conference.

As ICS plans the reconfiguration to become a 6-12, staff will visit current high performing 6-12 schools to gather strategies and curriculum to support the development of the 6th grade curriculum, focused on articulation throughout the grades, and integration between departments.

The indicators of success for this year’s significant area of focus are: The identified indicators of success include state assessment results, class assessment results, students’ reaching standard according to the district power standards, AP results, SAT II results, EOC and MSP results, and the number of seniors in math classes during their senior year.

Executive Summary John Muir Elementary School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

John Muir Elementary School Mission | Vision

Each student will graduate prepared to continue his/her academic journey towards a rewarding, Mission responsible life as a contributing member of our community and greater society.

Every Student “Future Ready” Vision Every student prepared to continue their academic journey

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School John Muir Elementary first opened its doors in 1969 to serve the children of the Evergreen Hill/Kingsgate neighborhoods and has been a center of the community since then. This school year, 2011/2012, we are in the final year of serving children in the schoolhouse that has seen thousands of children experience the joy of learning in a nurturing, caring, and dynamic place. For over a year the entire school community has experienced shaking, pounding, and rumbling as we watch the new JME being built before our eyes. The anticipation and excitement of what will become the new JME School and community center is making any of the inconveniences being experienced worth it. All students, staff, and parents are certainly demonstrating The John Muir Way of flexibility as conditions and circumstances related to the modernization project require. There is no question that the project is putting new stresses on the entire educational process here, but the staff and students are determined to continue the tradition of outstanding teaching and learning that has characterized JME since it first opened over forty years ago. Demographically, John Muir Elementary continues to be a unique school when compared to most schools in the Lake Washington School District. It is a very socially, economically, and ethnically diverse community. We began the 2011/2012 school year with approximately 26% of the students served by ELL and 51% of the students on free or reduced lunch. This demographic data provides important information that annually influences our school improvement efforts. There are presently twenty-four languages spoken by our students representing cultures from all over the world. English, Spanish, Hmong, Laotian, Finnish, Farsi, Cambodian, Thai, Tagolog, Chinese, and Russian are examples of the many native languages spoken by families in our school community. It is the diversity at JME which so many students, parents, and staff members consider to be the most wonderful characteristic of our school. At John Muir the students are taught the LWSD curriculum based on the Power Standards articulated for each grade level as specified by the LWSD. Our primary focus is on developing students’ basic skills and conceptual understandings and their ability to apply these skills to meaningful and relevant tasks. We continue to focus staff development on being more effective at accelerating the rate of English language acquisition of our ELL students so they can achieve the high standards we have set for them. We also struggle to create the conditions where our students of poverty are achieving at the same level students from higher socio-economic conditions do. Student achievement is assessed regularly to measure for progress using a variety of assessment measures. The John Muir staff continues to improve their capacity to analyze and interpret various student achievement data and then use the information to individualize instruction in both the general education setting and Safety Net setting where data shows it is necessary. At John Muir Elementary tremendous time and resources are dedicated to academic intervention and remediation. We are most fortunate and appreciative of the additional staffing resources provided by local levy, state, and federal dollars. By maintaining a strategic focus on providing the curriculum and instruction that will result in the acquisition of basic skills, we are establishing for our students the foundation necessary for them to be independent thinkers who are capable of contributing to our community and our world. John Muir Elementary implements several programs for students who are academically at-risk including: Title 1, Better Schools Reading program, District Remediation and Targeted Assisted Programs in Reading, Writing, and Math. Staffing is used to provide significant academic programming before school. Computer assisted learning programs are implemented effectively throughout the school. This year at JME we have initiated a three year plan to implement a Response to Intervention Model which we are confident will further increase student achievement of targeted subgroups The entire staff, certificated and classified, is hardworking, dedicated professionals committed to continuous staff and professional development. Continued emphasis and commitment to collaboration at both grade level teams and across grade levels results in improved learning experiences for students. Teachers at JME willingly spend considerable time meeting as teams to design and refine their instructional practices. It is this commitment to collaboration which also results in our teachers knowing the strengths and weaknesses of each of their students and thus their ability to meet the specific needs of each student. We continue to strive to build the partnerships with parents and community members that will further enhance student achievement. Given the very diverse socio-economic realities of the community we serve, our PTSA is a small but dedicated group of parents who work tirelessly to provide the enrichment and enhancement that is more easily delivered at most schools in the LWSD that serve more affluent student populations. A small number of parents provide countless hours of service to our students and staff, but it falls well below what is common at many schools in the district. We are fortunate to have been “adopted” by the Kirkland Rotary which provides support in the area of literacy and resources to meet the basic needs of ours students. We have recently made a connection with Hopelink to create a stronger connection between those with resources in our community who have a desire to help with those in need. As a school community we are excited to now be a part of the City of Kirkland to build the community partnerships that are important in helping all children achieve their potential.

CIP Team Members Process Used to Develop and Please indicateSchool individual Executive title Summary and role Communicate within the school CIP as well as his/her name. As a part of the core values and operating principles at JME it is expected that every member of the certificated staff is a participating and contributing member of the CIP Team. The primary responsibility for facilitating the development of the annual CIP is Principal Jeff DeGallier. He works to insure all data necessary for analysis is readily available, schedules the time necessary to complete the work, and then provides any additional support necessary so the teachers at JME can use the assessment data to determine the effectiveness of past practices and to set goals and action plans that will lead to further improvement in student achievement. Thus all certificated members of our teaching staff participate as members of our CIP team. The CIP is the result of collaborative analysis of student data/information by the entire staff on a regular and ongoing basis. This plan has been developed during LEAP time prior to the beginning of the school year and during the year, and has been reviewed and reassessed during staff meeting time, LEAP time conversations, and grade level meetings. The final CIP plan reflects the data and information that is collected and used on a regular and ongoing basis. New for the 2011/2012 school year is our effort to implement a Response to Intervention program with fidelity. An important part of this RTI initiative is the formation of the JME RTI Team. This team is comprised of teachers representing grade level bands, and the Safety Net Team, and the principal. The primary responsibility of the RTI Team is to meet once a month to review assessment data and to determine areas where student achievement needs improvement. A core group of the JME RTI Team was trained in the RTI Model over the course of the 2010/2011 school year. The facilitation of the JME RTI Team is the responsibility of Cynthia Cantwell and Karolyn Backholm, both Safety Net teachers. Additional members of the team include: Jeff DeGallier-Principal Christine Tucker-K-1 Jennifer Landick-2-3 Jamie Uphus-2-3 Jan Miller-4-5 Sylvia Ledesma-5-6 Sally Piluras—4-5 Linda Ritscher-Oddson-ELL Gerry Pappas-Special Ed/Safety Net Process used to Develop and Communicate CIP To staff and Community At John Muir Elementary the Continuous Improvement Plan process is an ongoing process that involves members of the entire school community throughout the school year. The teaching staff analyzes student achievement data and uses the findings to develop and implement the plans that are intended to result in increased student achievement at JME. Data is shared and discussed with all members of the community. Individual student data was shared at fall conferences while school wide data was shared via letters to each parent. In addition, many parents and staff initiated meetings with the principal and/or classroom teachers to discuss the school wide data and the schools improvement plan.

The ongoing collection and discussion of data makes the development of the CIP goal relatively easy. Specifically, once MSP data was received in August staff members began analyzing the data. The data was shared with staff. Cohort data is an emphasis of the analysis; celebrating our successes and continuing to hone in on areas where growth needs to accelerate. Scores were analyzed for both individual student performance and for grade level performance. At JME we continue to grow our ability to analyze and interpret our data at a greater depth of understanding.

Once this analysis of data and identification of common ongoing assessments had been accomplished, teachers met in grade level teams and recorded their observations and interpretations of the data. Only after all of this work, did teachers, by grade level, identify SMART goals for each academic area. This information was word processed into document form and presented back to all teachers for review and refinement.

Furthermore, prior to the first day of school each grade level team met with any Safety Net staff involved in that grade and reviewed individual student data making sure that each student had been individually reviewed and that the entire team was aware of all students at that grade level. In addition, during this review staff looked specifically for students who were not receiving services appropriate to the student’s level of need and for students where there was a discrepancy between the students MSP scores and other assessment data.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Although the MSP results from the spring 2011 assessment showed marked increases in the percentage of students at standard in most areas, there is still significant opportunity to improve the percentage of students who are achieving at standard as measured by the MSP. The percent of students at standard on the MSP increased in 8 of 10 grade level assessments. John Muir continues to be a school in improvement as determined by our AYP status and this year many of our Title 1 students will be accessing Supplementary Educational Services in the areas they have not demonstrated proficiency on the MSP. As a result of our AYP status, our Continuous Improvement Plan continues to address the primary areas our students do not demonstrate proficiency in math and reading, as we aggressively seek answers to the very complex issue of getting all students to standard. We continue to focus on raising the percentage of ELL students who are being exited from ELL and the number of ELL students passing the MSP. However, analysis of our MSP data continues to show that ELL students, special education students, and low SES students continue to struggle to demonstrate proficiency on state assessments. The additional focus of concern is the number of students who are on Free/Reduced Lunch and also ELL, special education, or both, who are not passing the state assessment. Virtually every one of our ELL students qualifies for Free Lunch here at JME. The new MSP appears to have been even more difficult for our ELL students to pass than the WASL. We are determined to get the same high results we get with students who are not in these at risk categories. Resources and Professional Development: 1. During the 2010/2011 school year we completed the process to be designated a Schoolwide Title 1. This designation was approved in June of 2011 and this status will allow for flexibility in scheduling for Title 1 students as all certificated staff are now considered Safety Net teachers. 2. During the 2010/2011 school year a core team of teachers participated in extended training in the Response to Intervention model and we are in our first year of the implementation phase. 3. Extended Day/Year Programming-We are continuing to use FTE resources to extend the learning day and year as much as possible for ELL students, low SES, and special education students. We continue to seek creative scheduling and funding to provide additional support outside of the regular school day. 4. The administrative teams of the four Title 1 schools in the LWSD are working collaboratively under the direction of Kelly Pease and Heather Sinclair to identify practices most effective in improving the achievement of Title 1 students. 5. We continue to effectively implement the new Cornerstone curriculum that was first implemented last year for use with our ELL students. 6. SIOP-All certificated staff have now been through three full days of Sheltered Instructional Observation Protocol training. This is a nationally recognized training focusing on further developing our capacity to meet the needs of the ELL learner. We are in our second year of implementing the SIOP training and are confident it will further improve ELL student achievement. 7. In order to positively impact the math scores at grades 3-5 we are spending considerable time planning and preparing for the effective, deep implementation in year two of the enVision Math Curriculum adopted by the LWSD. This includes the Focus Math component designed specifically for use with Special Education students. 8. Continuing our efforts to improve our parent education efforts for all parents, especially low SES, ELL, and special education parents. It continues to be clear that we can further improve student achievement by providing parents the tools necessary to support their children. We have received a stipend that is being split between two teachers to provide leadership in building our capacity to better engage parents in the educational process. 9. Use of Rosetta Stone Software with ELL students to accelerate language acquisition. 10. A school wide focus on giving all reading assessments in all grade levels with consistency and fidelity so that we know that the data we are analyzing and using as the foundation of our CIP plan is consistent and accurate. 11. Intentional, purposeful focus during staff meetings, team meetings, and LEAP time on differentiating instruction to meet the needs of all students. We will continue to use the following as indicators of success for our areas of focus:  Increasing significantly the number of ELL students who are at standard as measured by the spring 2012 MSP;  Increasing the percentage of special education students who are at standard as measured by the spring 2012 MSP;  And increasing the percentage of students who qualify for free/reduced lunch who are at standard as measured by the spring 2012 MSP.

We will continue to focus our energy on growing the academic achievement of our ELL students, special education students, and students who qualify for F/R lunch in the 2011/2012 school year

Resources needed to achieve this year’s focus:  LEAP Time  PTSA Staff Development Funds  District ELL leadership  Title 1 Funds

Executive Summary Juanita Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Juanita Elementary Mission | Vision

We believe Juanita Elementary is a school …  where people are important to one another, with a sense of community among stuudents, parents and staff;  where there is an open, accepting atmosphere and honest communication;  where democracy is practiced; a place where everyone’s Mission ideas are listened to with respect;  where scholarship is sougght and respected and where there is an emphasis on personal annd social achievement; And, where children learn to think and work independently and responsibly, in order to experience success now and in the future.

We, the Juanita Elementary staff, are committed to ensuring that all learners are offered thhe opportunity to develop to their Vision fullest potential. We believe students and families should be provided the strategies and support necessary to learn and succeed

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School:

The school is a unique mix of tradition and innovation. With a school on this site for 134 years, this school site is the oldest in King County. The school has a long history of recognition for excellence. It is a National Blue Ribbon Award winner and received a 2010 Washington Achievement Award. Forty-four percent of our talented staff have a master’s degree or above.

Juanita Elementary School opened a new facility in June, 2005. Since the opening, staff and community have learned to use our futuristic facility well. ActivBoards, document cameras, shared spaces and the Art and Science room are all used in the way they were intended … to enhance a 21st Century academic, technology and arts curriculum. The school has a rich array of extra- curricular offerings. “Pawsitive Starts” (a before school and early release activity program), a lunch buddy program, outdoor education, and an art docent program all provide support and enrichment for our students. The PSTA and Juanita Schools Foundation support many additional programs in the school and offer a wealth of extra-curricular offerings. In the last few years, the student enrollment has continued to grow to 390 students.

Juanita Elementary continues a Life Skills program to teach character education that is in line with LWSD life skills. We are preparing children to be globally competitive, expressive, and ethical … now and in the future.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members- all certificated staff members

Dana Stairs Principal Shelley Desmond Kindergarten Teacher Julie Bebee Kindergarten Teacher Shirley Minty First Grade Teacher Andrea Ricketts First Grade Teacher Kenzie Smernis First Grade Teacher Carol McCaig Second Grade Stephanie Del Valle Second Grade Kathy Marshall Second Grade Julie Gurrad Third Grade Julee Neupert Third Grade Allen Terhune Fourth Grade Maggie Windus Fourth Grade Jessie Miera Fifth Grade Joan Niggemeyer Fifth Grade Cathy Malloy Sixth Grade Jason Steele Sixth Grade Claudia Adams Safety Net Gail Moss Safety Net Ruby Matillano Special Education Lisa Pecknold ELL Sharon Frank Music Lynn Kohlwes PE Mary Joseph Library Kostia Birulin Counselor Deborah Byrne Speech Process used to Develop and Communicate CIP To Staff and Community The certificated staff meets in August to set goals based on DIBELS results, MSP scores over time, classroom assessments, and other data. The teachers are given copies of last year’s individual student results in September. Staff engaged in setting grade level SMART Goals and individual student goals. Teachers analyze data, recommend strategies, and deliver trainings to the staff. The principal and staff communicate the Juanita Elementary CIP through PTSA, ‘MSP Coffee Talks’, and the Juanita Schools Foundation.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Our school’s achievement during the 2010-11 school year was very successful! The state assessment is correlated to the state content standards and was given in grades three, four, five, and six. We experienced tremendous gains in the area of mathematics and science. Every grade level tested on the MSP had improvement in reading, math, and science scores. All of our grade level scores were far above the state level and most were above the district level. In grade 3-6 Reading, 83% to 89% of our students were at standard or above. In 4th grade Writing, 86% were at standard or above. In Math, scores across grades 3- 6 ranged from 75% to 89%; a significant gain from 2009-2010 when the scores ranged from only 56% to 75%. Sixth grade math scores increased 33%, from 55% in 2009-2010 to 89% in 2010-2011. We are most proud of our significant gains in the area of science, where the number of students at or above standard went from 48% up to 91%; a 43% increase in student achievement!

The Juanita Elementary staff is committed to improving student academic achievement as well as fostering the overall well-being of our students. The primary focus of our 2010-2011 School Improvement Plan was mathematics and science. This year, will we continue to focus on raising levels of student achievement in the areas of math and science. We will be examining individual MSP data, gathering additional sources of assessment information, and interpreting cohort data in order to determine what strategies and tools were most effective in raising student achievement. Intensive support will be provided to those students who are not at standard. We will work very hard to maintain and increase our high level of performance and ensure further academic success for our students.

Based on results over the past couple years, this year’s focus will remain in the areas of math and science.

Our focus areas for the 2011-2012 CIP are based on our examination of current student data and the needs of the currently-enrolled students:

Our focus for Math includes improving number sense, increasing computational fluency and problem-solving strategies. With fidelity, we will continue the implementation of enVision, the district math program that provides standards aligned with instructional materials. Teachers are collaborating with their grade level colleagues both in the building and in the Juanita Learning Community to determine how to effectively meet the needs of every student using enVision. Utilizing the comprehensive curriculum map and researched-based scoring guides developed by Lake Washington School District, teachers have the ability to navigate the instruction and assessment of enVision.

Our focus in Science includes understanding properties of systems and increasing knowledge of the investigative format. Sixth grade teachers are initiating the addition of a Science Fair and Family Science Night that will be aligned with the state standards in inquiry. Additionally, 5th grade students will continue to use Science PuzzleWise, a supplemental science resource for homework Students will use Science PuzzleWise to review content and processes that are closely aligned to the state’s 4th and 5th grade science PEs.

Our focus on school culture is based on fostering a positive teaching and learning climate for students, parents, and staff members. As a staff, we will work together to revisit and revise our mission and vision statements in light of a change in administration. Building trust and unifying our entire staff will be the catalyst for increasing student achievement. One area of concern indicated on the February, 2010 Nine Characteristics Survey was the level of parent involvement at Juanita Elementary; perception data indicates that 60% of parents seldom or never participate. To address this, we have initiated a new Watch D.O.G.S program that will benefit students by providing an opportunity for male family members to participate in their child’s school experience as well as increase the number of positive male role models for our students. Watch D.O.G.S will volunteer in the classroom to provide academic support and volunteer on the playground to help prevent bullying and encourage sound problem-solving strategies and sportsmanship. In an effort to empower students to take ownership of their own learning and involve parents more intimately in the process of education, teachers are facilitating student-involved goal setting and progress monitoring conferences this year.

Resources needed to achieve this year’s focus:  Professional development in the areas of effective instructional practices and assessment strategies in math and science  Lake Washington School District Assessing and Reporting Handbook  enVision Math instructional materials  Common formative and summative assessments in math and science  Science PuzzleWise books

Indicators of success for this year’s significant area of focus:

Our identified indicators of success will be the evidence of growth and attainment of goals with the Math and Science MSP scores, Common District Summative Assessments, report card grades, Nine Characteristic Survey Data, and classroom-based assessments.

Executive Summary Juanita High School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Juanita High School Mission | Vision

In a safe and rich learning environment, each student is challenged to think critically, apply knowledge, and develop attitudes needed to Mission thrive and contribute in the community and global environment.

Students, staff, parents, and coommunity working together create an environment in which students will learn to think critically by developing skills, Vision applying knowledge, and acquiring attitudes needed to become life-long learners, responsible citizens, informed decision-makers and competitive workers in our global economy.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School

Juanita High School is a three year comprehensive senior high school, serving a broad range of students from diverse cultural and socioeconomic backgrounds. In addition to the academic co-curricular and extra-curricular education programs on campus, Juanita also provides comprehensive Special Education support services (self-contained EBD program, Resource Room, Transition Special Education program), an ELL program and Futures School, a choice alternative school for at-risk students (Executive Summary submitted separately). Juanita’s student body is described in the pages that follow. Scores on standardized tests such as the ACT, PSAT and SAT have shown strong student growth over the past several years, with increasing numbers of students taking these examinations. An area of continued importance will be to further increase participation in these two college preparatory exams.

A renewed emphasis has been placed upon the importance of post-secondary education and of college admission. Academic rigor in all classes, including honors and advanced placement, critical thinking and a college-ready transcript upon graduation are expectations for all students at our school. Complementary to high standards, rigor and college readiness, our staff works collectively to maintain an environment that is as warm as it is demanding and as inviting as it is rigorous.

Juanita High School continues to explore best methods by which to respond to students’ individual learning needs while maintaining high academic standards and providing ample opportunity for student success. The tradition of JHS is based on a strong sense of community and an acceptance of individual differences that nurtures the innovative spirit. The school is led by a governing ambition for personal integrity, strong work ethic, and productive staff collaboration to impact student learning and a commitment to a college-ready student population.

Juanita’s enrollment has remained strong in the past few years with more than 1,000 students. Juanita offers a balance of advanced placement and college preparatory coursework with unique safety net programs as needed, to support the high school graduation and academic success of every student. Regardless of program, quality instruction and a focus on standards are emphasized to maximize student learning.

In the fall of 2010, Juanita High School initiated a highly rigorous academic program called the Advanced International Certificate of Education (AICE) program which is aligned with the University of Cambridge (London, England). A small cohort of ninth graders took four courses (Global Perspectives, Biology, English Language and Mathematics) as part of the AICE sequence. Results on the “papers” for Biology, English and Global Perspectives were outstanding with ~68% of the scores being A or A*, the highest possible score, and 96% of the scores passing. This cohort continues the AICE program in tenth grade with a course of study which includes World History, Physics, English Language and Mathematics. Juanita’s Cambridge AICE Program has expanded in the fall of 2011 to include a new ninth grade class of 32 students.

Reconfiguration planning is a critical component of our work this year. The process of welcoming two classes of students simultaneously is providing both challenge and opportunity. We have examined our core values to determine those enduring aspects of Juanita that we wish to retain. Realizing that some students will require support and others additional challenge, we look forward to greater alignment of coursework at the high school level that will result in improved academic achievement. In anticipation of the social dynamics involved in ninth graders within the high school environment, we have made Physical Education/Health a ninth grade requirement. We are also planning on instituting a program similar to Link Crew to encourage students to make connections to their school.

We continue to focus on a communication strategy about our high school within the larger community. We plan to create a brochure that highlights Juanita’s unique features. Students will distribute this brochure throughout the community. Additionally, JHS students in advanced science classes will visit EAS, Kamiakin and Finn Hill science classes to share JHS experiences and to initiate collaboration in the collection and analysis of experimental data. We view these strategies as critical components of our collective efforts to continually raise the academic banner of Juanita High School.

The Juanita High School faculty engages in professional development to improve the quality of the learning experience for our students. Faculty members seek opportunities, beyond district and building professional development programs, to stretch themselves professionally. To date, we have nineteen teachers who have met the rigorous National Board standards in their respective content areas. Of 62 faculty members, 58% have at least a Masters Degree.

Below is a table displaying Juanita High School’s student demographics. The Special Program and Other Information data is supplied by the Washington State Office of the Superintendent of Public Instruction (OSPI).

Enrollment

May 2011 Student Count 930

Gender

Male 480 (50.3%) Female 475 (49.7%)

Ethnicity

American Indian/Alaska Native 10 (1.0%) Asian 119 (12.5%) Pacific Islander 4 (0.4%) Asian/Pacific Islander 123 (12.9%) Black 33 (3.5%) Hispanic 96 (10.1%) White 661 (69.2%) Two or More Races 32 (3.4%)

Special Programs

Free or Reduced-Price Meals 143 (15.4%) Special Education 143 (15.4%) Transitional Bilingual 24 (2.6%) Migrant 0 (0.0%) Section 504 (May 2011) 32 (3.4%) Foster Care (May 2011) 0 (0.0%)

Other Information

Annual Dropout Rate (OSPI 2009-2010) 3 (0.3%)) On-Time Graduation Rate (OSPI 2009-2010) 272 (95.1%) Extended Graduation Rate (OSPI 2009-2010) 283 (98.9%) Actual Adjusted On-Time Cohort Graduation Rate (Class of 2010) 92.8%

CIP Team Members School Executive Summary

CIP Team Members Please indicate individual title and role within the school as well as his/her name.

Name: Title or Role:

Stephen Bennett Team Leader Chair, Social Studies Team Leader Paul Peretti Counseling Team Leader Alan Brinn English Team Leader Kristian Dahl Physical Education and Health Team Leader Nancy Kuta Librarian, Team Leader Member Tim Magdziarz Special Education Team Leader Mary Lewis Math Team Leader, Math Safety Net Coordinator and Cambridge Coordinator Elizabeth McMurray-Hauk Fine & Performing Arts Team Leader Lisa Dodd Science Team Leader Burgi Antezana World Language Team Leader Gregory Shelton CTE Team Leader Gloria Heier Associate Principal Timothy Hupperten Associate Principal Gary Moed Principal

Process Used to Develop and School Executive Summary Communicate CIP

Process used to Develop and Communicate CIP To staff and Community

Process Description:

Our Team Leader group meets and consults regularly, focusing on the core work and purpose of Juanita High School. This group plays a significant role in using data to make decisions and chart new directions that positively impact students. In addition to those on our Team Leader group, certificated and classified staff involved in Level V work and Safety Net Programs have contributed to the shaping of our plan. Parents, students and staff participated in an on-line survey centered about the “Nine Characteristics of Highly Effective Schools.” Survey data provides important information to our CIP planning team and serves a basis for goal setting. In addition, monthly Parent Coffee/Teas provide a vehicle for two-way communication regarding all aspects of our school program.

CIP goals frame a blueprint for faculty professional development and student-centered work. Our August professional days focus on student data as a means for faculty review of our new CIP goals; Wednesday afternoons and full-day LEAP times are used for professional development, staff collaboration, action planning and implementation. Individual teachers incorporate the building’s CIP goals into their Professional Growth and Evaluation plans.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Critical Thinking and Formative Assessment –

Juanita High School selected this area of focus six years ago believing that the development of critical thinking is essential to quality instruction and student engagement. This study began with the examination of “Purpose”. Through professional development activities, teachers learned how to write purpose statements for their lessons. During that school year, teachers established a purpose for each lesson, ensuring students had an understanding of what they were learning and why they were learning it. Administrators modeled this by articulating the purpose of each faculty and professional development meeting and activity. Purpose continues to drive our work. If not explicitly stated, someone will invariably ask “What is the purpose of this task?” or “What are our goals for this?”

In 2007-08, the focus progressed to the second component of critical thinking – “Questioning”. Our staff conducted a book study designed to enhance teacher’s use of questioning strategies to promote critical thinking and improve learning.

We continued our focus on critical thinking in the following years with the third component of critical thinking – “Information Gathering.” Linked with this component, we have focused our efforts on deepening our understanding of viable formative assessment strategies that yield information on the level of student understanding and that inform instructional decisions to improve our practice. In past years we re- examined the design of appropriate and measureable learning targets and have agreed upon the differences between formative and summative assessment to establish a clearer understanding of both strategies.

We initially paid particular attention to the construction and use of effective learning targets in implementing formative assessment strategies. To meet the needs of students with a variety of learning styles and background knowledge, we needed to broaden and deepen our understanding of formative assessment as a means to determine if students are meeting the learning objectives. Using formative assessment strategies, teachers collect critical information about student learning to respond just-in- time when students demonstrate they are not learning the key concepts or developing the essential skills. Formative assessment strategies that lead to more meaningful teacher and student responses were developed. Additionally, in content area teams teachers collaborated to create lessons with formative strategies inserted to check for student understanding and to make informed adjustments to address student misunderstanding.

Progress toward the systemic use of learning targets and formative assessment strategies was evident in those years, although at an emerging level. Professional development resulted in the use of a common language regarding critical thinking and formative assessment. Teachers more frequently used learning targets with higher levels of cognitive demand. Teacher efforts during collaborative times (LEAP times during August and on Wednesdays) focused on designing lessons promoting critical thinking and the use of questioning strategies, as well as ensuring lesson objectives were clearly articulated and formatively assessed. During the 2010-11 school year, the practice of posting learning targets became more prevalent, but their use in driving instruction was inconsistent. Some teacher analysis of their formative assessment strategies and altered instruction was noted, but the practice was not widespread. Success will be evident when every teacher posts learning objectives for students at the start of each lesson and, more importantly, uses these objectives to drive the lesson. Research supports the fact that when students know what it is they are expected to learn, student performance is significantly improved.

Disengaged Students –

Realizing that we do not meet the needs of all students, Juanita High School has continued to build on previous work addressing the needs of underperforming students. With these identified students, the primary emphasis was placed on establishing relationships. Teachers met in teams to discuss student academic and non-academic strengths and methods to connect with each disengaged student. Data was collected, new strategies were employed and then subsequent data was collected to determine the impact of the strategies on student engagement and learning. The results of initial implementation of this strategy influenced our decision to continue our efforts with the classes of 2011 and 2012.

The scope of the program has included engagement concerns and the need to meet individual student academic needs. A review of each student’s academic history, past HSPE performance, first quarter grades and teacher recommendations was conducted. In some cases, parent/student/administrator/counselor meetings were held to identify and mitigate roadblocks to academic progress. During LEAP sessions, underperforming students were the focus of round-table talks where teachers engaged in a facilitated and guided conversation with specific emphasis on improving each student’s engagement in school and meeting his/her learning needs.

Since implementing the program described above, we have noted a decrease in the number of juniors who need this specialized support. Beginning with 20 students in the 2011 cohort, we found that 13 of the students no longer needed the support of the program as they were performing well in their respective programs and classes. Of the remaining seven students, three continued to struggle at school and needed to be monitored by teachers, counselors and administrators. The other four students transferred to schools or programs outside the Lake Washington School district.

Last year’s cohort (class of 2012) consisted of 26 students. Round-table talks took place in December, 2009 and February 2010. The content of each individual meeting was posted on the JHS portal to enable teacher access of this information and better serve students in this program. This team approach fostered connectedness and maximized student engagement through a 360° examination of the whole child. We will monitor the progress of these students in specific content areas throughout the 2011-12 school year.

College Readiness –

The number of our seniors who were accepted to four year colleges has increased from 42% to 49% while an additional 22% (an increase of 1%) declared that they planned on attending two year institutions. Given this data, we continue our efforts to increase the rate of Juanita graduates that enroll in post-secondary education at two or four year colleges and universities.

While efforts to deliberately emphasize critical thinking and Advanced Placement participation are associated with achieving our goals in this area, we believe it is critical to promote college readiness in our feeder schools. Administrators, therefore, meet with 8th and 9th grade students each year, promoting academic enhancement opportunities that improve college readiness. We connect with parents and students at our elementary and junior high schools emphasizing Juanita’s core curriculum and standards which meet the needs of students aspiring to attend college. We also promote other programs that prepare students for entrance into college such as Advanced Placement, Honors, College Credit and Careers Network, and WANIC. Last year, we added the internationally known Cambridge Program, a rigorous academic program, as an option for students seeking academic challenge. On an individual student basis, counselors, administrators and teachers work with students to explore options that maximize each student’s potential. Ultimately, we expect that the trend of increased rate of attendance in post-secondary programs by Juanita graduates will improve.

HSPE Readiness, Meeting AYP & Fulfilling State Graduation Requirements –

HSPE and EOC results in 2011 have created an imperative for our entire staff. Though results for EOC 2 (Geometry) surpassed other high schools in the LWSD, scores for the EOC 1 (Algebra) and HSPE scores in Reading, Writing and Science did not meet our expectations. HSPE scores in Reading declined from 91.2 in 2010 to 81.4 in 2011, in Writing from 89.9 to 86.5, and in Science from 67.5 to 55.3 . Further analysis of the data did demonstrate student growth, however. In a matched-pairs test comparing cohort scores from eighth to tenth grade, student scores increased by an average of more than 28 points in Reading, more than 6 points in math MSP scores compared to EOC 1. Disappointed, but not discouraged, the Juanita staff has embraced the challenge of improving all test scores beyond previous results.

Past professional development has focused on DuFour’s first two questions: What do we want students to learn? and How will we know they have learned it? It is now an imperative for us to focus on the third question: What do we do when some students have not yet learned it?

Accomplishing this task requires a multi-faceted approach. In English classes, students will take a base line Reading Assessment created from OSPI released items. Teachers will grade these assessments using OSPI rubrics, norming with colleagues. Assessment results will be shared with colleagues so students with deficiencies in particular areas can be given targeted classroom interventions. A similar assessment will be given in February to determine progress. In addition, English teachers plan to devote one day each week to test taking skill development. In Math classes, the strategy used by Geometry teachers will be expanded. Last year, Geometry teachers used the Crosswalk document provided by OSPI to determine critical content. They formatively assessed students at regular intervals throughout the school year and provided further instruction when needed. This year Algebra I teachers will implement this strategy and will add teacher-student conferences to discuss individual student progress. Biology teachers will use selections of resources from the states of New York, California and North Carolina that align with LWSD Power Standards to help students prepare for the Biology EOC exam.

We will continue to provide afterschool HSPE preparatory classes for students who need to refine their reading, writing and mathematics skills prior to taking the spring HSPE. School resources are allocated to ensure that this program is appropriately staffed and supported with curriculum materials.

As in the past, significant effort will be expended to ensure students receiving special education services will meet performance and participation standards so that Juanita meets and/or exceeds Adequate Yearly Progress standards. We expect that through the efforts of our faculty, especially our Safety Net teachers and Special Education teachers, that we will see an increase in the percentage of students participating and passing the Reading, Writing and Mathematics HSPE.

Level V Graduation Requirements –

The loss of advisory required a new model for students to complete their High School & Beyond requirements. Continued focus will be placed on ensuring that Juanita students have the needed support to complete their Level V graduation requirements. Through a collaborative and team-oriented approach, our counselors and teachers developed a plan allowing students to be supported in both the “Culminating Project” and “High School and Beyond” graduation requirements. For these Level V requirements, students complete components in selected curricular areas, such as Social Studies, English and Health. To maintain accountability and rigor, students must complete these components in order to receive a satisfactory course grade.

For the Level V essay requirements, students have numerous opportunities while at Juanita High School as these essays are imbedded in both social studies and English classes. The Level V “Formal Lab Report” is an integral part of all science courses. Teachers provide at least two opportunities throughout the school year in each science course after having delivered detailed instruction in the requirements. The mathematics department has also integrated the Level V “Problem Solving and Reasoning” requirement into appropriate classes. Students with special needs, including those served in the ELL program, receive modifications and accommodations as described in their individualized plans to fulfill the requirements. We expect each senior to meet proficiency on every Level V requirement.

Executive Summary Kamiakin Junior High

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Kamiakin Junior High Mission | Vision

Mission ALL students will be successful.

WE BELIEVE…  All students learn best in a safe, healthy, respectful, and invigorating environment that maintains high expectations for each student.  Student success is fostered by suupportive communities. Vision  Kamiakin staff honors the social, cultural, and academic diversity of all students.  All students have the potential to learn and flourish, and should be provided with a variety of ways to demonstrate mastery and growth.  Relevancy enhances motivation, retention, and learning.

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School We are very proud of our diversity of people and programs that represent who we are. A mix of experienced teachers supporting new professionals in departments provides diverse perspectives and approaches, required to work with our unique student body. Our students come from a variety of backgrounds and cultures, bringing with them knowledge gleaned from our outstanding feeders, and the needs that come with a body growing through adolescence, with the added impact of beginning to identify who they will become as young adults.

Reflecting this diversity are the programs we offer at Kamiakin. Transition room, ELL classes, Language Arts/Social Studies block classes, safety net literacy and math classes, a full slate of music- bands, choir & orchestra, and other elective classes. We also host one of two district junior high Quest programs. We work hard to provide the necessary educational support for all of our students. We are proud of the level of student participation in all of our extra-curricular programs, and the success our students achieve in them.

We continue to reach out to the diversity in our community. Our ELL program established required meetings with student and parents, where translators welcome and acclimate students and parents to Kamiakin. This was an opportunity to share our vision and explain support systems which will enable all of our children to be successful. We believe the more we are able to involve all families, particularly ELL families, the greater success these students can achieve within our system.

Last year we augmented the Washington State Learning Plan model (an individualized plan for students not at standard on state assessments), by creating and providing an "Achievement Plan" for all of our students. Approximately halfway through each grading period, students meet individually with each of their teachers to discuss progress, grades and to refine their plan for success. Our diversity demands a personalization that we strive to achieve for our students, which is truly the "heart" that Kamiakin displays.

Starting several school years ago, we have hosted a “Welcome Back Barbeque” for families and students, fostering a level of community support for which we are very proud. Last year for the first time we hosted a community breakfast event, inviting all students and parents to enjoy breakfast together before beginning their work/school day. Parent volunteers help support instruction and provide time for teachers to meet and work together. They augment our "After school homework club" and a few parents have volunteered to open our library before school specifically to help with math.

Every ninth grader participates in our CAPstone project to complete their three years at Kamiakin. This nationally recognized service learning project incorporates the learning they have accomplished while at Kamiakin through a community service project of their own design. Many of the schools in the Juanita Learning Community have been served through this program because several of our students return to their former elementary to provide a service project.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Joe Joss – Principal Margaret Kinney – Assistant Principal Marcy Alioto - LA/SS Department chair Robert Meyer - Math Department chair Vicki McCarter - Science Department chair Tammy Beyer - PE/Health Department chair Trish Campbell - Special Education Department chair Wendy McCrain - Classified Department chair Liz Haven - Electives Department chair Process used to Develop and Communicate CIP To staff and Community The CIP planning process is a building wide effort by all staff. Utilizing educational data, classroom assessments, surveys of staff, students and parents, department leaders access all available data to study with their departments. Department chairs and their teams spent our August LEAP days and a number of our Fall LEAP days reviewing last year’s CIP plan, their accomplishments and continuing objectives to update goals and examine needs. The principal, in discussion with department chairs, reviewed each department’s goals then collated the information building wide.

The principal shared the collated CIP plan with the staff in January and communicated the plan to community through our website, newsletters, and several PTSA meetings.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus We have focused our efforts toward addressing three major components at Kamiakin: * Middle School Reconfiguration * Curricular departments/Academics * Building wide student initiatives We have specifically revisited selected goals for each of these groups, updated and redefined when necessary.

Middle School Reconfiguration During the 2010-2011 school year, we began our reconfiguration work in earnest. At Kamiakin, we decided to invite as many interested staff to the planning table as possible. All Kamiakin staff and any interested intermediate staff from our surrounding elementary feeder schools were invited to participate. We met four times over a period of two months prior to presenting the Kamiakin middle school plan to our colleagues March 25th, 2011. With this plan, we begin our work this school year. We will first address the electives we will offer in the 6th, 7th and 8th grades. This will significantly impact our staff and numbers. We hope to have electives, course catalog, and most of our staffing assignments complete by winter break 2011. When we return in 2012, we will begin examining exactly what the day will look like for a middle school student that attends Kamiakin. We will need to understand the master schedule, the impact of our “intervention/extension” course for 6th graders, our music programs, homeroom, lunch, Quest, honors, and many other specific requirements that will need to be in place prior to Spring 2012. It is our goal that teachers and teams will be able to sit down and do significant planning for the 2012-2013 school year prior to leaving for summer break. These efforts will be our focus for the winter and spring of 2012.

Curricular Departments/Academics Starting with last year’s CIP plan and continuing this year, the leadership team each prepared an executive summary of their department work. Basing their efforts on the CIP template, departments addressed specific goals, professional development and accomplishments, and made refinements to their current plan.

Building wide student focus As a school, we have focused building wide on our efforts to challenge students, teaching them how to advocate for their education and expect success. This is our 2nd year in which all Kamiakin students have an "Achievement Guide" with standardized test scores, grades and growth plans as part of the document. Kamiakin teachers working together examined previous years' WASL and MSP scores and entered that data on plans. ALL Kamiakin students received plans and we will take a day mid-quarter to sit down in short conference type meetings with students to review plans and provide progress on grades. All students conference with each of their teachers, receive guidance with regard to the class grade and their success plan, then take the plan home for a parent discussion and a signature.

We continue to emphasize "learning targets" for our students. Teachers have addressed learning targets and their use in their professional growth plans. Administrators continue to monitor learning target use in “kid friendly language” every day.

Indicators of Success Leadership: Utilizing the “Nine Characteristics of High Performing Schools” we expect to see the percentages in the six question areas of #3 Leadership to increase. Particularly the question that asks about school administrators considering various viewpoints when making decisions. We scored a 73% in that area in 2010. We also expect more of our colleagues and teachers at Kamiakin to become active participants and leaders in professional development activities.

Interestingly, given the results from the Spring 2011 survey we scored lower on all the aspects of leadership. Of concern was the 63% in the area of “School Administrators consider various viewpoints when making decisions.” We were surprised by this result and determined to sit down with our staff and discuss the results and corresponding reasons why this may be the case. We took the morning of our Spring LEAP time and met as a collective staff. At the conclusion, it became clear to the administration that the issues were not exclusively about leadership, but more about the #1 Collaboration/Communication between administration and staff AND colleague to colleague #2 Relationships between colleagues and how this was perceived by others and the administration. We determined to set our goals specifically to address those two areas as part of our 2011-2012 CIP plan.

Curricular Departments/Academics: State testing scores (MSP) are expected to increase given our efforts to focus on common assessment by department, and then evaluating the assessments together to align our expectations and practice.

Building wide student focus: With the “Achievement Guide” that all students will complete and update, we hope to see state testing scores (MSP) increase for each individual student, as well as classroom grades. We expect the use of Learning Targets to become a daily exercise for classroom teachers, and students expecting to see targets. With continued collaboration with Finn Hill and Juanita High School, we should see similar high expectations from teachers, open communication and a more successful transition for our students. We are excited to see how our newly implemented 2011-2012 school wide discipline policy looks for this school year. We recently completed our 1st quarter, as well as a committee survey to provide staff the opportunity for feedback. Thus far the results have been very positive.

Executive Summary Helen Keller Elementary School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Helen Keller Elementary School Mission | Vision

Helen Keller community fosters student achievement through:

Growth - Developing intellectual abilities and social skills Respect - Treating others as you would likke to be treated Mission Integrity - Striving to make the right choices Perseverance - Working hard and trying your be your best

Every Student Future Ready: Prepared for College Vision Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School

Helen Keller Elementary School is a kindergarten through sixth grade neighborhood school with a student population of approximately 380 students. Keller has a diverse student population that represents Asian, Black, and Hispanic, Native American, and Caucasian ethnicities. Keller has a Special Education Self-Contained Transition program that includes Kindergarten through 6th grades. We also have an English Language Learner (ELL) program.

The Keller Learning Community is committed to developing an environment where all children gain the academic and social skills necessary to be successful as members of the greater community. Our goal is to have each child leave Keller with foundational mathematics, reading, and writing skills to ensure that they continue to have choices in life to pursue their passions. The teachers and support staff are continually seeking research based ways to guide students toward their greatest potential. One way in which we do this is to assess students to determine what they know and where the most optimal learning can occur. We are committed to creating a positive learning environment where children receive instruction at their ability level in reading, writing, and mathematics utilizing the Lake Washington School District adopted curriculum.

The Keller Staff is on a continual quest to perfect the art of teaching to ensure that all children get the best education possible. As our MSP test scores demonstrate we have made significant progress in reading, writing and science. With the implementation of the new District math curriculum we are working hard to improve our math MSP scores. Several of our planned LEAP days will be dedicated to implementing the technology part of the Envision math program. This should have a positive result for students and our MSP scores. Keller staff is committed to reaching our goals and improving student learning in all content areas.

During the 2011-12 school year, the focus of the Keller learning community is centered on the four core content areas of mathematics, reading, writing, and science. In math, teachers worked together to plan formative assessments to pre-assess student’s learning and used the results of the assessments to differentiate instruction. Then they post-assessed students using the LWSD Math CDSAs and assessments from the new EnVision math curriculum.

In mathematics we also will continue our work concentrating on developing proficiency in number sense and algebraic sense, a key strand in both math curriculums. We will continue working to implement the new math curriculum with fidelity and success.

In Reading content this school year we will be implementing a Response To Intervention (RTI) program in Reading in order to increase our MSP results based upon our analysis of last year’s data. QRI assessments will be used along with MSP results to re-group students into reading smaller groups for instruction. Teachers assessed all students using the QRI assessment last year and reviewed MSP and Report Card data to implement the RTI program. Students were grouped for optimum teaching during specific reading intervention times throughout the school day. Students were placed into one of three reading intervention groups based on reviewed data. Teachers will re-assess students several times throughout the school year in order to regroup if necessary.

The focus area of Writing is to improve student results in content, organization and style. Teachers utilize the “Step-up to Writing” process and the “Writers Workshop” method of Lucy Calkins to teach writing in kindergarten through sixth grade and integrated the reading skill of comparing and contrasting in student’s writing.

Teachers implemented all three strands of science using the FOSS science modules and the scientific process and lab notebooks in kindergarten through sixth grade. This school year focus will be in the area of systems. MSP results were very positive from 2011 and we hope to continue increasing MSP scores with writing in in science journals about connections that are made within a system.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Name: Title or Role: Tim Stonich Principal Marcia Pettersen Safety Net Teacher Maggie Reynolds Special Education teacher Patty Austin/Amanda Martinez 4th grade Teachers Susie Allison 1st grade Teacher

All teachers were involved with assessing data and writing SMART goals by grade level. We will work on our CIP plan during LEAP days Process used to Develop and Communicate CIP To staff and Community Our entire staff meets on a regular basis to review past CIP plans and goals. When we received last year’s MSP data we set goals around that data. Targets are established. We review assessment data that will be used throughout the school year including, District assessments, classroom CDSAs and DIBELS and QRI data. Individual student MSP information is reviewed with current teachers so they can focus attention in any area that is needed. Safety Net classes are established early to reach students that need extra help. LEAP days are used to work on staff development differentiation issues to help all students in the regular classroom. The staff conducts professional growth meetings to discuss the work of implementing our new RTI (Response To Intervention) program.

Each grade level examined data for individual students and created SMART goals and strategies in each content area.

The results of the 2011 MSP show increases in some areas. Our 3rd grade Reading results increased 4 points to 88% proficient, and our 4th grade Reading results rose 9 points to 80.4% and our 6th grade Reading scores went up by 29 points to 89.3%. Math scores increased in 6th grade to 77% up 13 points. Math scores went down in 3rd grade while 5th grades stayed about the same from previous years. We will examine individual student data this school year, interpreting MSP strand data to determine areas of focus for each grade and providing intensive support to those students who are not at standard. Our Annual School Report, which included this MSP information, was sent home to parents and is included on our school website.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Reflections on last year’s focus results:

As we reviewed last year’s CIP focus and goals we realized that students showed very positive growth in the area of Reading. This was due to concentrated effort by our teachers to focus on reading skills.

Based on last year’s results, this year’s focus is…

Reading – Our focus in Reading is to increase Analysis. Key strategies in Reading include small reading groups and attention to higher-level thinking skills. Our goal is to improve reading MSP scores by 3% in every grade level for next year. While reading continues to be a positive area for all grades as based on MSP data, we believe that with a focus in this area we can continue to show improvement.

Mathematics: We want to continue our work in Mathematics, concentrating on developing proficiency in number sense and algebraic sense, a key strand in both math curriculums. We will continue working to implement the new math curriculum with fidelity and success. We want to improve MSP scores by 3% in all grade levels.

Science - Our 5th grade science scores went up last year. Our lowest score was in the area of systems. We will focus on writing in in science journals about connections that are made within a system. We will also use the word system to describe the connections made while we use our kits. We want to see a 3% increase this year for our 5th grade.

Writing - Content, Organization and Style. We will utilize formative and summative assessments to meet our goal. We want to improve 4th grade MSP scores. We hope to show student growth by 3% next year.

Resources needed to achieve this year’s focus: Utilize District staff development resources. Technology training using our building Technology trainers. Release days for content and building leaders to develop CIP plan and training as needed.

The indicators of success for this year’s significant area of focus are… New data from the MSP, DIBELS scores, Headsprout data, QRI assessments and individual teacher assessments, district CDSAs, and report card data.

Executive Summary Carl Sandburg Elementary

2011 - 2012

Each student will graduate preepared to lead a rewarding, Mission responsible life as a contributinng membeer of our community and greater society.

Every Student Future Ready: Prepared for College Vision Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge •Interconnected •Student •Challenging & Guiding Learning Ownership & Meaningful Principles Experiences Engagement Curriculum •Personalization & •Equity & Cultural •High Individual Responsiveness Expectations & Attention Quallity Instruction

Carl Sandburg Elementary Mission | Vision

Together we promote academic success and build Mission responsible citizens who enjoy learning.

Every Student Future Ready: Vision  Prepared for College  Prepared for the Global Workrkplace  Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School Carl Sandburg Elementary School is a positive, energetic, and supportive learning community dedicated to academic success, social responsibility, and enjoyment of learning. Walking through the doors of Carl Sandburg, people experience a warm, caring, and positive environment in which students are given every opportunity to excel. Students work in partnership with staff to set goals and work hard to achieve them. The staff at Carl Sandburg has high standards for behavior, safety, responsibility, and academic success.

Many of our parents are alums of Carl Sandburg and others attended neighboring elementary schools, Finn Hill Junior High, and Juanita High School. It is this sense of community that parents, students, teachers, classified staff, and visitors appreciate and enjoy. A strong sense of ownership of the school exists and a belief that we all work together to educate our students. Parents and students actively participate in community outreach programs, collecting food, toys, and pet food for people and animals in need. Parents also support the academic growth of their students through participation in after school enrichment, Math Olympiad, arranging speakers and assemblies, and volunteering in the classroom.

Carl Sandburg also has an active PTSA. The PTSA gives tremendous support to needy families in the Carl Sandburg community during the holiday season and whenever need arises. They have supported a strong artist in residence program, funded our outdoor education program, and sponsored numerous after school enrichment activities including Spanish, Chess Club, Chinese language, Earth’s Helpers, Jump Rope Club, and many others. The parents at Carl Sandburg are highly supportive of the school with over 28 after-school enrichment activities run and sponsored by parents. Our PTSA board members are active at the district and state level and are tireless advocates for students.

The staff at Carl Sandburg, classified and certificated, is dedicated to making a difference in the lives of students. We continue to pay special attention to working together at a collaborative community, emphasizing improved academic success for all students. Teachers are working collectively on aligning our math curriculum K-6 and improving their instructional practice. Teachers are pursuing Challenge through differentiated instruction, rigorous curriculum, and enrichment activities. Through the use of ongoing assessment, teachers analyze student needs and collaborate with grade level and cross grade level teams to support those students who need intervention and to challenge those who already learning the material.

Teachers at Carl Sandburg have long been leaders in the use of technology. The combined staff of Carl Sandburg and Discovery Community School piloted the netbook last school year and continue to demonstrate innovative uses of the tools were are given.

The staff at Carl Sandburg is dedicated to continuous growth. This year, nine of our teachers are National Board Certified. We currently have one teacher who attended Carl Sandburg and four others who grew up in the area and attended Juanita High School. Our staff also contributes to the life of the school outside of the classroom. Teachers have planned and implemented our monthly Family Math Night, Kids Helping Kids tutoring program, Sandburg Spirit Cheerleading, Camp Carl sports activities, Open Gym, Sandburg Singers, Homework Club, student council, and many other enrichment activities. It is this commitment that allows our staff to nurture growth in all our students.

As a community we believe in creating rich learning opportunities inside and outside of the classroom. Currently, teachers studying Professional Learning Communities and implementing changes in their meeting schedules and assessment processes. One of our staff members was recently selected to serve on the K-6 Literacy Adoption Committee. Our staff and parent community supports engaging assemblies that support a variety of learning opportunities. We have had visits from actors and performers, puppeteers, opera singers, recycling workshops, and special education advocates. Other opportunities include field trips to museums and workshops and guest speakers on topics including health and nutrition, writing, and physical activity.

Carl Sandburg Elementary is currently under construction with a new building scheduled to open in the fall of 2012. The construction process has brought challenges and opportunities for this school year. Several classrooms were faced with a move early in the summer to accommodate the removal of four portables. We were also faced with a relocated and greatly reduced playground for the school year. With the foresight of two dedicated parent volunteers, we were able to renovate a large, previously overgrown section of the campus and transform it into a natural playground with trees, rocks, logs and stumps and play toys. Students love to run and play in the woods and the transition to a smaller playground has been a success. Further parent participation has allowed us to receive donations of portable basketball hoops, sidewalk chalk, and other play toys.

It is this partnership between the school and the community that makes Carl Sandburg Elementary School a great place to learn and grow.

CIP Team Members The entire teaching staff at Carl Sandburg participates in the creation of our Continuous Improvement Plan. Teachers analyze data independently, with grade level teams, with grade levels above and below, and as a whole staff to focus on greatest school- wide needs and more specific needs at certain grade levels. Our analysis of data begins in August and continues throughout the school year during our Wednesday LEAP time. Process used to Develop and Communicate CIP To staff and Community Process Description: The development of goals and strategies took place in small groups, over email, on OneNote, and in staff meetings this year. In August our staff reviewed the data picture of the entire school, looking at MSP scores, DIBELs results, and report card grades to develop a picture of the success and areas for growth at Carl Sandburg. Teachers then used the data to set goals for individual students for the 2010-2011 school year. We looked at how each student performed and predicted their potential growth for this school year based on past performance and observations from the first month of school.

The staff at Carl Sandburg Elementary work collaboratively to create the Continuous Improvement Plan and revisit it on an ongoing basis. Data is shared with teaching staff and classified staff through presentations, meetings, and access to websites like Inform and School Report Card, and through the collection of ongoing data in spreadsheets. Teachers review data in grade level and cross grade level teams in weekly meetings and use the results of data analysis to plan to meet student needs.

Data is also shared with parents and students regularly. Teachers share individual student data in fall conferences and school-wide data was shared at the annual curriculum night while parents gathered in the gym. Data is also shared frequently in the weekly Principal’s Message and often on the school website. Teachers also meet with parents and students frequently to review and discuss student progress. During conferences, parents, teachers, and students address plans for meeting student needs through small group instruction, extra help in the classroom, modified assignments, and high standards for success.

In August teachers reviewed MSP scores, End of Year DIBELS data, and end of year report card data to analyze individual student progress, grade level progress, and school wide trends. Teachers first reviewed the data individually and then met in grade level teams. Grade levels identified students who did not pass the MSP last year and prepared to assess their ability at the beginning of the school year. After teams reviewed the data they attempted to reach some conclusions about the greatest opportunities for growth. We then met as an entire staff to discuss our conclusions and reach consensus about areas of greatest need and opportunity.

Through individual reflection, grade level conversation, and meetings with grade levels above and below, teachers asked to basic questions: What are we doing to move our students forward in math? How are we monitoring student progress? Through this process we identified a need for greater use of shared, common assessments and time to collaborate with grade level teammates to analyze them. We explored opportunities to improve our students’ success in math and science and are planning LEAP activities to focus on these subjects.

For the second year, we continued our work with four questions as outlined in Rick DuFour’s work on professional learning communities: What do we want students to know and be able to do? How will we know they learned it? How will we respond when some students don’t learn? How will we respond when some students already know it?

Through the analysis of data, discussion of greatest area of potential growth, and, most importantly, individual students, teams wrote SMART goals in reading, writing, math, and science, based on MSP data and Common District Summative Assessments. This year we also worked hard to identify goals in academic subjects based on formative assessments that would guide our progress towards our larger student achievement goals.

Throughout this process we have used Microsoft OneNote to collect data, share information, brainstorm professional development needs, and plan LEAP activities.

The process continues all year with weekly team meetings and frequent discussions as an entire staff about our goals and needs.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus For the past three years, the math scores at Carl Sandburg Elementary have been an area of concern. We saw improvement at most levels on the 2011 MSP, but the scores remain lower than we would like them to be.

To implement these strategies, the following resources are accessed:  LEAP Time  Professional Development Funds  PTSA Grants  LWSF Grants  Staff Expertise  Parent Volunteers

We will assess our progress with a variety of measures including the spring 2012 MSP results. Our entire staff continues to use the Common District Summative Assessments to measure growth of students who are below standard as well as those who are at and above standard; it is our belief that high standards for all will result in rigorous instruction for all students. Success in math has a strong correlation to reading fluency, so we will continue to develop a strong K-2 literacy program and will monitor student progress through DIBELS and CDSA's. We will significantly increase the number of students reaching standard on all end of topic assessments and math CDSA's.

Executive Summary Thoreau Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Henry David Thoreau Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Thoreau fosters the development of essential life skills which prepare, enlighten, empower, awaken students Vision to a world of life-long learning.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Description of our School

Student Demographics

Enrollment October 2010 Student Count 366

May 2011 Student Count 364

Gender (October 2010) Male 189 51.6% Female 177 48.4% Race/Ethnicity (October 2010) American Indian/Alaskan Native 1 0.3% Asian 42 11.5% Asian/Pacific Islander 42 11.5% Black 9 2.5% Hispanic 28 7.7% White 271 74.0% Two or More Races 15 4.1% Special Programs Free or Reduced-Price Meals (May 2011) 64 17.6% Special Education (May 2011) 44 12.1% Transitional Bilingual (May 2011) 13 3.6% Migrant (May 2011) 0 0.0% Section 504 (May 2011) 7 1.9% Foster Care (May 2011) 0 0.0%

Teacher Information (2010-11) (more info)

Classroom Teachers 21

Average Years of Teacher Experience 15.7

Teachers with at least a Master's Degree 57.1%

Total number of teachers who teach core academic classes 20

% of teachers teaching with an emergency certificate 0.0%

% of teachers teaching with a conditional certificate 0.0%

Total number of core academic classes 20

NCLB Highly Qualified Teacher Information % of classes taught by teachers meeting NCLB highly qualified (HQ) definition 100.0%

% of classes taught by teachers who do not meet NCLB HQ definition 0.0%

% of classes in high poverty schools taught by teachers who meet NCLB HQ definition N/A

% of classes in high poverty schools taught by teachers who do not meet NCLB HQ definition N/A

% of classes in low poverty schools taught by teachers who meet NCLB HQ definition 100.0%

% of classes in low poverty schools taught by teachers who do not meet NCLB HQ definition

H. D. Thoreau serves a school community of 366 students which includes a LWSD Quest program comprised of 76 students. Thoreau Elementary is a caring school characterized by its strong community and environmental connections. Staff, students, parents, and community members organize and carry out a variety of activities to support and teach environmental awareness. As a “green” school, our community encourages preservation, sustainability, and responsibilities for the preservation of the environment we live, learn, and play.

Students at Thoreau Elementary are provided a rigorous curriculum as outlined in the LWSD Curriculum Profile. Instructional practices address the unique needs of our students. We serve a limited number of ELL students representing multiple countries. In the past several years we have seen our enrollment decline, while the percentage of students served in Special Education and students qualifying for free and reduced lunch has increased. H. D. Thoreau supports 14% of its students through Special Education services and 17% through Safety Net services. These students receive additional academic support in reading, writing, and math and study skills.

The staff works diligently to meet the needs of a wide range of student abilities. A cohesive culture of teaming and collaboration are a critical component of our school’s culture. Grade level and vertical teams work together to collaborate on unit/lesson planning, implementation of curriculum, instructional best practice, common summative assessments, and analysis and calibration of common summative assessments. Teachers are working this year to establish grade level assessment, scoring, and reporting practices, refine the use and analysis of common grade level assessments, the development of scaled scoring tools, and the use of data to guide instructional practice and programming for students.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Thoreau’s building leadership model provides the structure needed to support continuous planning, improvement, and goal setting as in intended in the school CIP. Staff members participate within work teams to establish school priorities and next steps in the implementation and refinement of school programs and practices. The Thoreau Leadership Committee includes a member from each building work teams which includes representation from certificated staff members, classified staff members, and administration. Work teams within the school include: Curriculum, Instruction, & Assessment Work Team, Technology Work Team, School Discipline/ Communications Work Team, School Culture & Climate Work Team. Work teams include representation from primary, intermediate, specialists, and special programs as possible. Work teams bring information, ideas, and needs back to the Thoreau Leadership Committee who determine responsibility for the decision and work involved. Thoreau Leadership Team: Mylinda Mallon, Principal; Cheryl Mach, Kindergarten; Rebecca Sinclair 5th grade; Caroline Amundsen 3rd grade; John Turnbull, 5/6th grade; Kitty Guinan, Safety Net; Skye Van Cleave 1st/2nd grade; Geri Ward, Office Manager. Process used to Develop and Communicate CIP To staff and Community The Continuous Improvement Plan was developed through the following:  Staff analysis of spring, fall, and winter common agreed upon assessments  Staff analysis of MSP/ DIBEL’s data  Staff analysis of Fall, Winter, and Spring DIBEL’s data  Staff analysis of student report card data within Skyward  Review of instructional strategies as related to assessment data and the development of action plans four times a year  Grade level band planning meetings in connection with vertical and work team planning meetings to review progress, determine needs, and establish goals  Monthly Leadership Team meetings to review work in progress, schedule CIP/ CAI LEAP Wednesdays, review budget, prioritize staff development needs, and make recommendations to the staff at large based on input from grade level band and work teams

Teachers committed to collaborative work designating time to the development of common grade level instructional and assessment agreements and practices. Common summative district assessments were used to assess student growth and curriculum based assessments were agreed upon at each grade level. Common formative and summative assessments allowed teachers to review student achievement within and across grades levels, which was then used to determine instructional and curricular practices to match student performance based on standard scores of 1,2,3, and 4. The staff worked to refine and align their understanding of performance assessments, the involvement of students in goal setting, reflection, evidence collection, and tracking of progress, and the use of differentiated instructional practice to meet the range of student skills and understandings.

The CIP was communicated to the community through articles written in the Fantastic Frog News, PTA meetings, PTA board meetings with the principal, and classroom newsletters. Thoreau Leadership Committee input forms are used and available to any school community member interested in proposing an idea for consideration or submitting a concern to be addressed.

Grade level teams met regularly to review goals, celebrate progress, and determine next steps. CIP and CAI LEAP Wednesdays were organized to review district summative and formative assessments, establish grade level and school assessment agreements, analyze student data, determine instructional strategies to meet the needs of all students, and continually review progress towards goals to determine next steps.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Why did our school select these particular areas of focus? Henry David Thoreau’s significant area of focus for the 2010-2011 school year was in math, with continued focus on writing. These areas were selected based on student performance within the new envision math curriculum, MSP math scores, report card data, observational data, and writing data collected over the past two years on LWSD CDSA’s. Teachers focused on establishing the consistent use of envision math curriculum, “writing to explain” within math, following and adjusting pacing guides, and student performance on program quick checks and summative unit assessments. Grade level discussions identified the need for continued focus on number sense and problem solving. Teachers met in school teams and learning community teams to share and overcome challenges in implementing the new curriculum. Our work within writing across grade levels with a focus on organization continued from the previous year. This was a continuation of work towards a school wide approach to teaching writing through consistent instructional approaches using Step Up to Writing and Units of Study. CDSA scores were used to track student progress, adjust instructional strategies, and identify professional development needs.

Description of our School’s Activities to Gather and Summarize our Data Staff met in grade level and vertical teams in the spring and fall to review summative math scores, writing CDSA’s, Spring MSP data, report card data, and DIBEL’s data. Primary teams reviewed DIBEL’s data to look for correlations between student performance on the DIBEL’s and MSP in 3rd grade. Class lists and scores were reviewed to identify students who had the potential to move from level 2 to level 3 and 4 on CDSA’s, report card content areas, and on the MSP.

The Math Team, Technology Team, and School Culture & Climate Committee determined areas of need through staff surveys. Training needs, resource priorities, and staff development needs were determined and prioritized within and across grade levels to support the new math program, the use of netbooks, the revised Assessing and Reporting handbook, and the commitment to a PLC format of practice. The School Culture & Climate Committee identified the need to establish a school student leadership program, connect the teaching of life skills to the interdisciplinary skills within the LWSD Student Profile, and to continue the school wide monthly life skill focus which explicitly teaches and reinforces life skills to support life-long learning.

The Continuous Improvement Process was monitored throughout the year through the building leadership model using Professional Learning Community beliefs and practices:

 Collaborative grade level meetings – teams meet to review successes, work in progress, and next steps to ensure progress towards goals  Grade level teams use identified indicators of success for at, above, and below grade level students to determine effectiveness of instructional strategies  Grade level teams identified strategies and resources to meet the needs of students at grade level, below grade level, and above grade level for each content goal  Grade level teams established grade level assessment agreements which included common assessments, data collection, and calibration of student work to ensure consistency  Grade level information was communicated to work teams through grade level representatives within each work team (math, science, literacy, technology, school culture & climate) who reported to the Thoreau Leadership Committee  Content teams looked for trends across grade levels, identified needed resources and staff development, and communicated those needs through the Thoreau Leadership Committee  The Thoreau Leadership Committee met monthly to review progress in all content areas; review and schedule staff development trainings based on grade level and content team reports, and determine next steps to support the work of the Continuous Improvement Plan.  Participation in RTI training for five staff members

What are the results of our efforts? Based on student performance on lesson quick checks and unit assessments, teachers were better able to track student progress and reteach key skills and concepts as needed. Gaps in math understanding were identified and direct instruction provided to meet student needs. Spring MSP data indicated an increase in math scores for 3rd, 4th, and 5th grade students, with 6th grade students showing a 6% decline from 75% in 2010 to 69% in 2011. Teachers find the new curriculum to be more rigorous and that they address the adjusted state math standards, but that it will take a few years for students to catch up. Reading MSP scores indicated a decrease in the number of students meeting standard at the 3rd grade level, stable 4th scores, and 4-6% gains in 5th and 6th grade. MSP scores showed a significant increase in the number of 4th grades meeting standard in writing, and 5th graders meeting standard in science. Thoreau’s special needs students have meet adequately yearly progress for the past two years. Evidence indicates that use of the two new math programs for special education and safety net students are helping to identify and close gap in math skills and understandings. Indicators of Success: - Consistency in the agreement and use of common summative assessments to document student growth - Increase in the number of students meeting standard on LWSD CDSA’s in math at each grade level - Increase in students’ scores from 2-3 and 3-4 on writing CDSA’s in organization - Increase in students’ scores from 2-3 and 3-4 in number sense on the report card - Increased collaboration at each grade level on instructional strategies, common assessments, and planning as measured by data entry within yearlong action plans, PLC staff surveys, and the Nine Characteristics survey

Resources and professional development used to support anticipated growth in the area of focus?

- EnVision Training during LEAP - Netbook training: after school district meetings and LEAP Wednesday trainings. - Release days for peer observation within and across grade levels - Use of district math and writing alignment guides to identify and connect learning standards and lessons within Step Up to Writing, Units of Study, and envision math. - Training in the newly adopted math materials – enVison - Netbook training for all teachers - JLC collaborative planning meetings with focus on enVision - Use of common district assessments in all content areas

Based on last year’s results, our focus for the 2011-2012 school year is…

Our focus areas for the 2011 -2012 CIP are based on our examination of current student data and the needs of the currently-enrolled students:

Our focus on Math includes improving number sense and increasing computational fluency and problem-solving strategies. With fidelity, we will continue to implement enVision, collecting assessment information on student progress through Quick Checks, unit Performance Assessments, and grade level math CDSA’s. Teachers will collaborate within and across grade levels as well as within the Juanita Learning Community to implement with fidelity and expand our skills in addressing the needs of students performing below and above standard. Using netbooks, we will expand the use of technology tools within envision. Utilizing the comprehensive curriculum map and researched-based scoring guides developed by Lake Washington School District, teachers will monitor student learning and adjust instruction to meet the needs of varying levels within each classroom.

We will continue our focus on the teaching of writing and review of student performance with a school wide focus on organization and content. Teachers will continue to calibrate common district writing assessments in the fall, winter, and spring to increase accuracy in assessing student progress and to determine instructional strategies for students performing at levels 1,2,3, and 4 in organization and content.

Five staff members attended Response to Intervention training last year, which has set the stage for the structure and format for teaching reading and math in 1st-4th grade. Teachers are working in grade level bands to flexibly group students based on instructional level and are utilizing IA’s and volunteers to provide small group instruction based on instructional need.

Resources needed to achieve this year’s focus:  Professional development in the use of proficiency scales and scoring guides. a  Professional development in the use and understanding of the tools within the Lake Washington School District Assessing and Reporting Handbook  Professional development in enVision Math online resources  Common formative and summative assessments in math and writing  Training in the use of Netbooks to enhance teaching  Training in analysis of student data and the application within instruction (data discussions, data walls, etc…)

The indicators of success for this year’s significant area of focus are: Our identified indicators of success will be school wide LWSD CDSA math, writing, and reading scores, MSP scores, common grade level formative assessment data, and report card grades, Nine Characteristic Survey Data, and Professional Learning Community surveys.

Executive Summary Smith Elementary

2011 ‐ 2012

Each student will graduate prepared to lead a rewarding, Mission responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

The knowledge, skills, and attributes that every Student Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challengge

Guiding Principles •Interconnected •Student Ownershiip •Challenging & Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

Smith Elementary Executive Summary Mission/Vision

All students have the knowlledge, skills and attitudes to be successful now and in the future. As adult members of the Samantha Smith Learning Communitty we accept the Mission charge to do everything in our power to ensure that they will be taught, cared for and respected each and every day by school staff, parents and the community.

Vision Success, Care and Respect for All Learners

The knowledge, skills, and attributes that every Student Profile student needs to be Future Ready.

The learning environments iin our classrooms and schools.

Connection Value Challenge

Guiding Principles •Interconnected •Student Ownership •Challenging & Learning Experiences & Engagement Meaningful •Personalization & •Equiity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

Smith Elementary Executive Summary School Description

Description of our School

Samantha Smith Elementary has been providing a quality education for the students in the Sammamish area since 1988. During this time, school enrollment peaked near 800 students, making the school one of the largest elementary schools in the Lake Washington School District. Currently 612 students attend.

The school continues to be a showcase school among the district’s 31 elementary schools. Recently, Samantha Smith was named one of Washington State’s High Achieving Award Winning Schools based on the consistently high academic accomplishments of its students. This year the school received the School of Distinction Award based on high performance in the past five years.

The school continues to further underscore its commitment and direct its resources to supporting a strong, challenging, and engaging academic program for all students. In addition, Samantha Smith serves as “home” to students who are enrolled in the district’s QUEST program for highly capable students.

The diversity of our school’s learning community is recognized and celebrated for the enriched learning opportunities through the unique culture, language, geography, and demographics represented by multiple countries around the world. Members of our parent and business community provide a visible presence on the school campus in direct support of our teaching staff, academic programs, and student activities. This year we started our W.A.T.C.H. Dog Program which aims at getting dads into the school for volunteer hours.

The instructional staff at Samantha Smith is a broadly experienced, highly capable, and deeply dedicated team of teachers committed to working in collaboration with each other on a professional learning community platform. Fifty-five percent (55%) of the Smith teaching staff are master level teachers. In addition, five staff members are Nationally Board Certified. This is the highest form of teaching certification currently attainable. The collective focus among the classified and certificated staff at Samantha Smith is to the successful growth and development of each student.

The school community boasts a 100% PTSA membership which consistently tops most all schools within the district. Our PTSA has been recognized by the Washington State PTSA council for its achievements in program support and development as well as its record of membership.

Smith Elementary Executive Summary Process Used to Develop and Communicate CIP

BLT/CIP Team Members

Leslie Gale, Kindergarten Grade Team Leader Monica Greenberg, First/Quest Grade Team Leader Briana Woodworth, First Grade Team Leader Cara Bryne, Second Grade Team Leader Gretchen Thomas, Third Grade Team Leader Hannah Chang, Fourth Grade Team Leader Mark Sweet, Fifth Grade Team Leader Bill Weeks, Sixth Grade Team Leader Barb Regan, Specialist Team Leader Kathy Hiles, Quest Team Leader Pat Stoll, Classified Team Leader Jamie Warner, Principal

Process Used to Develop and Communicate CIP to staff and Community

Responsibility for the development of the school CIP plan and all related information has been given to the Building Leadership Team, which was charged in August with the task of planning the weekly LEAP schedule as a means of working towards defining our strategic plan including meeting dates/work sessions, data/assessment analysis, program edits, resource allocation, and defined timelines in support of specific grade level SMART goals. Our primary focus is to communicate, plan, and provide ongoing information/training to further our CIP and PLC work through each Wednesday LEAP session. Our intent is to concentrate our professional development/PLC work to target our goal of academic success for every child.

Communication of our CIP plan and related information will flow through staff meetings and debriefing/progress reporting sessions in addition to grade level team and principal correspondence to PTSA and the larger Samantha Smith Community.

Smith Elementary Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Reflections on last year’s focus results:

Deepening our commitment and channeling our resources to furthering our ability to implement and sustain the PLC application within our school and ELC is and was a priority. The work of the district and our attainment of each grade level SMART goal would be achieved through a team approach and the PLC model. Our focal points for the 2010-2011 year were:

 Expanding the number of staff trained in the PLC model to include all BLT members and additional staff members not previously trained, with 30% of our staff formally trained.  Identifying specific, appropriate, and attainable grade level SMART goals with strategies to ensure achievement of each established target.  Establishing, as a foundation for the ongoing improvement of the instructional program, a clear reference to each guiding question:

What we want students to know and be able to do? How will we know when students understand? What will we do when students don’t understand? How do we best support students who already understand?

The four guiding questions continued to be essential to our work as we addressed the implementation of new curriculum, technology, grade reporting, and conferencing initiatives at the onset of the year. We felt it extremely important to support our staff during the phasing in of each initiative by careful planning of time resources to enable them to understand expectations and obtain the needed skill specific to each initiative. At the midpoint of the school year our plan called for a more narrowed focus on the above referenced targets.

This year’s focus… This year we are continuing our focus on the Professional Learning Community Model. This summer, ten members of the staff attended the PLC Institute. We are focusing our PLC LEAP days on creating a strong foundation of PLC to begin the hard work ahead. This year our start included creating team norms, finding intervention blocks within our day and finding outside resources to support students such as a new PTSA Program, W.A.T.C.H. Dogs.

This year we will be working toward many of the same targets:  Expanding the number of staff trained in the PLC model to include all BLT members and additional staff members not previously trained.

 Strive to create a strong foundation of the PLC model.

 Identify specific, appropriate, and attainable grade level SMART goals with strategies to ensure achievement of each established target.

 Establish, as a foundation for the ongoing improvement of the instructional program, a clear reference to each guiding question.

School Wide Perception Goals 2011-12 Identify the Perception Data used to Assess Your SMART Goal Characteristic 4: Collaboration/ The percentage of staff agreeing Communication. The staff works together in completely or agreeing mostly will teams across grade levels to help increase increase from 73% to 80% as student learning. measured on the 2011 Nine Characteristics Survey. This will be done through planning PLC vertical alignment LEAP days. Characteristic 7: Professional Development. The percentage of staff agreeing Assessment results are used to determine completely or agreeing mostly will professional learning activities. increase from 52% to 60% as measured on the 2011 Nine Characteristics Survey. This will be done by working with the BLT and planning LEAP activities based on needs from classroom assessments, MSP data, etc.

Executive Summary Alcott Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Alcott Elementary Mission | Vision

At Alcott, every single child can learn; our decisions are based on our fundamental guiding premise that each day will be a successful learning experience for every Mission student. As a community of learners (students, staff, parents, and community volunteers,) we work together to create and maximize opportunities for each child’s daily success.

Success Every Day for Every Student Vision

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Alcott Executive Summary School Description

Description of our School

Student learning is the cornerstone of Alcott’s success. Alcott has been recognized as a Washington State School of Distinction (now the ‘Great Schools Award’) for the past three years in a row, and the school continues to be well regarded in the community and by independent school-related organizations. Alcott students perform above state and district averages in all content areas and across all grade levels. Teachers view academic data through the lens of each individual child as well as through trends and overall scores in our relentless pursuit of success every day for every student.

Alcott Elementary is the second largest elementary school in the Lake Washington school district and includes both the ELL (English Language Learners) and Full-time Quest (gifted education) programs. This adds to our diversity of learners as it brings students from all parts of our school district to attend here regularly.

We are in the second year of our development of school-wide behavior expectations, called ALCOTT C.A.R.E.s. These guidelines were developed by a collaborative cross-section of our school and included classroom teachers, specialists, special services staff, instructional assistants, Para-educators and administration. The task was undertaken as a result of a clear desire from staff to improve our school as a whole.

With ALCOTT C.A.R.E.s, the C stands for Cooperation (We cooperate and listen to each other), the A stands for Actions (We are responsible for our actions), the R stands for Respect (We respect ourselves, others, and our school), and the E stands for Effort (We put forth our best effort every day).

With the support of our entire community including staff, students and parents, Alcott C.A.R.E.s has provided a foundation that has resulted in significantly better behavior with our contention that better behavior creates a more positive environment that will result in better learning and achievement.

Student leadership is on the rise whether through specific organized groups or through the expectation placed upon our students from the outset of the year. With the move to middle schools, we are intentionally focused on providing leadership opportunities for our 5th and 6th graders who will be the first to join middle school next year. A further challenge is that Alcott sends students to three middle/junior high schools: Evergreen JH, Inglewood JH, and Redmond JH.

Student Leadership and ALCOTT C.A.R.E.s are supported by our PTSA who have promoted its use through parent communication, student folders, and promotion. We are blessed to be able to work hand-in- hand with our PTSA leadership in support of children at Alcott Elementary.

The Alcott PTSA is a well-run and highly organized support for our school and students. The Alcott PTSA is well known for its large, fun community events, but at their core is a belief in the importance of students and student learning. Our school auction was a great success and will form the foundation for the PTSA operating budget for the next two years.

The Alcott Continuous Improvement Plan was developed by teams of teachers after analyzing results of the Measurement of Student Progress (MSP) and other common school-wide assessments including the Dynamic Indicator of Basic Early Learning Skills (DIBELS), Common District Summative Assessments (CDSA), report card data and data generated by prior grade level teachers noting strengths, weaknesses, and suggested goals.

School pride is growing and this is evidenced by the commitment to improving the school grounds to make it a welcoming place that matches the welcoming atmosphere of the school.

We have moved away from building-wide goals determined by content teams as we have found that our data sources allow us the ability to address group specific needs. We are able to address through instructional practices students learning needs whether they are highly capable or in need of special support.

Grade level teams worked together to develop math, science, literacy and social studies goals. These teams collaborated to create SMART goals, identified common measurement tools, and implemented strategies for addressing student needs. At Alcott, students are expected to demonstrate growth and academic achievement in all content areas throughout the year.

Student Demographics

Enrollment October 2010 Student Count 660

May 2011 Student Count 668

Gender (October 2010) Male 332 50.3% Female 328 49.7% Race/Ethnicity (October 2010) Asian 270 40.9% Asian/Pacific Islander 270 40.9% Black 3 0.5% Hispanic 35 5.3% White 329 49.8% Two or More Races 23 3.5% Special Programs Free or Reduced-Price Meals (May 2011) 22 3.3% Special Education (May 2011) 40 6.0% Transitional Bilingual (May 2011) 62 9.3% Migrant (May 2011) 0 0.0% Section 504 (May 2011) 15 2.2% Foster Care (May 2011) 0 0.0%

Teacher Information (2010-11) (more info)

Classroom Teachers 40

Average Years of Teacher Experience 12.4

Teachers with at least a Master's Degree 55.0%

Total number of teachers who teach core academic classes 38

% of teachers teaching with an emergency certificate 0.0%

% of teachers teaching with a conditional certificate 0.0%

Total number of core academic classes 38

NCLB Highly Qualified Teacher Information % of classes taught by teachers meeting NCLB highly qualified (HQ) definition 100.0%

% of classes taught by teachers who do not meet NCLB HQ definition 0.0%

% of classes in high poverty schools taught by teachers who meet NCLB HQ definition N/A

% of classes in high poverty schools taught by teachers who do not meet NCLB HQ definition N/A

% of classes in low poverty schools taught by teachers who meet NCLB HQ definition 100.0%

% of classes in low poverty schools taught by teachers who do not meet NCLB HQ definition 0.0%

Continuous Improvement Plan Review The Alcott Continuous Improvement Plan was developed by teams of teachers after analyzing results of the Measurement of Student Progress (MSP, formerly the WASL) and other common assessments. Grade level teams worked together to develop math, science, and literacy goals suitable for their students. Working together in Professional Learning Communities, our teams monitored student progress throughout the year, using agreed upon benchmark assessments. Our teams also shared cross-grade level information about students to better inform their work.

Alcott continues to perform well in all areas of the curriculum and is frequently recognized as a top achieving school in the state by all measures including independent school-related organizations. Even with the new format of the MSP, students at Alcott maintained or improved upon their well above standard performance. Highlights include our highest percentage of students scoring at a Level 4 in 3rd grade Math, 6th grade Math, and 5th grade Science.

In 2011, we are focusing on expanding our professional learning community by providing opportunities to work with teams of grade- alike teachers from other Lake Washington schools as well as cross- grade level conversations about students within our building. This year, learning goals will be focused on the learning needs identified at each grade level rather than focusing on whole building areas of need.

Process Used to Develop and Alcott Executive Summary Communicate CIP

CIP Team Members

Our Building Leadership Team is composed of grade level representatives as well as representatives for Special Services, Instructional Specialists and Classified Staff. Our leadership model intentionally encourages a broad-base of participation. Each group has decided amongst themselves whether they will send one representative for the year or use a shared/rotation of the responsibility.

The Building Leadership Team is a representative body is responsible for the continued improvement of our school as a whole, particularly focusing on building issues needing broad consensus. This includes, but is not limited to: The Continuous Improvement Plan, Professional Development, and the development/ maintenance of a Professional Learning Community at Alcott Elementary.

Building Leadership Team Configuration Team Name Representative(s)

Kindergarten Shared (Recent attendee: Sheila Dearden)

First Grade Shared (Recent attendee: Rachel Holland)

Second Grade Shared (Recent attendee: Elise Burke)

Third Grade Shared (Recent attendees: Jan Gable)

Fourth Grade Shared (Recent attendees: Nate Litke)

Fifth Grade Shared (Recent attendees: Jan Spangenberg)

Sixth Grade Shared (Recent attendees: Sara Ward)

Quest Kristine Isaacson

Special Services Shared (Pham, Israel, Saunders)

Specialists Shared (Recent attendee: Mark Rabitoy)

IA’s/Para’s Sue Kuehne

Process used to Develop and Communicate CIP to Staff and Community

1. A significant delay occurred at the beginning of this year with the late release of MSP results for the school. The staff reviewed available data with all staff. This included a look at comparative data generated by staff to identify needs as well as areas for celebration. When the MSP results became available, this information was incorporated and compared against established plans.

2. The Building Leadership Team and Principal were able to look at MSP results and this information was forwarded to grade level teams to analyze grade specific needs in the area of math, reading, writing and science.

3. Content teams worked together to develop Math, Science, and Reading (with Social Studies), Writing (w/Social Studies) goals.

4. Grade level teams collaborated to create SMART goals, identified common measurement tools, and implemented strategies for addressing student needs.

5. Goals were combined and shared at a LEAP meeting looking for commonalities or patterns or progressions.

6. Grade Level Teams completed goals in November and submitted to the principal. These goals were combined into a single document and shared with staff.

7. LEAP Days and Professional Development were geared to support the established CIP needs consistent with CIP goals.

8. By November 30, CIP Executive Summary Completed and Submitted to DSS.

9. January to June 2011: Ongoing staff development to support building content goals and grade level SMART goals.

Alcott Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Reflections on last year’s focus results: Last year our significant area of focus was Developing Trust (and developing better communication) as derived from the analysis of our Nine Characteristics Survey Data. The Building Leadership Team determined that we needed to work on developing trust in our building. Based upon our data, issues of trust and lack of communication showed up in a variety of responses. This ties in nicely with our desire to develop Professional Learning Communities at the building, grade level (including job-alike positions), and cross- grade level (including job-alikes) in our building.

This past year, much of our attention was on the development of systems that supported a trusting environment. For instance, the use of LEAP time, where teachers were given grade level/team responsibilities and also afforded the time to work together and make decisions together as they looked at student work. Adjustment of our staff development model that encouraged time for practical application of learning in teams was another example.

An observation protocol was explored to encourage teachers to observe each other, glean ideas, and apply them in their own classrooms. This protocol (STAR) has been discussed with a few teachers but has been superseded by the Learning Walk protocol at this time. It is possible that we will move forward with the STAR protocol at a later date, but at this time it has not been officially implemented.

Finally, we were able to read through an article on Trust from the book, Leading with Trust, that has had interesting and sometimes surprising impact. We also determined that the maintenance and development of trust in our school needed to be done by groups of staff members rather than relying on a single person (in this case, the principal).

NEW Area of Focus Using the 2011 Nine Characteristics Staff Survey, the Building Leadership Team identified a primary area of focus for our Nine Characteristics/Perception Goal, which is to develop cross grade level collaboration. This is vital to our success in developing a cohesive K-6 program for our students and involves conversation and sharing of ideas from team-to-team.

As a secondary focus, we want to continue building trust as this has been our primary focus/goal for the past two years. Our survey results indicate significant growth in this area, but it is one that will always be an underpinning of our work together. As part of this work, we plan to clearly define the characteristics of a strong PLC, develop clear communication to encourage trust-building, and create an atmosphere that allows for broader participation and expression of ideas.

Executive Summary Blackwell Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Blackwell Elementary Mission | Vision

Working together to help every student reach toward Mission their unlimited potential.

Every student will leave Blackwell ready for middle Vision school and for personal success.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: Blackwell Executive Summary School Description

Description of our School

This year, Blackwell teachers are working together to implement several major district curriculum and assessment projects. We are focusing meetings, professional development and school budgets to do a quality implementation of the new Math and Writing Common District Summative Assessments. After each assessment, teachers will thoroughly review the results, work together to develop common grading practices and teaching strategies to help struggling students as well as students who need additional challenges.

Blackwell is fortunate to welcome Ready Start Preschool and Quest Pull Out programs. We look forward to working with Quest teacher, Linda Dull, on several LEAP days to continue to develop strategies that challenge our students who already meet or exceed state and district standards.

Netbook adoption is in its second year here at Blackwell. Netbooks are commonly used throughout the school day and teachers have developed grade level strategies for sharing netbook technology. Each grade level takes a turn at staff meetings to share how they are integrating their strategies into their lessons. We expect this collaboration to result in netbook being used as a richer learning tool.

The foundation of Blackwell’s improvement effort is our Professional Learning Community, where small teacher teams work together to share teaching ideas, plan curriculum together, practice grading student assessments to agreed upon common grade level standards, and support each other. We design all of our staff meetings and LEAP Wednesdays to take advantage of these strong Professional Learning Teams. In addition, this year, many of our teachers are participating in a twenty clock hour book study group based on Teach Like a Champion.

It is important to recognize that Blackwell is an outstanding school because of the support of our PTSA and the community. The PTSA sponsors many community events such as the Blackwell New Family Welcome Dinner, Ice Cream Social, Harvest Festival, Reflections, Rachel’s Challenge and much more. The PTSA also grants over $30,000 a year to fund important programs like the Blackwell Building Leadership Team, field trips, curriculum materials and special community events.

Part One: Blackwell Executive Summary

CIP Team Members

Mike Anderson, Principal Maryziel Galarpe, Kindergarten Teacher Karina Neale, 1st Grade Teacher Belinda Gordon, 2nd Grade Teacher Carol Nicholson, 2nd Grade Teacher Tena Kilroy, 3rd Grade Teacher Catherine Ellis, 4/5th Grade Teacher Zandria Hopper, 5th Grade Teacher Denise Amstutz, 6th Grade Teacher Kathy Pazaski, Librarian (represents specialists) Linda Fiske, Instructional Assistant (represents non-cert staff)

Process used to Develop and Communicate CIP to Staff and Community

Upon receiving the MSP Reports, we scheduled a LEAP CIP 2 hour session for Blackwell teachers to review the data and compile a list of questions they wanted additional information about. After that information was collected, time was scheduled at the following LEAP meeting for teacher teams to review the detailed MSP information. Grade level teacher teams met to discuss the performance of each student at their grade level. Continuous Improvement Plans were put in place for those students who struggled and also for those who have already mastered standards.

Blackwell distributed MSP student reports the last week of September. During Student Involved Conferences, the MSP was included as one measure of student learning that was shared with parents.

When the Blackwell CIP was completed, we published a community MSP Report in our monthly newsletter that summarized how we will work together to continue to improve curriculum and teaching to further help Blackwell students be the best that they can be.

Part One: Blackwell Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Our Continuous Improvement Plan Goals for 2010-11 was to improve 5th grade MSP Science scores and to improve 3rd grade MSP Math scores. Blackwell made significant improvements in both of these areas on the 2010-11 MSP.

We selected these areas of focus based on a thorough review of the Blackwell 2009-10 MSP data compared to historic MSP/WASL data. We also looked at deeper levels of OSPI strand level data reporting to target the specific academic areas that needed improvement for the most students.

We used LEAP Wednesday professional development time to have teachers work together to focus on these areas of improvement. We worked with all grade levels that prepare students for these assessments so we could plan for long term improvement. For example, to improve 5th grade MSP Science scores, 3rd-6th grade teachers worked together to agree upon Science vocabulary that will be taught to mastery at each grade level. This was critical because it is not possible for one grade level to cram three years of science vocabulary into one year. We also had all primary teachers focus on Measurement, Geometry and Statistics to help all upcoming 3rd graders prepare for success on the 3rd grade MSP and beyond.

Blackwell 5th grade MSP science scores improved from 57% meeting standard on the 2009-10 MSP to 89% meeting standard in 2010-11 MSP. It is important to note that state and district science scores also increased more than 20%. Blackwell’s science scores improved 32%. We attributed the increase beyond state and district performance to specific instruction on how to compose short written science responses. In addition, students were given many opportunities to rate OSPI released science responses to better understand the characteristics of L4, L3, L2 and L1 answers. Students were given lots of science practice, feedback and opportunities to revise their science written work.

In addition, Blackwell 3rd grade MSP math scores improved from 69% meeting standard on the 2009-10 MSP to 84% meeting standard on the 2010-11 MSP. This is closer to the academic performance that we expect from Blackwell students. It is important to note that Blackwell teachers were learning to use the new district adopted enVision math curriculum and students were also learning the new visual lessons and math vocabulary. After the 2009-10 MSP results, we reviewed OSPI strand data and found that the main area of weakness for Blackwell 3rd graders was Measurement, Geometric Sense and Statistics. Blackwell 3rd grade teachers focused on this curriculum strand as much as possible while they used the new math curriculum. We are pleased with the 3rd grade students’ performance on the 3rd grade Math MSP.

Executive Summary Carson Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Rachel Carson Elementary School Mission | Vision

Mission “Educate, Inspire, Empower”

Vision Partners in Learning For Today and The Future.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Carson Executive Summary School Description

Description of our School

As in all LWSD schools, learning is the foundation of what we do at Rachel Carson. All staff care about students—their academic success, progress, and love of learning. We hold high expectations for ourselves as educators and for our students. We analyze data, monitor student progress, differentiate, and celebrate student success. While teaching and learning is what we do, kindness and compassion is what we aspire to be at Rachel Carson. Research has proven an educational environment rich in meaningful opportunities for children to learn about compassion, respect, empathy, and how to express acts of kindness in both words and actions can have positive impacts on the world they live in and their ability to learn due to less bullying and more kindness. Students at Rachel Carson are given opportunities to explore kind acts and start a “chain reaction.”

Carson PTSA is well-organized and managed by a committed group of volunteers. They support our school through volunteer hours, financial donations, and academic support of our goals. Last year, our PTSA held their first auction, raising over $70,000 net for school programs. They support Accelerated Reader, staff stipends for student council, intramurals, math clubs, K-2 “Just Right” books, intermediate novels, Explorations in Math, and many more programs to help students learn and have fun.

Rachel Carson staff are leaders in the application of Professional Learning Community ideals. All teams have developed “norms,” meet regularly to analyze student data, discuss individual students, make decisions on instruction, and work together to develop individual plans to differentiate for remediation as well as acceleration for students already achieving at benchmark. All but one grade level teacher have attended the PLC conference; this person will attend in 2012.

Our Leadership Team meets monthly to plan for professional development during our LEAP days. Together, as a small team, they work together to share ideas, plan work sessions, and work together with other Eastlake PLC’s to plan for grade level professional development. What makes this unusual is that all the Eastlake elementary schools’ have come together to survey, analyze data, and plan LEAP sessions based on grade level needs and run by grade level leaders.

This year, our school raised over $9,000 for the Leukemia and Lymphoma Society and received a plaque for being the 3rd highest school in the Northwest!

CIP Team Members

Name: Title: Mary Cronin Principal Andrea Menninger Kindergarten Teacher Shar Luck First Grade Teacher Linda Hart First Grade Teacher Marissa Anarde Second Grade Teacher Whitney Saura Special Education Teacher Jodi Brown Second Grade Teacher Megan Stauffer Third Grade Teacher Shannon Palermiti Fourth Grade Teacher Kimberly McElreath Music Teacher MaryLou Luce Fourth Grade Teacher Scott Rulon Fifth Grade Teacher Katie Coley Fifth Grade Teacher Kelly Urlacher Sixth Grade Teacher Stephanie Valburg Sixth Grade Teacher Process used to Develop and Communicate CIP to Staff and Community Grade Level Teams began meeting in August to analyze the previous years’ data. We reviewed predictions from 2010 in early October, and reflected on our predictions and results. Based on that data, students who are currently under standard were targeted for Math Safety Net in grades 4-6 and Reading Safety Net for grades 1-3. Once benchmark assessments were established, grade levels met again to formulate grade level goals based on those assessments, predictions, and last year’s MSP results. The Principal met with each grade level to discuss their goals; additionally, each grade level meets weekly to look at formative assessments, moving children in reading groups, and establishing remediation or challenge work. Based on our 2011 MSP results, we set priorities for staff development on our LEAP days. Perception goals were also analyzed by the leadership team, prioritized, and new goals were set for 2011- 2012. Results from the MSP were shared at a general membership PTSA meeting. CIP goals were shared at the PTSA board meeting, communicated through our school newsletter, and shared with a PowerPoint presentation at a Principal’s coffee.

Carson Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Our two areas of focus will again be Math and Science. We had the same goals last year and increased our MSP scores in Science by 31.1% in fifth grade. Additionally, we increased 3rd Grade Math by 1.4%, 4th Grade Math by 11.8%, 5th Grade Math by 15.9% and 6th Grade Math by 11.8%. We attribute this success to:  Several LEAP days reviewing scope and sequence of the scientific processes  LEAP day reviewing ( K-6 vertical) vocabulary  Grades 3-6 Science Fair concentrating on the scientific process  Science Assembly  Staff Meeting sharing science successes  Implementation of Exploration in Math afterschool program  Purposeful focus on incorporating “challenge” into everyday math EnVision work  Morning Safety Net for 6th graders

For 2011-2012  Math 1. Challenge – In all grade levels to continue to provide differentiated challenges in the topic 2. Increase computational fluency

 Science 3. To continue with our K-6 focus on the scientific processes.

To accomplish the above goals:  We hired an in-district Math Consultant to show/teach staff how to differentiate EnVision Math K-6 incorporating challenge easily within the topics  We have implemented IXL Math on-line program  We continue to have Explorations in Math After School programs in Measurement and Geometry  We have started Lunch Math Clubs; Grades 1-2, 3-4 and 5-6 meet once a week  We will continue the focus on scientific process and continue the science fair  Have invited the “Toy Maker” who will do an assembly on Math/Building  Invited community science resources to visit classes/science fair  Grade Level PLC time in 4th-6th grade Math for remediation/extension  Work together as an ELC/PLC with the five other elementary schools in establishing math continuity

We will know we are successful as more of our students achieve at the “above standard” criteria on the MSP. We would like to see over 55% of our students performing at a level 4 in Mathematics. In Science we would like to see 40% scoring at a level 4.

Executive Summary Eastlake High School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Eastlake High School Beliefs | Vision

We believe Eastlake High School . . . 1. Provides purposeful, relevant, and challenging activitiies that enhance student learning; 2. Provides a safe, caring and healthy environment that promotes freedom of thought and respect for the diversity of others; 3. Students learn to live in a diverse world with a vision toward the future and an appreciation of humanity’s cultural heritage; 4. Ensures that each student graduates with the skills, attitudes, and knowledge to be a contributing member of society and a life-long learner; 5. Has the flexibility to meet the varied needs of its students through techniques and settings; Beliefs 6. Is a student-centered learning environment where each student has an adult advocate; 7. Students can achieve excellence in an environment where they, with the help of teachers, parents, and community, share responsibility for the development and wellnesss of themselves; 8. Recognizes, appreciates, and encouragees creativity as an integral part of every student’s educational experiences; 9. Students should become active participants in a commitment to the present and future health of our Earth; 10. Provides necessary technology as an important educational resource that helps students succeed in a rapidly changing world; 11. Promotes an integrated curriculum that enhances student learning.

Eastlake High School is a community of learners in which every person is known well and valued for his/her intrinsic worth. Eastlake students conduct themselves with dignity, exhibit the highest persoonal standards of behavior Vision and demonstrate personal initiativee in their education. Eastlake institutional structures center on what is best for students, promote creativity and excellence, and allow students to view knowledge as interconnected. Eastlake graduates possess the necessary skills and knowledge to empower their success in our diverse and interdependent world.

The knowledge, skills, and attributess that every student needs to be Future Student Profile Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge •Interconnected Learning •Student •Challenging & Guiding Experiences Ownership & Meaningful Engagement Curriculum Principles •Personalization & Individual •Equity & Cultural •High Attention Responsiveness Expectations & Quality Instruction

Eastlake High School Executive Summary School Description

Description of our School

Eastlake High School in Sammamish, founded in 1994 on the philosophies of Coalition of Essential Schools (CES), maintains an emphasis on personalizing education for students. Highlights of this focus on personalization include Homeroom, a class centered on building relationships between students and teachers in order to enhance and support personal attributes. This class also provides academic support for students who may require more time and assistance to achieve at high levels. Furthermore, Eastlake emphasizes depth over breadth with its extended blocks for learning, whereby only three classes meet on Monday through Thursday. Eastlake also integrates World History, World Literature, and Biology into a Sophomore House and American History and Literature into a Junior Block. The sixty (60)-minute late start on Thursday morning is designed to provide students and parents time to meet with teachers. A Senior Project emphasizes the concept of new learning, whereby students plan and execute a sixty (60) hour project that culminates in a reflective paper tied to the Student Profile and a presentation.

Although Eastlake still subscribes to the Common Principles of CES, it is committed to continuously examining its structure and culture to ensure that students develop the necessary skills and dispositions for the 21st Century. A particular emphasis continues to be the support and development of distinguished teachers through a culture of Professional Learning Communities (PLC). The main ideas of a PLC culture include the focus on student learning, the importance of collaboration amongst teachers, and the use of data and information to promote continuous improvement.

Eastlake High School currently has 73 teachers supporting 1,304 students. Eastlake High School prides itself on challenging and supporting all students. For those students seeking college credit or a college course experience, Eastlake offers the following Advanced Placement classes and plans to add AP Economics for 2012-2013:

 AP Calculus AB  AP Calculus BC  AP Biology  AP Chemistry  AP Environmental Science  AP U.S. History  AP English  AP U.S. Government  AP Art

Enrollment in these classes remains high and students continue to pass the AP Exams at an impressive rate. For example, Eastlake had 105 students enrolled in AP Chemistry in 2010-2011, and 61 percent of those students passed the AP Exam with at least a three. Likewise, Eastlake had 81 students enrolled in AP U.S. History, and those students passed the AP Exam at a rate of 92 percent. AP Calculus AB and AP Calculus BC had an enrollment of 56 and 49 respectively, and passed the test at a rate of 98 and 88 percent.

Eastlake also has the following University of Washington in the High School classes that grant college credit and plans to add UW in the High School Pre- calculus and Astronomy next year:  UW English  UW Comparative Literature  UW Computer Science

Eastlake also offers a wide range of support for students. In addition to our resource rooms designed to support students who qualify for special education, Eastlake offers a Writing Lab each period of the day that pairs a Writing Coach with English 12 teachers. This provides students the necessary one-on-one assistance and customized instruction to get them to standard before graduation. Chemistry, World Language and Math also offer extra time and support for students during Homeroom. A Math Lab in the evening continues to support students and peer-tutors from Eastlake Honor Societies also help students meet their academic challenges.

Process Used to Develop and Eastlake High School Executive Summary Communicate CIP

CIP Team Members Brad Malloy Principal Alex Alexander Associate Principal Chris Bede Associate Principal Cassie Wesson-Mast Math Area Coordinator Alicia Egashira World Language Area Coordinator Brian Wikrent Science Area Coordinator Rachelle Horner Humanities Area Coordinator Sara Norris Humanities Area Coordinator Kathy Hargraves Electives Area Coordinator Wendy Hall Special Education Area Coordinator Yvette Cook Counseling Area Coordinator David McGibney Career and Technical Education

Review of 2010-2011 CIP

Although the emphasis for this year remains the structural and cultural changes necessary for Reconfiguration, we wanted to review the data on our Area of Focus from last year.

For 2009-2010, the Nine Characteristics survey served as the baseline for our CIP Goals. Results within the Vision and Leadership Characteristic showed a lack of vision and direction for Eastlake, so the staff decided that developing this common sense of purpose and vision should be an area of focus for 2010-2011.

Data within the Nine Characteristics Vision Characteristic showed that only 62 percent of staff agreed that Eastlake had a clear purpose and that only 50 percent of staff shared a common understanding of what Eastlake should achieve. Therefore, we decided to make this an area of focus for 2010-2011. Although we did not revise our vision, we tried to establish a clearer sense of purpose or direction for the staff. As a new administration team, we made progress on this goal as 79 percent of staff in 2010-2011agreed that Eastlake had a clear purpose and 61 percent of staff shared a common understanding of what Eastlake should achieve. This shows an increase of 17 and 11 percent for those respective questions.

We made similar progress within the Leadership characteristic, increasing from 64 to 84 percent agreement that school administrators consider various viewpoints when making decisions, 64 to 73 percent increase in agreement that leaders hold staff accountable for effective instruction, and 64 to 82 percent increase in agreement that school leadership cares about staff as individuals.

Data within the Nine Characteristics Collaboration and Communication Characteristic pointed out the perception that only 59 percent agreed that staff routinely worked together to plan instruction. Based on staff discussions surrounding Communication and Collaboration, staff agreed to continue their work within Professional Learning Communities. It was agreed that Wednesday LEAP time that had been previously designated as staff time to monitor student progress on Culminating Projects would be shifted instead to PLC work. Monitoring of Culminating Project student progress would be completed during staff meetings. With the continued emphasis on Professional Learning Communities last year, 73 percent agreed that staff routinely worked together to plan instruction, an increase of 14 percent.

Data within the Learning Environment Characteristic showed that only 57 percent of Eastlake staff agreed that students respected those who were different from them. Based on staff discussions surrounding the lack of respect between students, and specifically student-to-student harassment that resulted in several victims of harassment leaving Eastlake to attend a different school last year, staff agreed that we as a school should focus on student climate this year. However, the percent of staff who agreed with this statement last year decreased from 57 to 45 percent. This demonstrates that student climate should continue to be a focus for 2011-2012.

2011-2012 CIP Process

Reconfiguration to a 9-12 high school will obviously serve as the focus for the year, but for us, reconfiguration meant addressing both the structure and culture of our school. As Phil Schlechty wrote in 1997, “Structural change that is not supported by cultural change will eventually be overwhelmed by the culture, for it is the culture that any organization finds meaning and stability.”

Nonetheless, we also knew that many staff members had questions and concerns about structural changes for reconfiguration. So we provided staff with a chance to post their questions concerning reconfiguration and structural changes that we may need to address prior to 2012-2013. We answered as many facilities questions as possible and reminded teachers of the construction timeline. Beyond the facilities questions, administration compiled and sorted the rest of this information into three categories: vision, schedule/homeroom and senior project.

Background on PLCs at Eastlake

Eastlake has worked on implementing a culture of Professional Learning Communities (PLC) for the past five years. Progress has been slow in part because a lot of staff members still did not have a fundamental understanding of PLCs. So last year we encouraged staff members to attend the Professional Learning Communities at Work conference on August 1-3, 2011, in Seattle. We had 17 teachers attend this conference, and 10 teachers who had previously attended, so now 27 out of 73 teachers (37 percent) have attended this conference. Although we made clear progress in ensuring teachers had a fundamental understanding of a PLC culture, we still had 63 percent of our staff who had not attended a conference.

We also realize that some PLCs have made significant progress on the PLC continuum, and that we need to differentiate expectations by establishing minimum standards while continuing to push those PLCs that have already excelled in the process.

LEAP Activities (August 29 – September 1)

We spent two days during August LEAP trying to establish a baseline, fundamental understanding of why, how, and what we want to accomplish with PLCs. We spent time reviewing our history with Coalition of Essential Skills, noting that these 10 Common Principles serve as a springboard to build an effective PLC culture. We spent time reviewing and discussing the research supporting the main ideas of a PLC culture, in particular the focus on students learning, the importance of collaboration amongst teachers, and the use of data and information to promote continuous improvement.

We presented Eastlake data in comparison to other schools with similar demographics and posted the Jim Collins quote, “Good is the enemy of great…We don’t have great schools, principally because we have good schools.” At this point, the staff discussed the data and concluded that, according to this information, we do not outperform our demographic. Then administration stated that continuing to advance on the PLC continuum could help make us great.

We also spent time reviewing and discussing reciprocal accountability and the research supporting the importance of team norms to a high functioning PLC. All PLCs submitted their team norms on September 1, 2011.

LEAP Activities (September – December)

During LEAP on September 7, 2011, we continued to discuss systemic, school- wide systems that provide more time and support to students not at standard. The Humanities Department shared their new writing intervention model, whereby Humanities teachers staff a Writing Lab each period of the day that pairs a Writing Coach with English 12 teachers. This provides students the necessary one-on-one assistance and customized instruction to get them to standard before graduation. We also addressed the question, “What does Homeroom look like in a PLC culture?” We decided to dedicate some Homeroom time to academic support and interventions. In the first three months of school, World Language, Math, and Chemistry have implemented interventions during Homeroom to provide more time and support for struggling students.

During the September 14 LEAP, we reviewed and discussed the research supporting a guaranteed and viable curriculum, whereby PLCs establish 8-10 essential common outcomes based on the Power Standards. We also established a timeline for developing these essential common outcomes. Each PLC turned in their essential common outcomes on October 12, 2011.

During the October 7 LEAP, we reviewed the curricular decisions made last spring concerning reconfiguration. For Humanities, 9th grade English and World Studies I will be an integrated block class, and US Citizenship will no longer remain a graduation requirement. For Science, 9th grade students will take Physical Science. For Health and Fitness, Eastlake will offer a 9th grade Health class, which will be integrated into a yearlong, team-taught Health and Fitness class. We also acknowledged that some questions remained. For instance, will we have a Freshman or Sophomore House?

We then started the process of discussing schedules for next year by analyzing our current practice and its impact on school culture and the personal attributes of students. For this we compared questions from the Healthy Youth Survey with Skyline High School. We also compared the same questions from Eastlake spanning the years 2006-2010 to establish trend data. Analyzing this data confirmed that we need to continue to address school culture.

During LEAP on November 2, 2011, we reviewed SMART goals, and PLCs completed their SMART goals for 2011-2012 on November 16, 2011. We have organized the norms, essential common outcomes and SMART goals for each PLC, as well as the data used to develop these SMART goals.

LEAP Activities (January – June)

We have established a timeline to continue addressing both the structural and cultural aspects of Eastlake. To continue with the PLC process we will facilitate professional learning around common assessments and data analysis, where we will include the District module on the Common Core Standards. Each PLC will need to submit, at a minimum, one summative assessment addressing common essential outcomes and one common formative assessment in preparation for this summative assessment by May 2, 2012.

We will also address grading and assessments to further align our practices with our PLC philosophy. Furthermore, we will include the District modules on Standards Based Grading and Proficiency Scales into these presentations. Eastlake has also allotted time and developed a plan to address its vision. We believe that a lot has changed since the inception of EHS, and we want a vision that builds on the CES Principles, but is more aligned with our PLC focus. Reviewing the EHS Vision will be done through both committee work and with the entire staff. We also have established a timeline to review our schedule. At the very least, we may examine the effectiveness of our Homeroom and develop ways to use this time to enrich or remediate students. We need some further guidance from the District prior to finalizing our plan to address Senior Project, as principals will collaboratively decide on the parameters of the Culminating Project this year.

Book Clubs

Starting in January, 2011, Eastlake will offer three Professional Book Clubs. The titles include Learning by Doing: A Handbook for Professional Communities at Work by DuFour, DuFour, Eaker and Many, Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina and A Whole New Mind by Daniel Pink. Twenty-two teachers will participate in these Professional Book Clubs, and we will use their expertise to develop building-wide professional development

Eastlake’s Area of Focus

For this year, Eastlake will focus on structural and cultural changes necessary for Reconfiguration.

PLC Area of Focus

For cultural changes, we will continue with the implementation of high functioning PLCs. We have several goals that serve to support this process:

1. Develop a comprehensive and fundamental understanding of why, how, and what we want to accomplish with a PLC culture. 2. Develop norms for each PLC. 3. Develop 8-10 common essential outcomes per class per semester. 4. Each PLC will develop a SMART goal for 2011-2012. 5. Develop at a minimum one summative assessment addressing common essential outcomes and one common formative assessment in preparation for this summative assessment.

Staff Focus

The percent of staff who agreed that students respected those who were different from them decreased from 57 percent in 2009-2010 to 45 percent 2010- 2011. We wondered if our focus on this issue created more awareness and thus accounted for the 12 percent drop. However, when we examine data from the Healthy Youth Survey addressing school culture and the personal attributes of students, we notice similarly alarming perception data. For instance, 12th grade students who reported definitely or mostly feeling safe at school decreased from 94.7 percent in 2006, to 91.8 in 2008, to 89.7 percent in 2010. Furthermore, 12th grade boys who reported feeling so sad or hopeless every day for two weeks or more in a row that they stopped doing some usual activity increased from 15 percent in 2006, to 16.8 percent in 2008, to 24.8 percent in 2010. Students in grade 12 who had high ratings of loneliness increased from 6.6 in 2006, to 9.4 percent in 2008, to 16.8 percent in 2010. We realize that numerous familial and cultural changes may influence these statistics, but we believe that we need to focus on respect, bullying, and the mental health of students in 2011-2012.

This needs to be accomplished in cooperation with ASB Leadership and through a combination of parent and student education. We may also improve in some of these areas by our focus on relationships and personalization in Homeroom and in the classroom. Our success in this Area of Focus will be measured by analyzing the same questions on the 9 Characteristics Survey administered to staff and the Healthy Youth Survey administered to students in 2012.

Finally, we will address some structural issues that include vision, schedule, homeroom, and the senior project.

Executive Summary Inglewood Junior High School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Inglewood Junior High Mission | Vision

To develop a student who will be aan intellectually reflective person, enroute to a lifetime of meaningful work, a good citizen, a caring and ethical individual, Mission and a healthy person. We believe that every student can learn, and it is our expectation that every student will learn.

Inglewood Junior High School is a safe and challenging environment that empowers all students with the Vision knowledge, skills, and attitudes necessary for success both now and in the futuree.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Inglewood Executive Summary School Description

Description of our School

Inglewood Junior High School is an energetic and vital learning community that is committed to student learning and social development. The faculty of Inglewood conscientiously works to set high expectations for all students. This inclusive environment has led to excellent results on assessments. We are proud of our EOC and MSP scores, and also recognize that we could be better. Our school enjoys a clear belief system which guides our work.

Students at Inglewood experience a rigorous curriculum as called for in the LWSD Profile and aligned with the Washington State EALRs. Student progress toward commonly understood learning goals are measured regularly using teacher developed common assessments. The use of common assessments allows staff to intervene when students struggle, discover excellent professional practice of colleagues, and provide a consistent learning experience for our students. Academic experiences at Inglewood focus on analysis and synthesis of information as demonstrated through a project-based curriculum. Students are also proactively engaged in a rich social skills program delivered through our homeroom.

Inglewood has a deep commitment to inclusionary practices. Whenever possible, we do not separate students by the level of their academic ability. As an example, our special education students are mainstreamed into regular education classes as much as possible. Similarly, our Honors program is integrated within our regular classes. The needs of these students are addressed through differentiation.

Our school also engages students outside of the traditional school day because doing so directly leads to academic and social success. We track the number of students participating in afterschool activities and the outcomes for them. We use this data as an indicator of our success as a school. Athletics and activities are critically important our culture.

The Inglewood staff is dedicated and smart-working. We are a school of strong professional teams that maximize our human capital. Our culture supports teachers as they differentiate each student’s experience to best meet their needs.

Process Used to Develop and Inglewood Executive Summary Communicate CIP CIP Team Members Name Role(s) Holly Odle Science teacher Jennifer Nelson Special Education Teacher Heidi Paul Humanities Teacher Scott Sartorius Science Teacher Pat Johnson CES Chair person Heather Tracy Physical Education / Health Melia Sims Math Teacher Barb Wendell Science Teacher

Becky Whelchel Classified Rep.

Jennifer Lewis Assistant Principal Monica Garcia Assistant Principal Tim Patterson Principal

Process used to Develop and Communicate CIP to staff and Community

Substantial professional development activities surrounding Professional Learning Communities (PLC) were an important starting point for staff discussions this school year, and a team of ten (10) teachers presented a thorough training during our August LEAP days. This was in addition to a large cohort of teachers attending the Professional Learning Community Institute in August of 2011.

Also important to this year’s CIP process was a new approach to Professional Development (PD). This school year teacher content teams were asked to create a professional development goal. Inglewood administration then used these goals to create the building LEAP plan and allocate PD resources. This is important because it allowed teachers to consider CIP and PD at the same time. This is an important step because it allowed our teams to identify growth areas and plan for how to grow both individually and systematically. The new process also allowed for self-determination, a critical component to adult learning.

Inglewood Junior High school’s Continuous Improvement Plan for the 2010 school year is the result of a process that includes:

 Staff analysis of student achievement data from the MSP.  Staff analysis of grade level formative and summative assessment data.  Staff reflection and analysis of previous CIP accomplishments and work in progress.  Content Grade Level team work to establish specific curricular and student learning goals.  Consultation with parents through PTSA briefing and consultations (monthly) and parent newsletters.

All of the information above became part of a conversation in content and grade level teams. Goals were set, and teams developed a PD goal that coincided with their content team student performance goal.

Inglewood Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

MATH  Continued work on Common Assessments: We have created Common Assessments at the unit level in all our Math content areas. This year we need to move forward with the use of data from these assessments. Teachers have started to use a common item analysis format for each unit test. Using these documents we have taken our first few tentative steps toward full implementation of a PLC model. We strongly believe that this will ensure that students have an equitable experience, allow teachers to team and improve instructional strategies, and will also allow for systematic interventions. To support this effort several members of our Math team attended the PLC conference in August.  Intervention Strategies: We continue to find ways to intervene when students struggle. This school year we are working to identify a systematic and data based strategy within Safety Net Math. To date the evidence supporting the efficacy of this program is not substantial. We need to more fully develop our strategy and our data tracking of success or failure.  Starting in September of 2010, we started the use of an intervention strategy called Review and Practice (RAP). This involves 20 minute focused lessons delivered to small groups of students who have been identified as struggling on a specific skill. The development of our process for identifying students and the systematic tracking of student outcomes will be our focus for this year.  All Students Succeed in Algebra: All students pass Algebra (receive at least one math credit) by the completion of their ninth grade year. This is a recurring goal from last year and will remain a focus until Inglewood is no longer a junior high. The district wide math system is predicated on the assumption that the vast majority of students are proficient in Algebra by the end of their 9th grade year. We have enjoyed a fair amount of success, getting over 95% of our students through Algebra. Indicators of success are classroom grades, MSP, and EOC results.  Curriculum Alignment with End of Course Assessments: The state of Washington has changed their testing strategy in mathematics. All Algebra and Geometry students will be tested at the end of the course. In our case this means that 8th graders will both take the MSP and an end of course assessment. We need to ensure that students are successful on both the EOC and the MSP. This is a carry-over goal from last year. Our EOC results from last year were very impressive. Yet our 8th grade math scores remain at 74.1% of 8th grade students meeting standard on the MSP. Teachers have identified holes on the CMP curriculum that need to be resolved to address the remaining 25.9% of students who are not meeting proficiency.

 Resources needed to achieve this year’s focus: The number one resource teachers identified as critical to their success was time in grade level PLC teams to work with data, develop level strategies, common assessments, and address the curricular/instructional needs in math. This school year when building our LEAP schedule we prioritized teacher teaming time as our #1 priority.  Indicators of success for this year’s significant area of focus are: Increased student achievement on MSP level (1’s, 2’s, 3’s, and 4’s) data, report card data, and district assessment data are significant indicators of our success. Another important indicator of success will be the documentation of item analysis for each test taken.

LITERACY – READING  7th Grade Analyze/Interpret Informational & Literary Texts: We have been focusing teaching on analyzing and interpreting informational text. The 2010-2011 reading scores showed a very slight decline in the percentage of students meeting standard. Of the strands available, the greatest potential for student growth is in informational text.  8th Grade Analysis of reading scores: 2010 Reading scores were very strong in 2010-2011. The eight grade team faces the very difficult challenge of growing excellent reading scores. Based on last year’s results, this year’s focus is:  Analyze/Interpret Informational & Literary Texts: Utilize curricular resources for teaching analyzing and interpreting skills at all grade levels to improve comprehension and foster well-rounded readers, specifically focusing on informational text. In order to break out of the low 80% we need to find new strategies.  7th Strategies: Specifically teach students how to analyze a text to pull out specific information quickly and how to use the text to support their assertions. To enhance this effort the 7th grade LA/SS team has started to work as a PLC. They have agreed to common learning outcomes and to common assessments. They have also started using star reader and accelerated reader to document student growth.  8th Strategies: Develop common assignments that require students to analyze text and support their hypothesis. Score these common assessments within a PLC context. This will provide valuable feedback to both teachers and students. Resources need to achieve this year’s focus:  Accelerated Reader and Star Reader were purchased for our entire 7th grade class.  Time in grade level PLC teams to work with data, develop level strategies, assess students and address the curricular and instructional needs in reading.

Indicators of success for this year’s significant area of focus are: Increased student achievement on MSP level (1’s, 2’s, 3’s, and 4’s) data, report card data, and district assessment data are significant indicators of our success.

LITERACY – WRITING Reflections on last year’s results:  MSP scores: All of the students who were tested enjoyed excellent writing scores. 95.2% of 7th grade students met standard in writing; nearly 99% of 10th grade Eastlake students were able to meet standard. Based on last year’s results, this year’s focus is:  Assessments: We will measure writing results using MyAccess to assess fluency, word choice, and voice. All students will submit the paper to My Access, and then revise. Students will use a specific and agreed upon prompt. We will compare results of the submissions to assess improvement. We will review these data: (1) Readability results, and (2) Language Use, Voice & Style results. All students will use the suggestions In the MyTutor Feedback tool to achieve 4 or better in MyAccess (which maps to the WA COS score of 4 to demonstrate proficiency). We will do this assessment once before second semester, and use the next semester to teach skills so students can improve their score. Improving our writing scores is a low priority.  Academic Rigor: Maintain academic rigor in the area of writing. Resources need to achieve this year’s focus:  Training for teachers who need technical support and time to work together to accomplish our writing goals. This year our resources are likely to be focused on reading. Indicators of success for this year’s significant area of focus are:  MSP (7th and 8th), report card data, writing prompts, and classroom assessments are indicators of our success.

SCIENCE Reflections on last year’s results:  Last year students enjoyed a significant increase in student learning as measured by homework completion, common classroom unit tests, grades on formal lab reports, and end of course grades. MSP scores also increased to 90.8% of students meeting standard. When these results are analyzed, it is apparent that our lowest scoring sub group is Special Education students. We need to find ways to support Special Education students in Science even though it is not a Special Education supported area. Based on last year’s results, this year’s focus is:  Continued work on Common Assessments: The intent is to create common assessments at the unit level. This will ensure that students have an equitable experience, allow teachers to team and improve instructional strategies, and will also allow for systematic interventions. In addition, the science team is working hard to incorporate netbooks into the curriculum. The hope is to become a paperless environment, with the goal of increasing student engagement. Finally, the Science team is redeveloping / reinventing the way we assess student learning. The goal of the assessment system redesign is to focus assessment on student learning and reduce teacher workload.  Alignment of Vocabulary: Align vocabulary and terms to MSP terms, and use released MSP questions and Powerful Classroom Assessments (PCA’s) designed for specific modules to prepare students for the format and grading style for the science MSP. Improving Science MSP scores 4%. Resources needed to achieve this year’s focus: Time to work collaboratively to address instructional strategies to increase student performance. Indicators of success for this year’s significant area of focus are: Indicators include: MSP, report cards, formative assessments, and summative assessments.

Executive Summary McAuliffe Elementary

2011 - 2012

LAKE WASHINGTON SCHOOL DISTRICT

Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Guiding •Interconnected •Student •Challenging & Learning Ownership & Meaningful Principles Experiences Engagement Curriculum •Personalization & •Equity & Cultural •High Individual Responsiveness Expectations & Attention Quallity Instruction

Christa McAuliffe Elementary

Mission | Vision Christa McAuliffe Elementary exists to ensure all students are empowered and inspired to learn and achieve academic success. Mission Core Values:  Be Kind and Respecctful  Be Safe and Responsible  Be Your Best  Develop a learning environment that encourages the comprehension of learning attributes and the pursuit of life-long learning.  Implement a rigorous curriculum based on state and district standards. Vision  Demonstrate exemplary teaching methods that meet the needs of all learners.  Provide a safe learning environment that promotes academic risk taking, mutual respect, and personal priide.  Foster a partnership of school, home, and the community.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: McAuliffe Executive Summary School Description

Description of our School

Christa McAuliffe Elementary is a high achieving school in which students perform above state averages in all areas of the Washington State Measurement of Student Progress (MSP). In addition, Christa McAuliffe students perform at or above district averages in 90% of the areas measured on the MSP.

Christa McAuliffe Elementary also works to help students grow personally through our “Reach for the Stars” program. Students are taught to be “Kind and Respectful,” “Safe and Responsible,” and to “Be Their Best.” Each month we celebrate student achievement in these areas through a monthly “Star Drawing.” Specific life skills are reinforced each month as we introduce a new character trait for students to practice.

The Christa McAuliffe staff is a group of dedicated professionals who work collaboratively with each other to provide a high quality of education for our students. The staff both teaches and models life-long learning. For instance, four of our staff members are National Board Certified teachers and two more are currently working to obtain this prestigious certification. Teachers are also involved at the district level, participating in committees that include work regarding the data dashboard and K-6 literacy adoption. There is a sense of pride and community at Christa McAuliffe Elementary as 32 staff members have been at McAuliffe between 5-20 years. This has helped to build a cohesive staff whose interests align with what is best for McAuliffe students. In addition, McAuliffe teachers have a vested interest in the success of our school as 19 staff members have had, or currently have, children attending our school. The culture at McAuliffe is one of family. Teachers work closely together and support each other so that we can continue to provide the best educational environment possible for our students.

The partnership between parents and staff at McAuliffe has had tremendous impact on student success in the classroom. Parents frequently volunteer in the classroom during the day to support, encourage, and assist with their child’s education. Male volunteers spend entire days at our school though the “Watch DOGS” program. Our students’ education is further enriched through our Art Start program, which is run and supported through parent volunteers. We also have an annual school play that parents organize and plan.

The McAuliffe PTSA contributes to the success of our students by providing time and money. The PTSA plays a vital role in offering educational events such as the Reflections competition and educational assemblies. In addition, the PTSA supports students by providing various extra-curricular activities. These include activities such as Intramurals, Chess Club, Fast Track Math, the Museo Art Program, Science Club, Talent Show, Lego Club, Cheerleading Club, Birthday Book Club, and Basketball Club. The PTSA also brings McAuliffe families together through community events such as Bingo Night, the School Dance, Reflections, the Art Walk, and the Ice Cream Social.

The PTSA also uses funds collected to support school goals. Specifically, they have funded stipends to run Associated Student Body (ASB), Field Day, and fifth/sixth grade Outdoor Education. In addition, the PTSA has funded programs such as Star Reading, Accelerated Reader, and author visits. The PTSA also provides money for class supplies and field trips. Their support of our school is critical to our students’ success in the classroom. CIP Team Members

McAuliffe’s CIP Planning team consists of the principal and grade-level and program representatives: Lori Reilly (Kindergarten), Karen Herd (1st Grade), Mary Lou Nakao (2nd Grade), Mary Stavig (3rd Grade), Michelle Toth (4th Grade), Ann Brokaw (5th Grade), Kristin Ramey (6th Grade), Janet Ahern (Specialists, Library), and Brady Howden (Principal).

Process used to Develop and Communicate CIP To Staff and Community

August 2011:

The principal met with the Building Leadership Team to create the 2011-2012 LEAP calendar with the intention of providing time to support CIP goals. Staff voted on and approved the calendar with the understanding that it would be changed, as needed, to support school goals.

September 2011:

The principal met with the Building Leadership Team to review the Nine Characteristic Survey completed by staff in Spring of 2011. They also discussed the Nine Characteristics reflection results completed in the Spring of 2011. Based upon this information, the leadership team recommended that our school work on characteristic #4 (High Levels of Collaboration and Communication) and characteristic #5 (Alignment to Standards).

Staff voted and approved the goals recommended by the leadership team. In addition, they discussed steps that our school should take to accomplish our goals. These steps included providing staff with PLC time during LEAP Wednesdays, allowing release time for teacher visitations, examining instructional strategies, and working with the district assessment coordinator to provide further clarification on various strategies/initiatives.

Staff was provided with preliminary MSP data to help with initial goal setting for incoming students, design leveled groupings, and to adjust teaching based upon past student performance. Staff worked with students, analyzed data provided, and collected additional data through pre-assessments to obtain knowledge of their students for the creation of academic goals.

October 2011:

The entire staff met during a LEAP Wednesday to further examine MSP data for the purpose of looking at trends and identifying areas of strength and growth in order to create SMART goals for 2011-2012. Teachers were provided with the following pieces of data: (1) 2011 MSP results; (2) 2006-2011 cohort data; (3) 2011 grade level data with strand breakout; and (4) 2011 state/district comparisons.

Staff used this data to help identify math as the main area of focus. They used the strand breakout to help further clarify how primary grades could support goals made at the intermediate level. It was agreed that the area of emphasis within math for our school would be the measurement, geometry, and statistics strand. Teachers in grades 3-6 were also provided with detailed information on MSP strand data, question breakout, and examples of questions/topics used to assess specific standards on the math portion of the MSP. This information helped them create more detailed action plans for math.

Staff was also given professional development on the creation of an “Action Plan” as follows: (1) Creating SMART Goals; (2) Listing students of concern (level 1 and level 2); (3) Identifying achievement data to assess progress made towards SMART goals (measurement benchmarks); (4) Creating actions/steps/strategies to help achieve SMART goals (instructional strategies); and (5) Creating a timeline to reflect upon goals. Afterwards, staff was provided with LEAP time to create SMART goals for all core academic areas (reading, writing, math, science). In addition, grades 4-6 spent time reflecting how their students did the prior year in math, examining which strategies were effective. They also designed goals and strategies to use to help individual students at level 1 and level 2 make progress on the 2012 MSP, using this information to make predictions of success.

The principal met with each grade level team to review their action plans and inquire if additional support was needed to achieve goals. In addition, the principal informed the parent community at the monthly PTSA meeting of our school’s work towards academic goals.

Grade level teams used PLC time to create additional methods to provide math instruction and support for their students. New strategies included the following: (1) Use of online math program IXL for additional support at home and school; (2) Creation of parent-led math groups to support areas of growth; (3) Creation of math intervention blocks to provide for extension and reinforcement opportunities for students; and (4) Redesigning of math time to create leveled groups within grade levels.

November 2011:

The principal worked with the office manager to create a budget that supported CIP academic and perception goals. This included providing money for resources, professional development, and release time. The budget was voted on and approved by staff in late October. In addition, a proposal was made the Eastlake Learning Community DSS to partially fund these expenses through the Eastlake Learning Community budget. Lastly, the principal made requests to the PTSA to fund programs to support school goals (Star Reading, Accelerated Reader). He also worked with the PTSA to design a budget plan to spend surplus money in future years so that goals would continue to be supported through the PTSA budget.

Staff met to begin work on Nine Characteristics goals. They were provided with a plan/process to begin teacher visitations. They also spent a LEAP afternoon examining district initiatives to help further understanding of the research basis behind instructional strategies being used. Specifically, staff worked in grade level teams to discuss grading practices, life skills, and report cards with the goals of: (1) Calibrating practices in these areas; and (2) Formulating questions to submit to the assessment coordinator for further clarification.

December 2011:

The principal will work with the Building Leadership Team and staff to plan LEAP activities to follow-up Nine Characteristic work done in November (in preparation for January conferences/report cards). Time will also be provided for teams to meet to conduct PLC work to support CIP goals and to periodically assess progress made towards CIP goals. Lastly, district modules on assessment will be added to the LEAP calendar as appropriate to support our CIP goals.

Future:

McAuliffe’s Continuous Improvement Plan will be discussed with staff members at regular staff LEAP meetings. In addition, grade-level teams will periodically meet with the principal during the year to discuss progress made towards action plans. Grade level teams are also being provided with team collaboration days to work on their action plan. The community will be informed about the CIP process in the school newsletter, the McAuliffe Monthly, and via monthly PTSA meetings.

In spring of 2012 staff will take the Nine Characteristics Survey to assess progress made. In August/September staff will reconvene and analyze data as a school and in grade-level teams. At that time teams will review which goals were met/not met and plan future goals and instruction.

Part One: McAuliffe Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Why did our school select these particular areas of focus?

Academic Goal (math):

2011 MSP scores for reading, math, science, and writing were examined to help determine the academic area of focus for Christa McAuliffe Elementary. This data pointed out that McAuliffe Elementary was performing above state levels in all grade levels for math, reading, writing, and science. McAuliffe performed at or above LWSD in 90% of these categories.

When taking a closer look at cohort data we found that McAuliffe’s reading, writing, math, and science scores in 2011 were similar to our 2010 scores. Reading, writing and science scores were near the 90% mark for all grade levels, while math scores were near 80% for all grade levels. Although math scores did not decline, as was the case the previous year, this was still our lowest area measured on the MSP and one that our school decided to continue focusing on.

Further examination of the data showed that the strand of measurement, geometry, and statistics continued to be one of the lowest areas for our school. Teams in grades K-6 created goals and detailed math action plans to support work in this area. In addition, they used PLC time to create new ways to support math instruction and intervention in their classroom.

Perception Goal (deprivatization/collaboration):

The Christa McAuliffe Building Leadership Team (BLT) met to examine results from the 2011 Nine Characteristics Staff Survey. The BLT looked at the combined score of the “Don’t agree at all” and “Agree slightly” areas to identify growth opportunities. As a result, the following focus areas were chosen and goals made:

Characteristic #4: High Levels of Collaboration and Communication: Christa McAuliffe Elementary will work in the area of “teachers provide feedback to each other to help improve instructional practices” so that the total number staff who “agree mostly” and “agree completely” increases from 77.5% (Spring 2011) to 90% (Spring 2012) as measured by the Nine Characteristics Survey. This area was chosen as it was the lowest of all questions addressed on the Nine Characteristics Survey.

Characteristic #5: Alignment to Standards: Christa McAuliffe Elementary will work in the area of “teachers know the research basis for the instructional strategies being used” so that the total number staff who “agree mostly” and “agree completely” increases from 88% (Spring 2011) to 100% (Spring 2012) as measured by the Nine Characteristics Survey. This area was chosen as it was the only question where the percentage of “agree mostly” and “agree completely” declined from the previous year.

McAuliffe staff made a plan to address these goals as following:

(1) Design LEAP calendar that provides staff with PLC time to discuss instructional strategies and provide feedback to each other. (2) Provide staff with release time for teacher visitations with built in time for debriefing on instructional practices used in the classroom. (3) Devote LEAP time for grade level and vertical discussions on instruction strategies used (trend grading, life skills, report card) with the goal of aligning/calibrating practices and creating questions to submit to the district assessment coordinator for further clarification.

What resources and/or professional development were used to support our anticipated growth in our area of focus?

The principal worked with staff to design LEAP days that supported CIP academic goals. Eastlake Learning Community principals also created focused grade-level professional development opportunities for staff to support areas of need. The Eastlake Learning Community budget and McAuliffe Elementary School budgets fund half day substitutes to allow teachers an opportunity to visit other classrooms, observe lessons taught, and debrief afterwards.

What are our identified indicators of success for our area of focus?

Academic (mathematics):

There will be various indicators that McAuliffe staff uses to determine success in the area of focus for the academic area of math. Staff will use enVision and Connected Mathematics end of unit assessments, optional Common District Summative Assessments (CDSAs), teacher-created math assessments (common within grade levels), and MSP results to determine success in this area.

Perception (deprivatization/collaboration):

The 2012 Nine Characteristics Survey will be used to gauge progress made towards our perception goal.

What are the results of our efforts in this area?

As of November 2011, staff has started working on the Nine Characteristics goals. Some grade levels have already used half day sub coverage for teacher visitations and PLC work. In addition, our staff has begun work on the goal of understanding instructional strategies being used by having discussions on life skills and trend grading. Teachers continue to use PLC time to support our math goal through the planning and implementation of lessons designed to improve student learning.

Executive Summary Mead Elemeentary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Mead Elementary Mission | Vision

Prepare, Challenge, Inspire Mission

Vision Preparing every student for lifelong success.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: Mead Executive Summary School Description

Description of our School

Our Goal During the 2010-11 school year, the staff at Margaret Mead Elementary worked to craft a new mission and vision statement articulating what we want to accomplish with students. The result of our collaborative work is the following vision and mission statements:

Mead Mission: Prepare, Challenge, Inspire Mead Vision: Preparing every student for lifelong success

By articulating a common and shared understanding of what we want to achieve, all of our actions, decisions and agendas will be measured against these goals. This intentional focus will result in effective and efficient use of time and resources, all leading to increased student learning.

Our Students Margaret Mead Elementary is a growing community. It is also a community becoming more economically, ethnically, and educationally diverse. Our school community includes 29 general education classrooms. We also house a special education transition classroom (The Learning Center) for high needs students. We have approximately 700 students on campus each day. Approximately 12% of our students qualify for special education support or Section 504 accommodations. Approximately four percent of our students receive ELL (English Language Learner) support. Nine percent of our students quality for free or reduced lunch. Our building is beyond maximum capacity. Every classroom including our six portables are filled with students. Our P.E. classes double up with two classes using one gym for several periods each week. Our students eat lunch in the classroom as, due to our many back-to-back P.E. classes, the gym is not available for cafeteria usage. As a staff, we work creatively to use our space as efficiently as possible. Many of our specialists share office and classroom space. Staff teams and parent groups, includuing PTSA, must have meetings before or after school, or in the evening as there are no meeting spaces available during the school day.

Our Staff The Margaret Mead Elementary staff is a dedicated and skilled group committed to the success of every student. Our staff provides challenging and rigorous curriculum as articulated in the LWSD guiding principles, with the goal of every student meeting or exceeding standard. One of our staff goals is to become proficient as a Professional Learning Community. Our grade level teams work together in PLC teams to share practice including development of curriculum and assessments, analyze student work, share strategies and materials, and monitor CIP goals. Our staff also includes committed and skilled specialists who collaborate with general education teachers in the development of a cohesive and coordinated instructional program for all students. Our students benefit from a staff that averages more than eleven (11) years of teaching experience. Nearly 66% of our certificated staff have a Master’s degree.

Our classified staff includes instructional assistants, para-educators and front office, custodial and kitchen staff. Because of the large number of students and programs at Mead, the classified staff is crucial to our organization and efficient functioning. The classified staff supports students and instruction in a variety of settings: the general education classrooms, recess, student arrival and departure, library, lunch service, main office support, and computer lab. They support a range of students from general education students to special education, 504, Safety Net, and ELL students.

Our staff supports student learning, safety, and success by participating on several staff leadership teams. These teams include: Mead Leadership Team, Guidance Team, Student Intervention Team, Positive Culture and Climate Team, Instructional Leadership/PLC Team, Safety Team, and for the 2011-12 school year, a reconfiguration team, working on establishing Mead as a K-5 school for the 2012-2013 school year.

Our Unique Instructional Programs The diverse population at Margaret Mead is served by several programs unique to our school.

 Special Education Transition Classroom The Transition classroom serves students who are highly impacted by special needs. Our transition room staff collaborates with our resource room staff and our general education staff to provide the Least Restrictive Environment for each student based on their needs and goals. Our student population is made richer by the presence of the Transition Room students in our school.

 Comprehensive Counseling Program Margaret Mead provides a comprehensive counseling program for all students. The program framework includes individual student support, small group instruction on specific skills, and whole class instruction for every classroom. Instructional topics include life skills, study skills, bullying prevention, problem solving, friendship skills and career awareness. Some of the curriculum materials used include Steps to Respect and Problem Solving with Kelso.

 Computer Lab All students at Mead attend the computer lab for 30 - 60 minutes per week. While in computer lab, students learn and practice: keyboarding skills; software programs including Word, PowerPoint, Publisher; reading and math skills via district approved web sites and on-line tools. Learning in computer lab is integrated with classroom curriculum and projects.

 Classroom Intervention for Students Working Below Standard This year, our Safety Net program is working collaboratively with our Instructional Assistants in providing academic support to students working below standard. Each grade level team, (K – 2rd) receives 30 minutes of support per day which includes multiple I.A.s providing targeted intervention to students within the grade level. Grades 3 – 6th also receive I.A. support for student intervention as needed/available.

 Love and Logic Mead has adopted Love and Logic as a cultural philosophy. The staff is attending monthly trainings in the “Nine Essential Skills for the Love and Logic Classroom” taught by Principal Sandy Klein. Parents receive a monthly email from the principal articulating the specific skills being emphasized each month in the classroom. Included are tips/ideas on how to implement the skill at home. Additionally, Mead parents may attend the seven-week series, “Becoming a Love and Logic Parent” at Mead one evening per week in the fall. We believe that the integratation of Love and Logic strategies between home and school will be a great benefit to our students’ learning and success.

Our Parent Community / PTSA At Mead, we appreciate and celebrate a wonderfully supportive parent and school community including a dedicated PTSA. Parents at Mead are encouraged to participate in their student’s education. Parents volunteer and are active in many ways – in the classroom, doing production work, on field trips, in the health room, serving lunch. Parents also volunteer via our active PTSA.

The Mead PTSA provides amazing support to our school community. Their support is both financial as well as hands-on:

 Financial Support: student scholarships; teacher stipends (Outdoor Ed., Accelerated Reader administrative support, Student Leadership Team); assembly support; instructional materials including IXL and Accelerated Reader, STAR Reader; funds for new library books/materials; resources for classroom teachers, playground equipment, custodial equipment.

 Hands-On Support: PTSA organizes student pictures, health screening, staff appreciation, Art Start, Reflections, emergency supply management, after school enrichment (yoga, French, Spanish, jump roping, karate, basketball, chess, drama, art, keyboarding).

 Family/Community Events: Science Fair, Walk A Thon, International Night, Field Day, Book Fair, New Family Dinner, Becoming a Love and Logic Parent class (in collaboration with Principal Sandy Klein).

Process Used to Develop and Part One: Mead Executive Summary Communicate CIP

CIP Team Members

The Mead CIP Team Members include:

Sandy Klein Principal Steve Mezich Acting Vice Principal Mia Kirchmeier Kindergarten Teacher Diane Basch First Grade Teacher Pierina Austin K-2 Teacher Dawn Pollock Third Grade Teacher Helen Kraft Fourth Grade Teacher Liz Chighizola Fifth Grade Teacher Vicki Porto Sixth Grade Teacher Louise Elston Specialist – P.E. Lynne O’Brien Special Education Kathy Pelonio Special Education Para Educator Cathy Kiborn Instructional Assistant

All of the above also serve as the Mead Leadership Team (MLT).

Process Used to Develop and Communicate CIP to Staff and Community Spring, 2011 Staff completed CIP goal monitoring/review for the 2010-2011 school year using report card data and other designated data. Staff completed the Nine Characteristics Survey and reviewed results. New MLT members were selected.

September, 2011 Staff was provided with spring 2011 MSP data. Staff reviewed data from both their current year’s students as well as last year’s students. The data was used to assess prior instruction, formulate initial instructional goals and to determine leveled groupings (for remediation and/or challenge). Data was also used to determine Safety Net support.

October/November, 2011 Grade level teams met over several LEAP Wednesdays to examine student data. Data used included MSP, Dibels, bench mark assessments, current work, and report card data. Teams first identified individual students who did not meet standard on MSP. Instructional goals and strategies were determined for each of these students. Grade level teams then assessed grade level data to determine grade level SMART goals in math, reading, science and writing. Strategies to support SMART goals were also developed. Teams submitted their SMART goals to principal. Teams agreed that goals will be monitored and re-evaluated on specified LEAP Wednesdays in January, March, and May.

The Mead Leadership Team met in October to determine perception goals for 2011-2012. Using the Nine Characteristics Staff Survey data from spring 2011, the team developed two goals. The first goal is based on characteristic#4 – Collaboration & Communication: The staff works in teams across grade levels to help increase student learning. The second goal is based on characteristic #7 – Professional Development: Assessment results are used to determine professional learning activities. The Instructional Leadership Team is crafting LEAP activities that focus on the work of each of these goals including specific cross grade conversations and learning walks.

December, 2011 The final CIP and perception goals will be shared with staff at the December staff meeting. They will also be shared by the principal at a PTSA Board meeting and at a PTSA general membership meeting in January.

Part One: Mead Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

Reflection on last year’s focus results: Last year, the Mead areas of focus were two perception goals based on the Nine Characteristics survey from June, 2010. The goals included developing a common understanding of what the school hopes to achieve, as well as collaborative cross grade conversations. Throughout the 2010-11 school year, in order to meet our goals, the staff worked collaboratively to develop new agreed upon working norms as well as successfully crafting a new mission and vision statement for Mead Elementary.

Resources and/or professional development used to support our anticipated growth in our area of focus: Developing a new vision and mission was accomplished with all staff (certificated and classified) working together over several LEAP Wednesdays. We viewed video instruction of how to craft effective vision/mission statements. We read and discussed vision and mission statements from many other successful schools and organizations. We worked together in whole group, grade level teams, and cross grade teams to discern what we hope to achieve with students at Mead. Based on this work, cross grade level teams wrote, shared, and consolidated draft vision and mission statements. We narrowed our work to three options for both vision and mission statements and voted on our final selections.

Our identified indicators of success for our area of focus and the results of our efforts in this area: At the conclusion of our work, we proudly agreed on the following mission and vision statements:

Mission: Prepare, Challenge, Inspire Vision: Preparing every student for lifelong success.

The spring 2011 Nine Characteristics Survey revealed that 87% of the staff (goal of 90%) now believe we share a common understanding of what we hope to achieve. This was a 10% increase from the year prior, and we consider that goal to be met. However, in the area of collaborative cross-grade conversations, the Nine Characteristic survey revealed a drop from 56% to 52%. Upon investigation, it was determined that the drop revealed a desire to have more specific cross grade conversations regarding curriculum, instruction and practice. Our cross-grade conversations in 2010-11 focused solely on mission and vision work.

New Significant Area of Focus Perception Goals - Collaboration and Professional Development

Our CIP team considered two different areas of focus for this year. Based on MSP 2011 results, Margaret Mead Elementary shows scores at or above district and state levels in nearly all areas. There was concern with lower than expected 4th – 6th grade MSP scores in the math strands of measurement/geometric sense and number/algebraic sense. However, based on careful discussion and comparision to other student data such as report card data, these lower than expected scores were attributed to difficulty with instructional pacing of the new math EnVision curriculum and material that was not well covered in the 2010-2011 school year. Each grade level team has made amendments/changes to pacing in order to correct the problem for the 2011-2012 school year. Thus, although a concern, this area was not selected as a significant area of focus.

The spring Nine Characterisitc Survey revealed a drop in agreement regarding “staff works in teams across grade levels to help increase student learning” from 56% agreement to 52% agreement. Because of this decrease in agreement, the CIP team determined that perception goal #4 Collaboration/Communications: “The staff works in teams across grade levels to help increase student learning” will be our area of focus for the 2011-2012 school year. Our cross grade level team work will focus on PLC development, understanding of adjacent grade level curriculum, and sharing of effective instructional strategies.

Executive Summary Renaissance School of Art & Reasoning

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Renaissance School of Arts and Reasoning

Instruction for each student will be individualized to Mission meet his or her learning needs.

Students develop in an environment of artistry, rigoor and warmth; learn to think and act using multiple Vision approaches and perspectives; are known and nurtured as important individuals who have an actiive concern for their community and society.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Renaissance Executive Summary School Description

Description of our School

Renaissance School is in its sixth year of operation as an LWSD Choice Junior High School. Student learning is integrated around the critical thinking themes of perception, elaboration, problem solving, creative thinking, and collaborative inquiry. Through experiences in the arts, both visual and performance, students create, interpret and represent ideas encountered throughout the curriculum.

Students travel from locations throughout the district to attend our school. Many of our students attend Eastlake High School upon graduating from Renaissance School. Our graduates enjoy a reputation for higher level thinking skills, as well as a penchant for creative approaches to problem solving.

We have a supportive parent community helping us maintain our vision. This year we formed an advisory board comprised of community members, students and parents to help us transition from junior high school to middle school.

Renaissance School was honored this year with a School of Distinction award from the Center for Educational Effectiveness for our five year improvement in Math and Reading scores.

Process Used to Develop and Renaissance Executive Summary Communicate CIP

CIP Team Members

Diane Kane --- Head Teacher, Art, Language Arts, Social Studies Martha Daman --- Language Arts, Social Studies, Performing Arts Stephen Thornsberry --- Mathematics Jyoti Bawa --- Science, Math Safety Net Brad Malloy --- Principal

Process used to Develop and Communicate CIP to Staff and Community

Teachers met in August and September to examine our MSP data, as well as grade reports and anecdotal notes from the previous year. Student data was used to determine our focus for the year and to establish our SMART goals for our Continuous Improvement Process (CIP).

Renaissance Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus

As we looked at our student data, it became clear to us that most of our students are doing well. However, we do have some students who continue to present learning challenges that we believe warrant extra support. We decided to institute an intervention plan for those students. They will receive extra support during the school day twice a week. Each of us are tracking students of concern in our classes and meeting with them to ensure they are learning. Thus far, we have seen some improvement in some of our students of concern. Those who are continuing to struggle are referred to a student intervention team, comprised of students, their parents, staff and counselor. This body collaborates to develop strategies to move those students forward.

Executive Summary Albert Einstein Elementary

2011 ‐ 2012

Each student will graduate prepared to lead a rewarding, Mission responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challengge Guiding •Interconnected •Student Ownershiip •Challenging & Principles Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

Executive Summary Mission/Vision

To improve the quality of life for our students by creating a Mission learning environment where they achieve to their full potential

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge Guiding •Interconnected •Student Ownership •Challenging & Principles Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiiveness •High Expectations & Quality Instruction

Executive Summary School Description

Description of our School What makes your school special or different from other schools in Lake Washington School District? This is an opportunity to tell the School Board information about your school that you would like them to know. Consider sharing information regarding your demographic uniqueness, parent community, PTSA, history of your school, quality of your staff, (National Board Candidates, masters degrees, special recognition), special awards or recognitions for the school.

Einstein Elementary School is an excellent public school that meets the needs of a diverse population, with learners at every level. The additional resources that Einstein receives to serve specific populations such as English Language Learners are leveraged to improve the learning experience for all students. A talented and dedicated staff works together to ensure that students receive instruction at the level that is right for them.

Our student body is highly diverse in a variety of ways. Our student body is comprised of students from a variety of ethnic backgrounds: 44% White, 35% Hispanic, 13% Asian/Pacific Islander, 4% Black, and .2% American Indian/Alaskan Native. 18% of our students receive Special Education services and 48% of our students receive Free or Reduced price lunches. We are an ELL Center school with over 30% of our population currently receiving ELL services. When combined with students who were previously in the ELL program and have now exited the program, nearly half of the student population of Einstein is a current or former ELL student. Currently, 53% of our students speak a language other than English in their home. More than 35% of our student population is made up of Hispanic students, thus it is our largest minority population. In addition, there are 33 other languages also spoken by students at Einstein. We currently have 4 kindergartens, 4 first grades, 3 second grades, 3 third grades, 3 fourth grades, 2 fifth grades, and 2 sixth grades.

As a result of these demographics, Einstein is considered a Title 1 School-Wide school. The additional resources available to us as a result of this status, allow us to offer unique instructional models in reading and math to all students in the schoolhouse. All Einstein students work in small groups of eight or fewer students for a portion of their reading and math instruction with other students at their same skill level in additional to receiving grade level instruction with their peers. This small group instruction allows the students that need additional support, more time to master the learning while also allowing students that need to be challenged, an opportunity for enrichment exercises. In addition to skills groups for reading and math, each classroom benefits from additional certified teachers or Instructional Assistants at various points during the day to support students.

Last spring, a committee of Safety Net and General Education teachers met several times over a 6 month period for the purpose of researching best practices related to Safety Net service delivery models. After extensive research, the team determined our highest priority for Safety Net support this year was for K-3 literacy support. To this end, we built a Safety Net scheduled that provides a double dip of literacy instruction for all K-3 students that qualified for this support. In most cases, this means the students are receiving Safety Net services for an hour a day rather than 30 minutes as was the case in the past. For a small group of students that have very high needs, they may receive a “triple” dip of literacy instruction which means they are receiving an hour and 15 minutes of Safety Net Instruction during the day. In order to provide these services, we have begun offering a before school Safety Net program. Students in 2nd and 3rd grade that qualify receive an additional 200 minutes of reading instruction each week in this program. This year, we have also begun offering an after school Safety Net program for 4th-6th grade students that qualify for Safety Net support in Math. Those students receive an additional 200 minutes of math instruction each week.

Einstein also has a unique before-school English Language Learners (ELL) program for 4th-6th grade which allows ELL students to get 200 additional minutes of instruction a week in English Language Acquisition. We also have a relatively new program for our Kindergarten ELL students called the Early Bird ELL program. In this program, 20 Kindergarten students come to school 45 minutes early from January to March for additional instruction in Language Acquisition and Literacy Instruction. The program has been highly effective. Base line data was collected and all participants made significant gains in their achievement on the DIBELs assessment and other classroom based measures. Additionally, we provide a Jump Start Program for incoming kindergarten and first grade ELL students, which allows them to have a two-week orientation to school prior to the arrival of other students.

Outside of the school day, Einstein hosts a homework club at the Transitional Housing complex on Avondale. Students that attend this program are all homeless or in transition. Once a week, they are welcomed but Einstein staff and volunteers from the community for a 2 hour session that includes a snack, assistance with homework they bring, and skill practice on material that the staff has provided for each student that is specific to their needs. The City of Redmond was so pleased with the success of this program, they began a similar program for our students at the Avon Villa Mobile Home Complex. Three nights a week, they provide similar support to students living anywhere along the Avondale corridor.

Last summer, Einstein also offered additional support for Safety Net students in grades K-3. This program provided 15 hours of literacy and math instruction a week for 5 weeks. During the summer, our librarian opened the library once a week for the Einstein summer school classes and for all Einstein students. She also created a “book mobile” and drove to neighborhoods along Avondale once a week so students could check out books. We also assisted several 4th-6th grade students in accessing Lake Washington Schools Foundation Scholarships to attend the district summer school. Next summer, we will expand this program and offer Einstein Summer School to students in grades K-5.

In addition to a large teaching staff, Einstein has a full time counselor and two Youth Eastside Services Counselors on site. These individuals serve students in whole group, small group, and individual settings. They work with the teaching staff to develop and support the whole student. Life skills are taught building-wide and include instruction around responsibility, initiative, flexibility, patience, cooperation, and more. In addition to the counseling staff, students in need of additional emotional and education support can participate in our large lunch buddies program which pairs community volunteers with students in need.

Einstein is fortunate to have an extremely collaborative staff that looks forward to using LEAP and planning time to develop high quality, differentiated instruction for the wide range of students at our school. Our staff is committed to improving student achievement for all students. They are creative in developing methods to reach all students and they go above and beyond what is expected of them because they desire to do as much as they can for our population. Many of the teachers are regularly at school before students arrive to participate in Guidance Team meetings, IEP meetings, or to work with individual students that need additional help. Some staff members volunteer in the afterschool homework club that meets at Transitional Housing. Other staff members volunteer their time to meet ELL and SPED students at the Redmond Library once a month to offer them lunch and an opportunity to choose a free book to take home.

We also benefit from an incredibly supportive PTSA. Our PTSA provides assistance throughout the year in planning and facilitating events, providing financial support for various special projects and volunteering countless hours building wide to support the mission of the school. Our families participate in evening events like the Family Movie Night, the McTeacher Night, Skate Night, Math Night, Bingo Night, Dance Week, International Night, and the Art of Discovery Art Walk.

As a school community, we understand the critical partnership between the school staff and the parent community. While many of our parents are very engaged and supportive, there are also portions of our parent community that are not. After doing some analysis of this issue, it was clear that families that spoke Spanish as a native language, found it very difficult to get involved. To address this issue, the school has developed an eight week program to assist parents in becoming more familiar with the school system, learning ways to be involved, allowing an opportunity for them to build a network amongst themselves, and learning ways to best support their students’ academic success. This program has been highly attended in the first 3 weeks with over 40 parents at each session.

Executive Summary Process Used to Develop and Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name.

Name and Title or Role: Melissa Pointer – Principal Mary Locke – Kindergarten Teacher Amy Walter - First Grade Teacher Jane Wartenbe - Second Grade Teacher Janie Hemingway– Third Grade Teacher Allie Holzer – Fourth Grade Teacher Marissa Nichols – Fifth Grade Teacher Karen Ollerenshaw– Sixth Grade Teacher Janet Green – ELL Teacher Tracy McCammant – SPED Teacher Stephanie Harshman – Safety Net Teacher Candida Crane - Counselor Anne Sandbo - Librarian

Process used to Develop and Communicate CIP To staff and Community

Process Description:

The Learning Improvement Team has assisted in the development of data analysis activities that were conducted with the staff and the parent community last spring and this fall. Conclusions drawn and recommendations made during these activities have lead to the development of a Three Year Strategic Plan and our yearly CIP plan. Teams based individual CIP goals on student performance data in the areas of Reading, Writing, and Math at all grade levels. We also developed Safety Net, SPED, and ELL CIP Goals based on our data. Data used in this process includes: 3rd-6th grade MSP scores, K-2nd current and previous years’ DIBELs scores and current classroom based performance. Our Three Year Strategic Plan and CIP plan drive our professional development and LEAP calendar for the year. Our PTSA Executive Board serves as a representative parent voice, and school goals are shared in parent newsletters, parent meetings, and in our annual report which is shared with all parents in the Einstein community.

Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include: . What were the results of the significant area of focus for last year? . What is your area of significant focus for this year? (may be a continuation of a focus from the previous year) . What resources and/or professional development will be necessary to support our anticipated growth in our area of focus? . What are our identified indicators of success for our area of focus?

While Einstein is currently in our fourth year of not making Adequate Yearly Progress, we are optimistic about our progress. Einstein met the federal AYP requirements in 23 of 25 possible categories in the 2010-2011 school year with significant MSP improvements occurring in eight areas:

 14 percentage point improvement in 4th Grade Math from 37% to 51% at or above standard  7 percentage point improvement in 5th Grade Reading from 73% to 80% at or above standard  18 percentage point improvement in 5th Grade Math from 63% to 75% at or above standard  36 percentage point improvement in 5th Grade Science from 47% to 83% at or above standard  29 percentage point improvement in 6th Grade Math from 35% to 64% at or above standard  In 2009-2010, our Low Income subgroup did not meet AYP in math, however, in 2010-2011 they did.  In 2009-2010, our SPED subgroup did not meet AYP in math, however, in 2010-2011 they did.  In 2009-2010, our Hispanic subgroup did not meet AYP in math, however, in 2010-2011 they did.

Additionally, Einstein K-1 students saw substantial increases in the area of reading as measured by the DIBELS assessment:

 36 percentage point improvement in the area of DIBELS for K from 59% at Benchmark to 92% at Benchmark  10% percentage point improvement in the area of DIBELS for 1st grade from 79% at Benchmark to 89% at Benchmark

While our AYP areas of concern continue to be a major focus of our improvement plans, we know that it is critical that we are particularly focused on literacy and math in grades K-2. Grade level goals focus on literacy and math K-6. Building goals will also address SPED literacy and math concerns.

To achieve our goals we intend on continuing to group students based on ability level for a portion of their math and reading instruction and provide numerous other interventions mentioned in section one. General Education teachers will team closely with our ELL, Special Education and Safety Net teachers. This allows those teachers to facilitate small group instruction for those that need targeted support. To this end, we have begun quarterly Safety Net progress monitoring meetings. During these meetings, Safety Net teachers meet with grade level teams to discuss individual student performance and share information about their instructional program. With this information, Safety Net teachers can tailor their instruction to topics and content that will support what the students are doing in their general education classes.

Our LEAP time will continue to be spent analyzing data in an effort to determine specific deficiencies in our current instructional program. This year, we began the implementation of Professional Learning Communities. Our PLCs built upon work that was begun last year related to a curriculum audit in the areas of writing and reading. This work was expanded upon in PLCs as teams used audit information to prioritize and map their curriculum in the area of writing. This year we also began an intensive professional development process with the University of Washington’s Center for Education Leadership. This PD includes monthly sessions with a Teacher Leader group as well as a monthly whole group session for all staff. Between sessions, the work is built upon in PLCs and through principal observations and feedback sessions. We have also partnered with Redmond Elementary who is also engaged in this same work and will be sharing video tapped sessions from our schools so staff can have double the amount of exposure to the coaching. Additionally, our schools combine for the whole group days which are level specific. This allows teachers to receive PD specific to the grade they teach and they have the opportunity to collaborate with teachers that teach the same grade level with them from the other school. In addition to this work around literacy, our teachers will continue to participate in district professional development related to the envision Math curriculum.

As previously mentioned, we have specific plans in place to increase parent engagement for our Latino community. We developed a Latino parent education program called Latino Parent Empowerment (LPE) that will increase parent engagement and knowledge and as a result will increase Latino student achievement.

The LPE began with an initial orientation for all Einstein Latino families. The purpose of the initial event was to orient parents to the school, the LWSD, and the American Education System. Speakers from various positions in the school presented information on things like attendance and office procedures, general discipline information, information about the ELL program, general information about report cards and grading, general classroom information, state MSP testing, AYP info, information about community resources available to families, information from PTSA, etc. The event concluded with an inspirational key note speaker and an invitation for parents to commit to enrolling in the 8 week LPE. The 8 week LPE is a series of evening classes held at Einstein facilitated by Principal Melissa Pointer and a Spanish speaking Parent Facilitator. All sessions are conducted in Spanish. The sessions will be modeled after the PASSport to Success parent-training program that is designed to train parents to help their children succeed in school. Topics will include instruction on parent attitude and behaviors that contribute to student achievement, the home environment, study skills, homework and learning expiditers, reading and math skills, and more in depth information on the topics presented in the orientation. All material will be provided in Spanish.

We will also continue to engage the parent community at large in a process to analyze data and make recommendations to the Building Leadership Team around their preferred areas of focus for our three year strategic plan. Parents will be valued partners in our long term growth plans, particularly as it relates to building community and cohesiveness amongst our diverse population.

While these initial plans will support our anticipated growth, we know that the kind of growth we really desire, all students achieving at or above standard, will not happen in one or two school years. With persistence and high expectations, we are confident that we can achieve our goals.

Executive Summary Audubon

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Audubon Elementary Mission | Vision

Our mission is to assist all studeents in developing thheir potential, Mission becoming life-long learners and contributing members of the community.

Our vision is for each student to have the skills, attitudes, and knowledge to be a: self-directted learner, effective Vision communicator, complex thinker, collaborative worker, community contributor and quality producer.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Academic programs at Audubon include 23 general education classrooms, a K-2 Learning Center, an English Language Learner Program and a Safety Net Program to support the specific needs of each of our students. Our diversity is a source of pride and celebration and is reflected in over 30 cultures represented and as many languages spoken in our school.

Audubon continues to grow! This year we added a fourth kindergarten class and increased enrollments have brought us to 568 students. This number continues to fluctuate due to our high transition of students leaving and entering, most likely reflecting Microsoft’s contract transitions.

Our hard-working and talented staff is dedicated to researching and using the latest methods for instruction, seeking new ideas for personalizing the education for each child. They engage in professional development provided by our district, but also that sought out by individuals on the staff seeking to improve individual practice and growing themselves as professionals. About 48 percent of our certificated staff holds a Master’s Degree and three of those teachers have achieved National Board Certification. We have one additional staff member this year seeking National Board Certification and two others working on their Master’s Degrees. As a staff we collaborate weekly in either grade level teams or vertical content teams. Our conversations focus on student achievement and individual growth. During our collaboration meetings we use student achievement data to reflect on progress toward learning goals, for sharing and identifying successful instructional strategies and for identifying improved methods of delivering instruction. We identify needed resources and discuss ways to utilize the resources we have in ways that help increase the level of success for our students.

Partnerships between home and school are a strong value we cultivate at Audubon. Our PTSA supports a variety of enrichment programs like art docents and choir; and community events and fundraisers like International Night and Art Walk, Student Share Night and Jog-A-Thon, all designed to enrich learning, celebrate our diversity and to build on our sense of community and school pride. Our PTSA continues to provide an EZ grant process for staff to request funds for quality programs and materials needed to enhance the learning for our students. This program to date has provided thousands of dollars in much needed books, curriculum materials, playground equipment, assemblies and field trips for our school.

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Dan Anderson, 4th Grade Teacher Vicki Heal, Safety Net Teacher Angie Ansari, 4th Grade Teacher JoAnn Heinz, Librarian Lynn Bailie, Kindergarten Teacher Miranda Housz, 4th Grade Teacher Vanessa Banks, 6th Grade Teacher Kristen Hurst, Performing Arts Teacher Monique Celeste, 5th Grade Teacher Heidi, Jensen, 1st Grade Teacher Maria Chesney, Kindergarten Teacher Kelly Kirkness, Learning Center Teacher Erin Christensen, 3rd Grade Teacher Dauri Kreidel-Reimer, 2nd Grade Teacher Debbie Cressman, 1st Grade Teacher Sally Langston, 1st Grade Teacher Karen Dickens, Principal Scott Lowery, PE Teacher Melissa Douma, 2nd Grade Teacher Miranda Mangin-Weisz, 4th Grade Teacher Debbie Ellis, 2nd Grade Teacher Melissa Reinardy, 2nd Grade Teacher Whitney Emerson, 6th Grade Teacher Toni Rocco, Special Education Teacher Susie Fiebig, Safety Net Teacher Heidi Scaife, 1st Grade Teacher Robin Fluharty, 3rd Grade Teacher David Strunk, 5th Grade Teacher Laurie Gogic, ELL Teacher Janine Sullivan, Kindergarten Teacher Peter Hanson, 5th Grade Teacher Jodi Sterin-Wilhelm, 3rd Grade Teacher Gena Harasimowicz, 1st Grade Teacher Pat Vigeland, 1st Grade Teacher (long-term sub)

Process used to Develop and Communicate CIP To staff and Community At Audubon, we believe that all staff should be involved in the Continuous Improvement Plan Process. Therefore, all teachers and specialists in the school, named above, are involved in analyzing data, reviewing goals, writing and adjusting goals and creating the plan for improvement. Our process is cyclical, however we “begin” each year in August/ September with a look at the state assessment data generated the previous spring (MSP, DIBELS) and a review of the plan with new eyes. We analyze and compare the data to our goals from the previous plan, first identifying areas for celebration, or areas where we achieved or exceeded our goal. Next, we identify areas that need improvement, or areas where we did not meet standard. During this process we identify students who met or exceeded standard and we identify students who did not. We complete this process as an entire staff.

Throughout the school year our teachers collaborate in grade level teams and/or work teams to identify common classroom assessments to use and monitor for student progress toward CIP goals throughout the school year. We use a combination of staff meeting time and LEAP time for this purpose. They discuss individual student achievement and common strategies that they will use to, a) bring students up to the standard, or b) assist students already at standard to maintain and push beyond standard, c) maintain and challenge students who are already exceeding standard. Our process timeline is continuous and includes the following:

March, 2011 Review of CIP goals, analysis of strategies used and student progress toward goals. Review of Safety Net Services and success toward student achievement. Adjustment of Safety Net model and students/groups served based on assessment data. May, 2011 Review of CIP goals w/discussion of progress toward goals; Review of spring 2011 Nine Characteristics Data. Feedback review and discussion. September, 2011 Review of CIP SMART goals with analysis using spring, 2011 MSP and EOY DIBELS data. Celebrated and discussed areas of success. Identified areas needing improvement and additional focus. Identified individual students of concern based on data. September, 2011 Safety Net review of data and determination for which specific students need focus of attention and resources. October, 2011 “Level Up” sharing. Teachers met with grade level up to discuss students from previous year, strategies used and successes. Teachers collaborated in grade level teams to identify needs and to begin strategizing. October, 2011 Staff met to discuss spring 2011 Nine Characteristics Data and to develop Perception Goals. October, 2011 Grade level teams met to develop SMART goals based on data and previous discussions. October, 2011 Newly developed content teams met to identify and develop SMART goals for building. November, 2011 Content teams met to develop plan for staff professional development and resources needed for meeting building goals. December, 2011 Teachers in grade level and content teams will review SMART goals and action plans and progress toward goals. January, 2012 CIP is presented to PTSA Board of Directors at January meeting. January, 2012 Staff meets to review action plans, progress toward goals and make necessary adjustments. March, 2012 Staff reviews student data, progress toward goals and identifies need for shifting resources. Review professional development plan and conduct staff surveys. May, 2012 Review of CIP goals w/analysis and discussion of progress toward goals. Review spring 2012 Nine Characteristics data.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Audubon achievement scores continue to be high when compared to the school district and the state. Based on the 2011 spring MSP we met Adequate Yearly Progress (AYP) as determined by national standards in reading, writing mathematics and science. We are proud of our gains in math and our student achievement overall on the 2011 MSP and are encouraged by our success.

Our spring data indicates the following math achievement from spring 2010 MSP to spring 2011MSP: 2010 2011 3rd grade 94.6 95 even 4th grade 75.7 85 increase 5th grade 78.3 85 increase 6th grade 81 80 even

When we look at student cohort data in math, we are particularly proud of our increase in student achievement in 5th grade math (75.7 to 85) and 6th grade math (78.3 to 80), indicating that our focus on math strategies for these students have been effective. Both grade levels utilized a content rotation model, where students could be grouped to allow for greater access to resources and support. Fifth grade had three smaller class sizes and utilized a content rotation consistently throughout the year with 1.5 hours of math instruction each day. The 6th grade did this for only part of the year with two very large classes and only 45-60 minutes of math instruction daily.

Our spring data indicates the following reading achievement from spring 2010 MSP to spring 2011MSP: 2010 2011 3rd grade 98.6 96 even 4th grade 86.1 91 increase 5th grade 83.3 92 increase 6th grade 92 86 decrease

Once again our 5th grade student cohort data indicates an increase from 86.1 to 92 percent of students meeting standard in reading, and in 6th grade a slight increase of 83.3 to 86 percent of students meeting standard. Again, these same content rotations occurred in these grades as they did for math. In 5th grade, however, most of the reading is integrated within the science and social studies rotations.

For science and writing when comparing spring MSP 2010 to 2011: 2010 2011 science 66.7 94 significant increase writing 83.3 88 increase

We are especially proud of our increases in science and writing in 2011. Science was another area of focus for us last year with the addition of a science fair and focused professional development on the investigative design process for teaching staff. We plan to continue the science fair and implementing professional development in science.

When we look at the spring MSP data we notice that the number of students not meeting standard on any of the MSP subtests is shrinking over time. Of the students who did not meet, we notice that most of these made progress, and in some cases grew significantly in their skill.

We are proud of our achievement on the Math MSP last spring. A look at the data shows us:  In 4th grade, of the 5 students who did not meet standard the prior year, 3 made significant growth.  In 5th grade, of the 16 students who did not meet standard as fourth graders, 8 met standard in 5th grade. Of those who did not meet standard, 7 of them made progress (range of 8-88 points growth from 2010 to 2011 MSP math).  In 6th grade, out of the 10 students who still attended our school, 2 met standard and 4 additional students made growth.

Our data also indicates that students who we served in Safety Net showed significant growth in any area served:  Of ten 1st graders served for reading, 7 met EOY benchmark on DIBELS, and three more showed growth.  Four 2nd graders were served in reading. One met EOY benchmark on DIBELS, and all four made at least 19 points growth.  We served four 3rd graders. Three met standard on spring MSP and the fourth made significant growth.  Of four 4th graders served in math, all met standard on the spring MSP Math.  Of the four students served in 5th grade reading, all met standard on the spring MSP Reading.  Of fourteen students served in 5th grade math, 8 met standard on the spring MSP Math and all students demonstrated significant growth in scores when compared to the prior year MSP math.  One student was served in 6th grade for reading and she met standard on the Reading MSP.  Five students were served in math. Two of these met standard and all five demonstrated significant growth in their scores when compared to their prior year performance.

In 5th grade our Safety Net Support was provided through a “push-in” model where the Safety Net teacher provided services in the general education class. This is possible due to the content rotation schedule utilizing a grouping approach that allows the Safety Net teacher to assist more students on regular grade level work, as opposed to a pull out model that is more restrictive and limiting in the numbers of students who can receive support. Sixth grade had “push-in” services for a portion of the year, and all other classes utilized “pull- out” support for Safety Net.

Throughout the year we conducted professional development to teachers in support of using the EnVision Curriculum. We utilized our weekly and full day LEAP opportunities to focus on math. As a staff we engaged in curriculum mapping to ensure that all essential topics, concepts and skills were planned and taught.

This year we changed our building leadership model to provide for more focused content monitoring and support. Rather than a small representative group of teachers on building leadership, we now have five content teams (reading, writing, math, science and social studies). Each teacher on our staff (including specialists and special services) has chosen a content team of focus, so in addition to their grade level or learning team, they also belong to a vertical content team, providing an opportunity to monitor student achievement across grade levels in addition to within their grade levels. They also identify needs, and plan/facilitate professional development for the staff for their particular content area of focus.

The content teams began their work this fall by analyzing DIBELS and MSP data from last spring and utilizing the grade level team analysis of data, to identify goals for our building. Through this work so far we have found two commonalities across grade levels. First, writing to explain is an area of focus since this is one of our weakest threads across content areas. Second, we found consistent weakness in the math measurement strand across grade levels. Our 3rd grade team focused on this strand last year, implemented measurement centers and raised their achievement scores in measurement from 78.4% of students at standard in 2010, to 93.2% of students at standard in 2011. With our whole school focus on writing to explain across content areas and measurement in math, we are confident that we can maintain our momentum and raise student achievement in these areas. Perception Data and School Environment: This last year we continued to build our collaboration in grade level teams to monitor student progress. We utilized one staff meeting per month and some Wednesday afternoon LEAP times for this collaboration to provide at least weekly opportunities for discussion of student progress and achievement. To guide our work we agreed to focus on these four critical questions: 1) What do we expect students to learn? 2) How will we know if they learn it? 3) How do we respond when students experience difficulty in learning? 4) How do we respond when students do learn? Staff utilized a cycle of inquiry to assess students using common district or classroom based assessments to gather student achievement data, analyzed and compared data, developed and implemented instructional strategies, then discussed and analyzed progress results.

We also agreed to plan visitations for teachers in other classrooms in our building or at other schools. We used our CIP funds to pay for substitute teachers and arranged for observations for those teachers wanting to participate. We planned several different visitations to classrooms in other schools and several in our own building, each with a specific purpose for the visit. Teachers reported that these visits, especially the ones outside our school, were beneficial for building collaboration and for de-privatizing their practice.

Based on the April 2011 Nine Characteristics of Highly Effective School Survey results, the staff here have a pretty strong positive perception about how we are functioning and what we are doing that is good for children. Overall the staff believes we have a clear sense of purpose (100% agree), we have a clear understanding of what the school is trying to achieve (100% agree) and that the school’s primary emphasis is improving student learning (100% agree). The staff agree that we have much of our staff providing leadership in some way (94%) and the staff is feeling a greater sense of shared leadership, evidenced by their increased perception that different staff members are leading professional development activities for other staff (increased from 94% in 2010 to 100% in 2011). They also feel a greater sense of sharing the decision-making as evidenced by their perception that various viewpoints are considered when decisions are made (81% in 2010 to 91% in 2011).

In contrast, as a staff we were disappointed by the lack of progress in our goal areas. Goal #1: Teachers provide feedback to each other to share and improve instructional practices, remained relatively flat (69% in 2010, and 68% in 2011); and Goal #2: The staff works in teams across grade levels to help increase student learning, declined slightly (68% in 2010 to 65% in 2011).

Our common Redmond Learning Community Goal #3, Teachers receive regular feedback on how they are doing, increased a bit at Audubon with 74% agreeing in 2011 compared with only 71% in 2010. (All results were based on those respondents who “agree mostly” and “agree completely” combined).

Based on these survey results and our staff discussion about the results, we believe that our focus should continue to be on increasing staff ability to work in teams, both horizontally and vertically. Also on receiving feedback on how they are doing. After careful analysis of perception data and a process to determine which areas will provide the greatest opportunity for teaming and collaboration with the ultimate goal of raising individual student achievement, the staff decided on the following perception goals as we progress through the 2011- 2012 school year:

1) Characteristic 6: Monitoring of Teaching and Learning Teachers receive regular feedback on how they are doing.

By June 2012 the number of teachers who believe they receive regular feedback on how they are doing will increase from 74% who agree mostly and agree completely combined to 82%.

1) Characteristic 4: Collaboration and Communication The staff works in teams across grade levels to help increase student learning.

By June 2012 we will increase the percentage of staff who believes that our staff works in teams across grade levels to increase student learning from 65% that agree completely and agree mostly combined, to 85% that agree completely and agree mostly combined.

Through our analysis we discovered that staff may be confused about “feedback” vs. “motivation”, causing skewed results for these perception responses. After providing for professional development during our Professional Growth and Evaluation LEAP times this year, and practice of the strategies we have put in place with our new building leadership model, we believe these perceptions will change in a positive direction.

We will assess these Perception SMART Goals using the 2012 Spring Nine Characteristics Survey, 2012 RLC Collaboration Survey and the informal surveys we will conduct in our building twice each year.

We believe that these are the next best steps in our journey to raise student achievement. Most of our collaboration occurred within grade level teams throughout last year. We want to deliberately increase the collaboration between grade levels as we continue to target the four questions above. In addition, teachers believe that observing each other during instruction will facilitate learning among and between teachers at all grade levels, prompting discussion of best practice in instruction, thereby having a positive impact on student learning.

As an administrator in the RLC, I will continue to focus on Characteristic 6 above as well, by engaging in learning walks and informal observations with the purpose of discussing, gathering evidence and calibrating our understanding of quality instruction. I will personally be in classrooms every day and will develop a better tool for providing feedback to teachers regularly.

Perception Goals

School Wide Perception Goals Identify the Perception Data used to

Assess Your SMART Goal Characteristic 6: Monitoring of Teaching We will use the 2012 Nine and Learning Characteristics of Effective Schools Survey data to assess our progress Teachers received regular feedback on toward this goal. how they are doing Throughout the year we will formatively assess how we are 1 By June 2012 the number of teachers who believe they receive regular feedback on doing toward our goal through the use of mini-surveys (1-2 questions) how they are doing will increase from 74% completed during at least two who agree mostly and agree completely different LEAP sessions. combined to 85%. We will also use data from surveys of teachers, other staff and families. Characteristic 4: Collaboration and We will use the 2012 Nine Communication Characteristics of Effective Schools Survey data to assess our progress The staff works in teams across grade toward this goal. levels to help increase student learning. Throughout the year we will 2 By June 2012 we will increase the formatively assess how we are percentage of staff who believes that our doing toward our goal through the use of mini-surveys (1-2 questions) staff works in teams across grade levels to completed during at least two increase student learning from 65% that different LEAP sessions. agree completely and agree mostly combined, to 85%.

Executive Summary Emily Dickinson Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Emily Dickinson Elementary Mission | Vision

Every Student Future Ready: Prepared for College Mission Prepared for the Global Workplace Prepared for Personal Success

The vision of Emily Dickinson Elementary is to enable learners to develop their intellectual, social, artistic, and physical potential and to acquire the knowledge, skills, Vision and attitudes needed to coontribute to a healthy society.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

The teaching and support staff at Dickinson are dedicated to the school’s mission. Over 65% of Dickinson teachers have completed their master’s degree and 34% have completed their professional certification. The teaching staff is known for their professionalism and dedication to quality instruction, collaboration, and assessing student learning.

Credit for Dickinson’s success is also due in part to the excellent parental support and enthusiastic community involvement. The Dickinson PTSA provides our students with many activities in the visual and performing arts, which include phenomenal Art Smart instruction in every classroom, two theater productions for students in grades 1- 6, two competitive math clubs, percussion ensemble, and choir. Additional activities available to students include a running club, unicycle club, and an ASB that is focused upon increasing community service opportunities and school spirit. Finally, the staff, students and community at Dickinson have partnered to preserve the native wetlands that surround our school to support our science curriculum and increasing student awareness of their natural world. We conclude our school year with a community carnival that celebrates the hard work and achievements of our students, staff and parents.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Gwen Moore, Teacher K Patricia Pietersen, Teacher K Ann Yen, Teacher K Heather Bird, Teacher 1 Niclyn Davis, Teacher 1 Sandy Perry, Teacher 1 Cindi Bennett, Teacher 2 Kari Dahl, Teacher 2 Susan Fowler, Teacher 2 Polly Carter, Teacher 3 Brittney Geleynse, Teacher 3 Catherine Stone, Teacher 3 Hadley Jensen, Teacher 4 Kelly Williams, Teacher 4 Carol Woodard, Teacher 4 Kimberly Kertson, Teacher 5 Dina McDonald, Teacher 5 Louise Witham, Teacher 5/6 Jason Jones, Teacher 6 David Meisner, Teacher 6 Heidi Bickler , Teacher Sp Ed Leslie Elmer, Teacher Sp Ed Leanne LaFramboise , Teacher Sp Ed Jaime Martin, Teacher Sp Ed Maureen Scofield, Teacher Safety Net Valerie Bonnie, Librarian John Kelleher, Teacher Music Rachel Harris, Teacher Music Alistair Shull, Teacher PE Scott Hageman, Teacher PE Debra Wilson, Counselor Karen Barker, Principal

The data was then used to analyze areas of strengths and areas of need for our students. This was a difficult process which involved questioning our current instructional practices and honestly communicating with one another our areas of success and struggle. Grade levels set SMART goals in content areas, by identifying individual students of focus. Teams planned for instructional strategies and interventions to achieve these goals and regularly assess their progress towards moving all students to standard. Teams of teachers then developed action plans to be taken to achieve these goals.

Teachers regularly meet in these teams to review and record progress towards the achievement of our objectives. The teams have time set aside for meetings dedicated to the planning and discussion of student achievement, particularly as it relates to our CIP goals. Notes and other planning documents are saved in grade level notebooks. These notebooks will serve as files for the specific work focused on their cohort, and will progress through the grade levels to guide future practice.

The principal reports to the community during a keynote presentation at Curriculum Nights in the fall, which were well- attended by our parent community across all demographics. Progress toward meeting our CIP goals is communicated to our community through monthly meetings with our PTSA Presidents, and PTSA Executive Board meetings.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Our area of focus is on increasing the differentiation of instruction within Envision math to meet the needs of all learners. Trend data from the 2010 and 2011 MSP indicates that math is our content are of greatest need across the grade levels. Teachers have recognized that within the second year of the new curriculum, they need time to collaborate around the strategies and resources available to meet the needs of students that are below, or above, standard.

We are approaching this work through collaboratively working in grade level teams to routinely address the four critical questions of Professional Learning Communities: 1. What is it we expect them to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

Time has been set aside for this collaborative work to be done during LEAP. During this time teams identify standards and targets and plan lessons and common assessments together. Teachers then apply this work in the classroom, using formative assessments to guide their instruction and to meet the needs of their individual students. Teachers gather data from formative and summative assessments and discuss student progress with their team weekly. These discussions and insights impact future instruction and instructional interventions.

The Dickinson Instructional Leadership Team is committed increasing student achievement through using training materials from the district’s Teaching and Learning Framework, implementing a targeted professional development series to meet the needs of our staff. The identified indicators of our success for our area of focus will be the SMART goals set by grade levels within our CIP plan.

Executive Summary Evergreen Jr. High

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Evergreen Jr. High Mission | Vision

The Evergreen Jr. High School Community takes pride in the culture of collaborative and shared leadership Mission from the strong teaching staff. Students, certificated and classified staff, and parents are involved in challenging and engaging educational experiences.

The school is personalized to provide a diverse learning environment fostering critical thinking, challenging learning, student ownership of academic achievements, and recognition of individual accomplishments. Students know that they are valued and have a place in and, responsibility to, their school and community. Vision

Each student is ensured a successful transition to high school possessing critical thinking skills, an understanding of interdependence and an awareness of his/her place in a rapidly changing environmennt.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Evergreen Jr. High constructs systems through which the classified and certificated staff are directly involved in the work of the school and take pride and ownership of the accomplishments. Through LEAP activities, all staff are involved in relevant work dedicated to providing an inviting and positive learning environment for students and staff. The classified staff made significant contributions to the spring middle school configuration work and continue to be valued participants in the culture and climate of the school.

Evergreen Jr. High School continued the previously identified work through collaboration of “job alike” teams; alignment of power standards involving individual student reflection, assessment and goal setting; personalization and student leadership through the ASB, athletics, music and club opportunities, and strong teacher leadership through the Building Leadership Team and LEAP opportunities. Through the teams, collaborative lesson design, common assessments, and professional interactions, the committed focus on academic rigor, choice and opportunities to exceed standards, and supportive interventions the students are served well.

In addition to current intervention and student support systems, the staff worked to design a “homework lunch program” for Fall 2011. The program is approached from a positive perspective acknowledging that students can benefit from individual attention from teachers, a place to complete assignments, access to computers, and a clear expectation that the work is meaningful and will support the student’s success in the classroom. This program is currently serving about 60 – 70 students daily and multiple students have “self-assigned” themselves and asked to attend the lunch support in order to complete their assignments.

The certificated staff continued the ongoing observation of other teachers in both the fall and spring. This Best Practice has resulted in meaningful discussions, professional reflections, sharing of successful techniques resulting in student success, and appreciation of the instructional strategies of teaching peers. During the year, classified staff were also encouraged to observe the classrooms and participated in the discussion after the observations.

Historically, the Evergreen “feeder school” process has been successful in the transitions both from the elementary to jr. high and jr. high to Redmond High School and Eastlake. In the spring, additional “transition strategies” were established for implementation this school year. Each of the four elementary school PTSA executive boards were asked to identify a representative from their school to participate in a “PTSA work group” with the EJH PTSA co-presidents, administrators, counselors, and office manager in monthly meetings during the 2011-12 school year. The purpose was communication, input and feedback, and design of meetings for parents and students. The second “work group” identified was the front office personnel from each of the four elementary schools. This group will meet 3 – 4 times throughout the year in order to identify, clarify and communicate practices, routines, and “who can help” parents and students as they move to the middle school program. The third intentional decision was the 7th grade Leadership class. This group was identified as essential to the ongoing student leadership as 8th graders Fall 2012.

In addition, the middle school work in the spring resulted in identification of the model and daily schedule. The opportunity presented a professional opportunity to reflect on existing practices and analyze the adjustments necessary in anticipation of the new model. Classified and certificated staff looked at what is “what is working well” and “why” and during the 2011-12 schoolyear, work groups will develop the detailed systems and structures. The Middle School Belief statements and Common District agreements provided the framework for the planning process for the 2011-12 school year.

The Evergreen Jr. High School staff is excited about the challenges and changes of the middle school program. Staff support the teaching and learning in all areas and enjoy the professional relationships and model of collaboration.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. B Process used to Develop and Communicate CIP To staff and Community

The Building Leadership Team is comprised of representation from each content area within the educational program including administrators and counselors.

The representation includes:

Math: Wendy Robards, Joanne Bodoh – department chairs, formerly Microsoft Math Partners. Ms. Robards is also Math Safety Net teacher Science: Jean True – department chair Language Arts: Georgette Duggal, Andrea Pomerinke – department co-chairs Mrs. Duggal also is Honors 9th grade teacher Mrs. Pomerinke also is 504 monitor and Literacy Safety Net 8th/9th grade teacher Social Studies: Meghan Delaney – department chair and LWEA building representative Health/Fitness: Paul Blair – department co-chair Electives: Betty Lybeck – department chair and CTE teacher Special Needs: Suzanne Swanigan - department chair and IT2 trainer Librarian: Shauna Yusko, IT2 trainer At-large: Kathie May – 7th LA/SS block and 8th Honors Counselors: Barbara Gregory and Dawn Riley, co-department chairs Administrators: Jan Olson and Anne Balicki

The identification of the CIP goals were determined through department and grade level collaboration including each of the individual staff members.

Process/Communication:

The individual groups/departments shared the CIP goals with the entire staff and the goals are posted on One Note to be updated and shared throughout the year as the work is identified and accomplished.

The Building Leadership Team uses the CIP goals and Action Plans as a framework to identify and implement the Vision 2020 and Curriculum and Assessment LEAP time. In addition, the process toward the goals is communicated as a part of the Building Leadership meetings.

The results of student achievement through the MSP and EOC are shared on the website, at PTSA executive board meetings “Principal Report”, and through the Annual Report. Student Learning Plans are administered yearly and include conferences with students including goal setting in areas identified as growth areas. Updates as to the work by staff during full day LEAP activities is shared electronically and at PTSA meetings.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

The focus during the 2010-11 school year reflected responses to the middle school configuration planning and design as well as continuation of instructional development. The staff initiated “pilot” extended opportunities in Language Arts and Social Studies as a means of sustaining the honors/Level 4 standards in literacy and critical thinking. The “pilot” was successful and other content areas are developing extended opportunities in order to offer rigor and challenge options accessible to each student.

The math department continued the collaboration of “job alike” teams and aligned formative and summative assessments to the standards in each classroom. Language Arts teachers aligned the Power Standards in Literacy 7th – 9th grades and developed a student self-assessment and goal setting requirement for each student.

The personalization programs extended significantly through the training and implementation of the WEB [Where Everyone Belongs] program in the spring and summer. Ninety (90) 9th grade students volunteered to become WEB Leaders and were trained to assist with the August Orientation of 7th graders and the First Day of School activities creating teams of leaders and 7th graders. In anticipation of the Fall 2012 middle school change, a 7th grade Leadership class was offered through which the student leadership will be in place for the Fall 2012 support of two-thirds new students.

Resources included the Building Planning Team, Microsoft Math Coach, Wendy Robards, and EJH teacher leadership. Two staff, Anne Balicki and Keira Ferguson, attended WEB Leader training.

Indicators of success were the student responses and interest in the varied Extended Opportunities, the increase in student performance through Literacy classroom assessments, and the implementation of common assessments and increased efficiency of lesson design in mathematics. Students were able to identify, critique portfolios, and produce in-depth self-assessment of Literacy Power Standards through out the year.

The WEB Leaders continued an effective and well-coordinated program with the 7th graders throughout the fall. The 7th grade Leadership students are involved in project planning resulting in student events and schoolwide assemblies. There is a positive movement toward more student ownership, increased advocacy resulting in a decreased level of “bullying behaviors”, and overall safe and pleasant school climate.

The “middle school work groups” are focused and committed to designing and implementing a welcoming, safe and challenging program for Fall 2012. All staff are involved in the research and development of the structures and systems through which students and parents will successfully transition to 6th – 8th grade programs.

Executive Summary Explorer Community School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Explorer Community School Mission | Vision

Every Student Future Ready: Prepared for College Mission Prepared for the Global Workplace Prepared for Personal Success

The vision of Explorer Community School is to create a learning partnership among children, teachers, and parents. Vision

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Although it operates independently, Explorer is part of the larger Dickinson community in many ways. Explorer staff members attend Dickinson staff meetings, join school committees and work teams and work collaboratively with Dickinson grade level teams. Explorer students have the same opportunities for specialists and extra- curricular activities as Dickinson children. They also have lunch and recess with Dickinson students. Explorer and Dickinson have a collaborative partnership that benefits all students and staff.

Explorer’s learning community provides an enriched curriculum that inspires life-long learners. Explorer strives to provide a hands-on, interactive learning experience. This approach ensures a strong foundation in basic skills through inquiry-based and collaborative learning. The curriculum includes a strong commitment to the arts and sciences. Field trips, community service, and outside resources are an integral part of Explorer’s school program.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Susan OMalley, 1st & 2nd Grade Teacher Debra Shaw, 3rd & 4th Grade Teacher David Leviten, 5th & 6th Grade Teacher Maureen Scofield, Teacher Safety Net Valerie Bonnie, Librarian Rachel Harris, Teacher Music Scott Hageman, Teacher PE Debra Wilson, Counselor Karen Barker, Principal

Process used to Develop and Communicate CIP To staff and Community Due to the proximity of our school to Emily Dickinson, and the level of collaboration our schools routinely participate in, our CIP has been developed in conjunction with Dickinson. Teaching staff works both together as an Explorer Team, and also serves on the Instructional Leadership Team of Dickinson. Explorer teachers analyzed data and set goals with their grade-alike peers at Dickinson. MSP, common summative assessments and formative assessments were used to analyze where our students currently perform relative to the power standards. This work was done in large groups meetings and in smaller team meetings over the past four months.

The principal reports to the community during a keynote presentation at Curriculum Night in the fall. Progress toward meeting our CIP goals is communicated to our community through monthly meetings with our parent community, attendance at which is a requirement of our school.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

As our CIP and professional development is in collaboration with Dickinson, our area of focus is also on increasing the differentiation of instruction within Envision math to meet the needs of all learners. Although our data points are different than those of Dickinson, trend data from the 2010 and 2011 MSP indicates that math is our content are of greatest need across the grade levels, as student achievement in math has decreased across the past two years. Teachers have recognized that within the second year of the new curriculum, they need time to collaborate around the strategies and resources available to meet the needs of students that are below, or above, standard.

Executive Summary Horace Mann Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Mann Elementary Mission | Vision

Every Student “Future Ready”: Prepared for College, Prepared for the Global Mission Workplace, Prepared for Personal Success

As a collaborative community, our mission is to provide each student a safe, supportive environment where individual differences are Vision embraced and students develop into citizens of good character and attain their fullest potential.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

The teaching and support staff at Mann are dedicated to the school’s mission. There is little turn-over when compared to other like schools. Almost 25% of the staff has been at Mann for 16 or more years. The consistency in the staff is one of the reasons Mann excels academically. Credit for Mann’s success is also due in part to the excellent parental support and enthusiastic community involvement.

Individuals and the school as a whole have been singled out for honors and distinctions. Several teachers are currently candidates for National Board Certification and two have already received this distinction. Sixteen teachers have completed their master’s degree and 6 have completed their professional certification. Sixth grade teacher, Nancy Pfaff, was recently recognized as a finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). The PAEMST is the highest recognition that a kindergarten through 12th-grade mathematics or science teacher can receive for outstanding teaching in the United States and was enacted by Congress in 1983. Furthermore, Mann received the School of Distinction Award from OSPI in 2007, 2008 and the Washington Achievement Award in Science in 2009 and overall excellence in 2009 and 2010. The teaching staff is known for their professionalism and takes their job seriously, whether it is planning for future goals, instructing students, collaborating together or assessing student learning.

CIP Team Members Process Used to Develop and Please indicateSchool individual Executive title Summary and role Communicate within the school CIP as well as his/her name. Sherry Ernst, Teacher K Meghan Gift, Teacher K Stacey Daniels, Teacher K Trish Trotter, Teacher 1 Joanne Simpson, Teacher 1 Jennifer Driftmier, Teacher 1 JJ Droke, Teacher 2 Sandy Ortloff, Teacher 2 Shannon Leonard, Teacher 2 Melissa Halsell, Teacher 2 Jen Jarta, Teacher 2 Chris Koll, Teacher 3 Sue Hatai, Teacher 3 Louise Carson, Teacher 4 Phoebe Pascoe, Teacher 4 Sara Kessel, Teacher 4 Ian Maver, Teacher 5 Marie Hartford, Teacher 5 Tracy Chester, Teacher 5 David Wobker, Teacher 6 Nancy Pfaff, Teacher 6, Math Lab Jackie Coscarart, Teacher 6 Renee Welch, , Teacher Sp Ed and Safety Net Linda Grosvenor, Teacher Sp Ed and Safety Net Colette Weber, Librarian Karla Beavo, Librarian Jimmy Cho, Teacher Music Dave Billheimer, Teacher PE Melanie Miller, Counselor Megan Spaulding, Principal

Process used to Develop and Communicate CIP To staff and Community Every certificated staff member participated in planning some portion of our CIP. In teams, data was analyzed and goals were set. MSP, common summative assessments and formative assessments were used to analyze where our students currently are as it relates to the given standards. This work was done in large group meetings and in smaller team meetings over the past four months. The data was then used to analyze areas of strengths and areas of need for our students. This was a difficult process which involved questioning our current instructional practices and honestly communicating with one another our areas of success and struggle. Teams of teachers then developed action plans, or steps to be taken to achieve these goals. We regularly meet in these teams to review and update our set goal to discuss and record progress towards the achievement of our objectives.

The progress and evidence of our work on these goals is stored on a OneNote notebook that the entire staff can access. For example, the teams have time set aside for meetings dedicated to the planning and discussion of student achievement, particularly as it relates to our CIP goals. Notes and other planning documents are saved on this notebook.

The principal will communicate vital CIP information through the weekly newsletter and at the PTSA meeting.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Time has been set aside for this collaborative work to be done.

So what will this look like? • Teams identify standards and targets and plan assessments together. • Teachers teach, using formative assessments along the way to guide their instruction. • Teachers gather data from formative assessments and discuss student progress with their team. These discussions and insights impact future instruction and instructional intervention. • Teachers administer summative assessments and gather data to discuss/compare results with their team.

During our meetings we ask ourselves 4 critical questions regarding the learning of our students. They are:

1. What is it we expect them to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

The staff at Mann has also written our CIP perception goal in this area.

Executive Summary Laura Ingalls Wilder

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Laura Ingalls Wilder Elementary School Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student a Powerful Mathemmatician, Effective Vision Writer, Responsible Citizen and Confident Reader

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

As mentioned above, the partnership between Wilder Elementary and the Wilder PTSA is a major piece of our success. PTSA sponsored programs are connected to curriculum and instruction of the district and compliment the work of our classroom teachers. Examples of enrichment programs offered for students are as follow: Wolf Pack Philanthropy Club, Outdoor Education, Art Docent Program, Chess Club, Choi, Drug and Alcohol Awareness, Foreign Language, King County Green Schools Program, Math Adventures, Motor Skills and Wellness, Photography, Science Fair, Classic Books, Theatre and the Bear Creek Watershed Program. There are other enrichment programs in addition to those listed. Enrichment classes begin at 8:00 a.m. in the morning, occur during the school day and continue after school. The strong emphasis on enrichment programs imparts a message to our students that learning happens well beyond the limits of the school day.

We have 26 certificated staff members at Wilder. Of these 15 have obtained Master’s Degrees and 9 others have educational credits beyond their Bachelor’s Degrees. We have one staff member who has earned her National Board Certification and 2 others that are in progress.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name.

Steve Roetcisoender – Principal Karen Cosme – Technology Content Team Leader Greg Simmons – Technology Content Team Leader Ryan Scott – Science Content Team Leader Melora Rouse – Literacy Content Team Leader Melissa Scott – Literacy Content Team Leader Terry Peterman – Math Content Team Leader Process used to Develop and Communicate CIP To staff and Community In November of 2010 staff met to analyze MSP and DIBELs data to determine if we met our proficiency goals for the 2010- 2011 school year and areas of academic concern. Science MSP scored continued to be lower than expected and because of this science instruction (scope and sequence) was made a priority for 2011. Our staff also created SMART goals for reading, writing, math and science.

We then worked to develop our action plan. Staff members were placed in groups to discuss how best to utilize our Wednesday LEAP times to support our attainment of our SMART goals and Science goals. Ideas from small groups were recorded and shared with the large group. The large group then winnowed ideas into one main plan. We agreed to utilize Wednesday LEAP time to support our use and understanding the LWSD system of assessment of student learning, believing that stronger assessment practices would lead to greater student learning. We also agreed our Science Content Team would provide staff development to our 5th grade team on writing about the scientific process, a skill needed for success on the 5th Grade Science MSP.

To communicate our plans to our community we used our new electronic newsletter as well as sharing at a PTSA general meeting.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Our Science Work Team coordinated a half day staff development opportunity for our 4th and 5th grade teams, the topic being what students are expected to know to be proficient on the 5th Grade Science MSP. Our PTSA provided the funding to pay for substitutes and release time for a guest speaker (a Rosa Parks Teacher), identified as an expert in this area.

Our indicators for success in our SMART goals, including Science, as well as our students identified to move from “not proficient” in math as measured by the Spring 2010 MSP to “proficient” as measured by the Spring 2011 MSP, would be the results of the Spring 2011 MSP.

We’re happy to report we were successful in meeting our 2011 SMART goals, including a 38% gain in student proficiency on the Science MSP. We also had a 100% success rate on our students targeted to move to math proficiency.

Executive Summary Norman Rockwell Elementary

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Norman Rockwell Elementary Mission | Vision

We will prepare every student at Norman Rockwell for his or her future. We commit to:  Believe in the potential of every child  Create a learning environment that supports and Mission motivates each student  Provide rigorous, challenging curriculum and instruction  Empower students to become thoughtful, compassionate members of a diverse society

Every student at Rockwell will develop the knowledge, skills, and personal attributes needed to become a Vision successful member of our community and of the world.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

This year we mark our school’s thirtieth birthday, and are proud to look back on our history of student success. Rockwell is fortunate to have many parents involved in our school: supporting students in programs such as the chess club, Art for Kids, salmon in the classroom, and the spring musical. We have a very active PTA that enriches classroom instruction and builds community through programs like Reflections, Math in Action, the Back to School Barbecue, and the Spring Dance.

Rockwell’s population includes families from all over the world, and our students benefit from constant exposure to diverse experiences, world views, and languages around them. Student learn early to develop a global worldview and an appreciation for the many cultures represented in our community. This experience is deepened by outstanding teachers who work every day to provide rigorous, differentiated instruction that helps every child achieve high levels of success. Rockwell’s teachers engage in ongoing professional development and continually demonstrate to our students what it is to be a life-long learner. 28 of our 43 teachers have obtained at least a Master’s Degree, with one teacher having attained her Ph. D.

Rockwell students share school-wide behavior expectations: that everyone will be “Safe, Respectful, and Responsible”. Teachers and staff work to ensure that every child knows what they must do to succeed, and student success is honored through Beagle Pride notes. Students earn recognition and can be honored weekly as “Beagles of the Week” for displaying positive citizenship skills.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Kris Beaver, Kindergarten Teacher Marie Hewitt, Kindergarten Teacher Lisa Lewis, 5th Grade Teacher Chelsey Hall, Kindergarten Teacher Rathan Mahendran, 5th Grade Toni Gibson, 1st Grade Teacher Teacher Tonya Jefferson, 1st Grade Teacher Mary Kay Weinmeister, 5th Grade Amalea Lenderman, 1st Grade Teacher Teacher Sally Kirkman, 6th Grade Teacher Carisa McCracken, 1st Grade Teacher Caroline Sanchez, 6th Grade Teacher Jaimi Sowby, 1st Grade Teacher Rose Ann Walker, 6th Grade Teacher Gena Thome, 1st Grade Teacher Mary Jobst, Special Education Debbie Fisher, 2nd Grade Teacher Teacher Evelle Gentry, 2nd Grade Teacher Carolyn Christ, Special Education Gina Holmen, 2nd Grade Teacher Teacher Megan Porter, 2nd Grade Teacher Diane Davenport, Teacher Librarian Stephanie Borseth, 3rd Grade Teacher Cory Cumming, Music Teacher Suzanne Newport, 3rd Grade Teacher Nancy McKay, Music Teacher Colleen Smith, 3rd Grade Teacher Stacie Strong, PE Teacher Steve Urben, 3rd grade Teacher Don Wong, PE Teacher Nichole Calkins, 4th Grade Teacher Margo Miller, Counselor Michael Corroone, 4th Grade Teacher Kirsten McArdle, Principal Heather Hein, 4th Grade Teacher

Denise Waters, 4th Grade Teacher

Process used to Develop and Communicate CIP To Staff and Community Our entire teaching staff spent an afternoon poring over MSP data as well as other student performance data, seeking trends and identifying need areas. Teachers identified students’ ability to express their math reasoning and problem solving as a need, and collaborated across grade levels to determine exactly which skills were needed to do so successfully as well as how they would be taught. Staff determined baseline success rates as well as targets for achievement. Data will be taken and tracked throughout the year to assess student progress and plan appropriate next steps.

Our school-wide CIP was shared with the School Board as well as the community at the November school board meeting, in a special presentation, and will be communicated to our PTSA and posted on the school website.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

In the 2010-2011 School year, teachers focused on developing growth opportunities in all content areas for students performing above standard. Strategies were created and implemented to help high-achieving students attain even greater levels of success. Teachers used collaborative planning time and Wednesday LEAP hours to work together and share resources to differentiate learning.

Teachers in grade level teams examined the four critical questions: 1. What is it we expect them to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

Question number 4 guided much of the work done last year. Teachers provided targeted instruction to students in different ways across grade levels, including flexible grouping, homogeneous and heterogeneous groups. They compared results and resources across grade level teams as well as vertically with peers.

Grade level teams identified grade level SMART goals across content areas that targeted each group’s particular strengths and needs. Indicators of success included MSP scores, Common District-wide Summative Assessments, and DIBELS scores.

Across grade levels and content areas, Rockwell saw an increase in the percentage of students who achieved Level 4 results on their MSP tests. Teachers and staff also renewed their focus on Writing conventions, after a loss was indicated in conventions on the 2010 MSP scores. This year, teachers will continue to work in collaborative teams to provide enrichment and growth opportunities for our high achieving students, as well as targeted interventions for those students who have not yet achieved proficiency.

Executive Summary Redmond Elementary School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Redmond Elementary Schhool Mission | Vision

To prepare and enable all students through the shared commitment of thhe home, community and Mission school to be lifelong, self-directed learners who are capable of thinking, reasoning, and participating in a global society.

Each student will graduate prepared to lead a Vision rewarding, responsible life as a contributing member of our community and greater society.

Student The knowledge, skills, and attributes that evvery student needs to be Future Ready. Profile

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

What is unique about Redmond Elementary School: Description of Redmond Elementary School Redmond Elementary is one of the original schools in Lake Washington School District and celebrates its 94 year history. Our location in downtown Redmond, has allowed for a strong partnership with the City of Redmond, Redmond Parks Department, the YMCA/Neighborhood School House (NSH), Youth Eastside Services (YES), the inter-faith community, the YWCA Transitional Housing program, and a large number of volunteer mentors from businesses in the community. NSH and YES offices serve our students and parents and are housed at our school. The Spanish speaking NSH coordinator, Angie Ramirez, is a vital member of our staff and works closely with our PTSA. She organizes an extended day program of classes for the students from Redmond and the neighboring City of Redmond schools. She also arranges monthly morning and evening activities for families, parenting classes, and other learning supports. Our full time bilingual YES Family Support Social Worker, Nicole Hollinsworth, provides numerous social services, Spanish translation, and counseling support for students and families. The NSH Advisory Board is comprised of representatives from Redmond businesses, interfaith community, City of Redmond, Redmond Parks and Recreation, private citizens, YMCA, NSH, YES, and Redmond Elementary School PTSA and staff (principal and counselor). It meets monthly to review student enrichment programs, parent education classes, family events, and community partnership programs that are held at our school.

Redmond Elementary School serves an international population that is culturally, ethnically, and economically diverse. With district Quest classes for highly qualified students and Special Education Behavioral Intervention classes, differences among students and their learning abilities and disabilities are respected. Our school celebrates and honors the richness of these differences in an environment of understanding, respect and acceptance for individual differences. The Hawk Essentials (agreements of expected behaviors), the Peace Builder Program (a strong base of respect for learning, others, school and community), and the behavior program for the intermediate grades reinforce this on a daily basis.

With an enrollment of approximately 415 students, 41% of our children are Caucasian and 59% are of other ethnicities. There are over 31different languages that are spoken and many of our students speak a language other than English in their homes even if they have met benchmark on the state WLPT ELL assessments. 36% of our students qualify for the Free and Reduced Lunch Program. The ratio of male and female students is 58%/42% and our average attendance rate is 98% (YTD).

There is a small but strong and dedicated parent group that shares our common goals. Our PTSA is a staunch supporter, and this is evident in their presence in the building, leadership in activities, financial assistance, outreach, and communications to parents and the community through online and written bilingual Spanish newsletters. We enjoy a positive and open partnership. With a high mobility rate, PTSA parents make a concerted effort to welcome the many new families to the school and to help them adapt to their new school, community, and living in the U. S. through personal contacts and meetings.

Redmond Elementary is served by close to 60 staff members. Highly schooled, 66% of the certificated staff possesses graduate degrees. Two teachers are attending courses toward their Administrative Credentials. All staff members continue to expand their knowledge and skills base through graduate programs of study, professional development classes in and outside LWSD in the areas of academic areas, curriculum, strategies, assessment, collaborative community work, technology, and other related fields. The classified staff meet NCLB highly qualified requirements and also attend classes that relate to their duties.

Teachers are highly dedicated to the success of their students and collaborate with colleagues at other schools to gain resources for supplemental materials and activities. Two Quest teachers received grants from the GEAC organization for books and conference fees this fall.

Results of the spring 2011 “9 Characteristics of Highly Effective Schools” survey taken by teachers indicate the need for greater participation and feedback among staff members through professional observations and discussions to improve instructional practices. Four teachers attended the Professional Learning Communities Conference this past summer to total o 8 staff members who are knowledgeable about the tenets of the PLC model. This year our focus is in the area of professional “collaboration” for grade level teams as well as cross grade level teams with the goal of increasing student achievement. We continue to take steps to include all staff in the school learning environment and community.

This fall we began a partnership with the Center for Educational Leadership at the University of Washington on classroom embedded professional development in the area of writing. This comes as a result of the knowledge that we gained at the 90-90-90 Summit that three teachers and principal attended last school year and planning during the past school year. In this model, all teachers are learning about the writing workshop model and acquiring and expanding their skills in writing instruction through collaborative unit planning, classroom demonstrations, observations, discussions, learning new strategies, and expanding their use of resources.

Redmond Elementary has a partnership with the LINKS Program in LWSD. A number of volunteers come to our school through their organization to tutor students and serve as Lunch Buddy mentors.

Other notable facts about Redmond Elementary:

 The Year to Date mobility rate of students who attend Redmond is 4.8%.  The spring 2011 MSP indicated that our school did not make AYP in the area of math for special education and Hispanic students and reading for low income, special education and Hispanic students. As a school that receives Title 1 funds, we must be in compliance with NCLB. Therefore, parents were given the option of Public School Choice to move to other schools in the district. Approximately 20 children moved out of our school, many to join siblings who chose to take School Choice 2 years ago..  14 new students have enrolled after the opening of this school year.  There are a large number of students who are bilingual and trilingual.  There are two district programs at our school: There are 3 full time “Quest” classes that serve gifted students in grades 1- 6. There are 2 full time “Intervention” classes that serve students with behavioral disabilities in grades K-6.  There is large Lunch Buddy Program of 60+ community mentors who meet weekly with their student mentees during the lunch hour for lunch and to tutor, play games and be a special friend to the child. There is a waiting list of students who either need or desire a Lunch Buddy.  The Lunch Buddy coordinator who is one of our IA’s does all of the fundraising to sustain her position through grant writing and networking.

Process Used to Develop and School Executive Summary Communicate CIP CIP Team Members Please indicate individual title and role within the school as well as his/her name. All mA Name: Title or Role: Monica Peters Kindergarten Teacher Karen Jones Kindergarten Teacher Katie DeFazio Kindergarten/Safety Net Teacher Alice Fleck First Grade Teacher Amanda Fletcher First Grade Teacher Annie Mathre First Grade Teacher Marguerite Moskat First/Second Grade Quest Teacher Kristen Broadie Second Grade Teacher Michele Nice Second Grade Teacher Denise Gross Third Grade Teacher Kacie Heitlauf Third Grade Teacher Marti Burton Third/Fourth Grade Quest Teacher Doug Allen Fourth Grade Teacher Megan Goodwin Fourth Grade Teacher Mary Hudspeth Fifth Grade Teacher Teresa Huntley Fifth Grade Teacher Amy Esmay Fifth/Sixth Grade Quest Teacher Diane Huseman Sixth Grade Teacher Jan Wilson Sixth Grade Teacher Cassie Clapham Resource Room Teacher Kim Wiersum Resource Room/Safety Net Teacher Amanda Hall Special Education Teacher Heidi Luby Special Education Teacher Domini Dean ELL Teacher Paula Randolph Safety Net Teacher Gail Young Safety Net Teacher Carol Matheson Librarian Laurie Moody Music Teacher Sarah Findley/Nils Dahlgren PE Teacher Leslie Fields Counselor Elena Savage Parent Lisa Lange Parent Sarah Keimig Parent Joyce Teshima Principal

All staff members contribute to the CIP plan through their study of student data and collaborative work with colleagues in grade level and cross grade level and academic focus area teams. L,

Process used to Develop and Communicate CIP To staff and Community

Process Description:

The CIP for our school reflects the intentional work of all classroom and specialist teachers. Grade level and specialist teacher teams study the assessment results (standardized, report card, formative and summative) of the students that they have taught during the past and the present year to determine their knowledge and skills. Teachers evaluate their own teaching practices and the effectiveness of past programs and instruction to determine what changes must be made to meet the requirement for individual students. Through discussions and planning sessions with ELL, Resource Room and Safety Net teachers who support classroom teachers, students are discussed at the individual level, learning groups established, and schedules made to accommodate the different programs in which students are enrolled.

The process began in September using Query and the spring MSP results, the EOY and BOY Dibels and Head Sprout data, report card, curricular assessments, and other formative assessments and inventories. Although we have successfully met AYP the past two years in the area of Low Income Math, it was disappointing to recognize that based on this past spring MSP results, we did not meet AYP in 5 of the 59 cells. They are: Math: Special education and ELL; Reading: Special Education, Hispanic, and Low Income) While maintaining a focus in improving our math scores, it is also equally important to concentrate on the area of reading. We continued to study individual student scores, past practices and focus areas. Teachers evaluated the results from their prior year classes, listed the students who did not make standard, discussed each student and explained the past year’s programs in their classes with the receiving teachers and supporting teachers. Discussion and sharing sessions across grade levels for information sharing and within grade levels to plan for this coming year continue through the fall. Safety Net, Special Education, and specialists also play a major role in disseminating data and designing pull out and push in models of support. Extending instruction for those students needing further challenges and differentiation of instruction is equally as important as remediation services in the planning process. The Quest program teachers meet with grade level peers to share ideas, strategies, and resources that they use. They also meet as a Quest Program Grades 1-6 to discuss students and curriculum across grade levels. Safety Net support services provide before school math classes for grades 4-6 as well as in class and pull out programs for Level 1 and 2 students in both Reading and Math in grades K-6. The full day Special Education Intervention students are taught using the same curriculum as general education students and teachers partner with their general education colleagues to ensure consistency of program.

Through the fall, grade levels continue to adjust groupings and curriculum to meet the needs of new and former students. Levels of performance and needs are determined by assessing every new student to the school by classroom, ELL, and Safety Net teachers. As a Title I school, Dibels is administered in Grades K-3 three times a year: fall, winter, spring. Using Dibels, progress is monitored for K-6 Level 1 students every 2 weeks and Level 2 students every 4 weeks. Our CAST (Collaborative Academic Support Team) meeting will be held at the end of January. Every child in the school will be presented by their classroom teacher to a panel of Safety Net, Special Ed, Counselor, and ELL teacher to determine his/her academic and personal progress and needs. Notes are taken and “champions” assigned to make sure that the action plans as a result of our discussions are completed.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Math continued to be our area of focus, with attention also given to reading, writing, science and social studies in some grades more than others as a result of student performance data. There were several ways in which Safety Net support was provided for Level 1 and 2 students. In grades K-1 the majority of support was in the area of reading and teaching small groups of students in a flexible grouping model that was reevaluated and regrouped through the year based on student progress. They also provided double dose instruction for the most needy. In grades 2 and 3, the majority of support was provided in the area of math. At the end of the first 30 minutes of the math period, the Safety Net teachers joined the classroom teachers and students were divided into small groups to provide more individual instruction. The grades 4-6 early morning Math classes were planned to fill gaps in student knowledge base as well as to pre-teach and reteach classroom instruction. During the day, Safety Net teachers served students in a push in model during the math period.

There were the most notable gains at the levels where support was provided in the classroom after the group lesson with a cadre of teachers working with small groups. Ability grouping of students did not result in any noticeable gains. Instruction service models, assessment and trend data were analyzed and adjusted throughout the year to measure individual student progress. The early math class attendance was inconsistent, and it was difficult at times to get parent support for their child’s attendance.

A session in math computation strategies with home activity packets for both parents and students was well attended as well as late spring Safety Net parent conferences to review the progress of children. This bridging of home and school reflects positively on the attendance and attitude of students.

Overall school performance is above that of the state in the majority of categories. Trend data shows that in reading, there was a gain of 6.5-12.2% in grades 4 and 5 over the previous year. Grade 3 remained stable, and there was a slight decrease in grade 6. In the area of math, a gain of 14% was demonstrated in 6th grade with slight decreases in grades 3 and 5 and no changes in grade 4. (The WHY’s of this continue to be researched.) In the area of math, a gain of 14% was made in 6th grade with slight decreases in grades 3 and 5 and stability in grade 4. Writing scores moved 20% and science increased by 17.5%.

An area of concern was the number of 4th grade students who were predicted to gain but that did not. This year, the Safety Net teacher for these grades is working closely with classroom teachers and providing similar direct instruction to qualifying students in a small group.

Dibels data for grades K-3 reflected growth of students at benchmark ranging from 1% (in a classroom with large numbers of Safety Net and IEP students) to 42% at all grade levels between the BOY and EOY assessments.

Based on last year’s results, this year’s focus continues to be in the area of math with the addition of reading and writing. Our CEL partnership with the UW will play a major role in staff development and affect the teaching of writing in classrooms K-6.

To demonstrate student progress in all subject areas with a major focus in Math, targeting those who are at Levels 1, 2 and low 3 on the MSP and on curricular, district, and formative assessments. The attention will be on instilling basic knowledge in K-2 students and filling the holes in students’ knowledge in 2nd through the intermediate grades. Safety Net and Special Education teachers will work closely with classroom teachers in forming and teaching of groups. There will also be an emphasis to provide differentiation for those higher Level 3 and 4 students for their continued growth and challenge. The lack of progress in grade 4 MSP was both puzzling and disturbing and this year we are tracking students in 4-6 more clearly and using the IXL program for a portion of each before school math class as it provides personalized lessons for each student that teachers can track.

In grades K-3, projections were made based on the BOY Dibels results of numbers of students at benchmark in the final EOY Dibels results.

Resources needed to achieve this year’s focus: *Scheduling and personnel changes; 4th grade Early Math at 8:00 AM (school start is 9:00) four days a week 4th grade Level 1, 2 and low 3 students based on Spring WASL and other data. Taught by Safety Net teachers. Safety Net and Resource Room teachers are in classrooms and also teach small groups during math blocks in grades 3-6. *Additional two teachers to teach in morning math program. * IXL Math program *Math Facts in A Minute: Parent volunteer led *Resources for professional development in the area of math; *Promote opportunities for teachers to learn, plan and work together; Include IA’s in this process. Sharing of ideas with staff member at another school who has had success in his ability to teach so students succeed. *Transportation to school for early morning math class. *Opportunities for teacher classroom visitations to other schools with students of similar demographics and difficulties/challenges. *Continued support, ideas and collaboration with our DSS, administrative and teaching colleagues, and other staff development and resource personnel.

The indicators of success for this year’s significant area of focus are… *Individual progress of students from fall through the year will be reflected in MSP, other student assessments, awareness, self-evaluation of learning, increased motivation for learning as a result of success and achievements. *Progress of students as reflected in cohort scores in curricular, formative, and standardized assessments, report cards. * Increased principal and teacher knowledge resulting in increased instructional strategies in the area of math, writing and reading, a sense of success for teachers in their teaching and evidence of student gains--academically and personally. *Increased level of expectations, positive recognition for academic rigor and overall success in the school.

Executive Summary Redmond Junior High

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Redmond Junior High Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Through school-wide collective commitments in a rigorous learning environment, Redmond Junior High students are prepared for the challenges and rewarrds Vision of high school, future educational opportunities, the global workplace, and personal life.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

We strive to increase student achievement through our work as a professional learning community. We had a team attend the Professional Learning Community Institute this summer, and we have incorporated the best practices common to successful learning communities. For example we have spent time identifying the essential content for each course to ensure a guaranteed and viable curriculum, and teachers are collaborating to create common assessments so that they can better analyze student performance and make necessary instructional adjustments. We also have divided staff into learning teams in the following areas: school culture, instructional strategies for teaching in extended time periods, RTI, grading/assessment, and differentiation. Each team has goals that they are expected to achieve by producing documents, leading professional development, or creating plans for implementation of ideas.

We are incorporating more systematic interventions when students struggle. For example, we have refined our process for how teachers refer students to counselors for continued academic issues. Additionally, we are in the third year of our HOWL program (Homework Lunch). Last year students completed around 2,500 assignments during HOWL. This year we began earlier, refined our procedures, and students have already completed 900 assignments.

We have implemented programs and activities to help all our students feel involved and make personal connections. For the second year in a row, we sent students to the La Chispa workshop, designed to help develop student leadership for Hispanic students. We are adding a 7th grade leadership class second semester in order to prepare leaders for our reconfiguration process. We will continue to do lessons in our homeroom classes around anti-bullying and other important topics. This year, we are trying to incorporate more students in our popular spirit assemblies so that they there is not only more involvement but an element of recognition beyond our athletic programs.

Process Used to Develop and School Executive Summary Communicate CIP CIP Team Members Please indicate individual title and role within the school as well as his/her name. Department heads facilitated the development of the CIP goals in their departments. This year our department heads are:  Arny Leslie: Science  Chris Fleharty: Math  Darin Detwiler: Social Studies  Scott Nelson: Fitness  Don Furness: Music  Sara Hall: Electives  Mandi Jussell: Language Arts  Mary Chandler: Special Education  Genie Hagar: Counseling

Process used to Develop and Communicate CIP To staff and Community Our CIP process began in August when our building leadership team met to discuss LEAP plans for the year and overall school schools. We spent time discussing the connection between District, school and teacher goals: teacher goals should support school goals, school goals support the District. The principal led a CIP review lesson for the whole staff during a LEAP afternoon, department heads facilitated the goal setting process in individual department meetings. Departments had access to MSP data and other reports to show growth over time. During August LEAP we also presented the whole staff with information about our Nine Characteristics Survey results in the form of PowerPoint slides that were titled “Good News” and “Things to Consider”, which were the items that we thought we needed to improve in. Staff members have access to hardcopies of the whole survey, which are kept in the staff lounge. All staff members will get copies of all department goals, and we do informal updates during Wednesday LEAP days where departments share progress made with the whole staff. The principal attends all PTSA general membership meetings, where I deliver a principal’s message. This is where I give updates about the “big work” that is in progress at the time. Additionally, I have a monthly newsletter, “Principal’s Corner” which is published on the PTSA website where I share information and updates.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Our work in the reconfiguration process is another focus area. It is very exciting to be able to reinvent ourselves. We have developed our schedule, and we are gaining an additional 20 minutes per week of instructional time per class with this new schedule. This is in addition to providing our daily PACE time (practice, activity, choice and enrichment) where students will be receiving interventions, attending assemblies, reading or learning about the “soft skills” necessary to be a successful student. It will depend on the day of the week what activity they do.

Executive Summary Redmond High School

2011 - 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Redmond High School Mission | Vision

The mission of Redmond High School is to provide an appropriately challenging academic experience for each individual; a school environment which values the contributionns and aptitudes of each individual; and a system of advocacy and instruction which connects Mission each individual to the greater community and the opportunities waiting there.

Vision All Students Future Ready

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

Our school’s demographic has changed significantly from the school’s earliest days; the first major change occurring as Microsoft placed its operations in our community and RHS began to see children who come from all over the world. A second major shift occurred approximately seven years ago as we began to see more and more ethnic and socio-economic diversity, with a large influx of students whose home language is Spanish.

The areas of focus for school improvement for Redmond High School continue to be the maintenance of a healthy school climate through increased teacher collaboration and refined communication systems between the school and our parents; access to college preparatory curriculum for all of our students in addition to increased attention on better attendance, better post-secondary planning and more academic support for students who are struggling. Our scores on standardized test measures have remained fairly constant from year to year. A better measure of our success in these areas of focus is the creation of structures and processes and students’ anecdotal responses to these initiatives.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Lloyd Higgins, Associate Principal Rebekah Westra, Associate Principal Gregg McDonald, Social Studies Department Chair Bob Currie, Science Department Chair David Peabody and Suzette Fabian, Math Department Chairs Katie Badger, English Department Chair Sheila Friedman, World Language Department Chair Andy Robertson, Visual and Performing Arts Department Chair Ellen Zambrowsky-Huls and Jennifer Martinson, Counseling Department Chairs Grace Brady, CTE Department Chair and Graduation Portfolio Coordinator Howard Mawhinney, Special Education Department Chair Julie Barashkoff, Health/PE Department Chair Process used to Develop and Communicate CIP To staff and Community  Department Chairs have worked with their departments to develop SMART goals focused on student achievement and on collaborative processes for their collaborative teams.  Each collaborative team has been keeping a team log and posting minutes of their meetings to the school portal.  Teams will be asked to share out with the rest of the staff their successes and struggles to date periodically throughout the school year.  Departments are working to develop a focus for improvement based on the information given us by surveying staff on the Nine Characteristics.

The areas of focus on the CIP will be shared with PTSA, with the Redmond High School Council, and will be communicated in summary form in several publications accessible to the school community.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

During 2008-09, several teacher teams embarked on true collaboration, using student work as evidence to guide their instruction. We continued to build trust among staff by overt and consistent use of our Decision Making Model. We drafted vision and mission statements and participated in the Northwest Association of Schools and Colleges accreditation process. We started a student group called Latino Leadership. Students involved in this group researched college application processes and scholarship opportunities and visited several college campuses on field trips. We changed our attendance policy and made persistent response to truancy and tardiness a priority. We consistently used data to make placement decisions. We employed the National Honor Society as well as adult volunteers in formalized tutoring sessions. We began conversations as a Learning Community with regard to early intervention Math support and SPED services. We refined and streamlined Guidance Team referrals and processes and stayed in compliance for the majority of the year. Administrators participated in walk-throughs and some norming of observations. We improved communication by use of Webgrader not only to document grades but as a vehicle for communicating to parents assignments that would come due. As a staff, we agreed upon a definition for “timely and regular” updates to Webgrader.

In 2009-10, we expanded our work with both Latino Leadership and the Black Student Union to send officers of those clubs to Leadership camp and to enroll them in Leadership class, thus providing opportunities for formal leadership and visibility within the school as a whole. We continued Learning Community conversations, especially with regard to math and SPED.

Our work continued into 10-11 as we again focused on making collaborative teaming a universal in our building. We consciously linked our PGE goal-setting and team-meeting structure with our collaborative teaming, and made the analysis of student work and team goal-setting around student classroom performance the norm. We attempted to expand upon the tutorial structure to make intervention a required aspect of a student’s schooling, but we were hindered by a difficulty finding quality volunteers and/or school staff to provide this academic support on a regular basis. We invited staff who wished to do so to observe in colleagues’ classrooms. We conducted these peer observations without a protocol by design, and we were gratified by the positive response by both observers and those observed.

In 2011-12, we will continue our work on PLC’s/collaboration. Rebekah Westra and Jane Todd attended a two day conference on Response to Intervention and we will weave what we learned at that conference into the planning we are doing this year on Reconfiguration. We will continue our work on increased opportunities, both academic and co-curricular, for all students, with a particular focus on those traditionally underserved. We will also continue our work to refine GT referral processes, particularly with regard to those students who are currently being served on an IEP or a 504 Plan but who are demonstrating a need for increased services. We will continue to make the hiring of quality SPED staff and the development of curriculum and methodologies to support SPED students priorities. Later in the year, when we know what program will be adopted to replace Communicator, we will be working with staff on agreements regarding expectations for posting information for parents and students.

The bulk of our time and energy this year will be devoted to Reconfiguration planning. The staff and students at RHS have embraced this shift to four year high schools as an opportunity to take a look in the mirror and address current areas in need of improvement at the same time as we plan to welcome 9th graders. Three ad hoc committees, one each on Post-Secondary Advising, Transition, and Career Pathways, have been working to develop five year plans that will be presented to staff for a vote in January. To date, we have met with the current 8th and 9th grade students at EJHS in a “town meeting” like format and with both our junior high feeder schools’ PTSA’s. We will schedule a similar student meeting at RJHS early in 2012. In January, we will host meetings with parents of incoming students to give them an opportunity to hear information regarding course selection for next year as well as to ask questions of school administration. ASB students are involved in helping staff plan transition activities and to develop a peer mentoring program.

We have done a considerable amount of research in these three areas, using the internet as a source, but also reading articles from professional journals and interviewing colleagues in other districts. Fourteen RHS staff will participate in the Problem-Based Training provided by IMSA (Illinois Math and Science Academy) in February.

Success in this area will be determined by a smooth opening and first few months, as measured by anecdotal information from students, staff and parents via survey and interview data. In addition, success will be measured by specific and tangible differences in the delivery system for post-secondary planning, in the transition program for incoming students, and in the way in which students are engaged in solving real- world problems in a setting where they have access to experts in the field.

Executive Summary Rosa Parks Elementary

2011 ‐ 2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Vaalue Challenge Guiding Connection Principles •Interconnected •Student Ownership •Challenging & Learning & Engagement Meaningful Experiences •Equity & Cultural Curriculum •Personalization & Responsiveness •High Expectations & Individual Attention Quality Instruction

Rosa Parks Elementary Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our society.

Vision Academic Rigor-The Arts-Laughter & Joy

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Value Challenge Guiding Connection Principles •Interconnected •Student Ownership •Challenging & Learning & Engagement Meaningful Experiences •Equity & Cultural Curriculum •Personalization & Responsiveness •High Expectations & Individual Attention Quality Instruction

School Executive Summary School Description

We began the 2011-2012 year with 768 students, a 13 percent increase from the previous year. Over the previous five year history Rosa Parks averaged 9 percent growth. Grades K-3 hold 68 percent of the enrollment. This year another portable was added to the site for a total of 10 . As of this writing the foot print will allow one more. Unfortunately the parking lot’s capacity is twelve spaces short for existing staff.

Our student population is ethnically diverse, a true gift to us with students from over forty different countries. We have a large East Indian population and a significant number of students whose heritage lies in the Asian countries. Our students’ MSP scores remain strong with the highest 5th grade science scores in LWSD. We expect student achievement, as measured by both quantitative and qualitative measures, to continue to rise.

The Laird Foundation provided a grant to fund four staff days with the Lincoln Center Institute. Teachers voluntarily spent the last week of June developing their skills of imagination, creativity and innovation. By the end of the week each team had a series of lessons prepared for fall.

The Rosa Parks staff is outstanding. Six staff members have earned their National Board Certification. Many teachers serve the district as “demonstration classrooms.” This year teachers and specialists have formed collaborative teams. Monthly they review student data, share ideas and formulate future lessons. Weekly individual instructors, team teach with the drama coach. The activities are directly related to skills and concepts being taught in the classroom.

Our community is highly supportive of Rosa Park students. Activities offered by PTSA include: foreign language, chess club, keyboarding instruction, art classes and math competitions. The organization also donates directly to the school to fund materials, equipment, program development and enrichment. Many parent volunteers grace our classrooms each day supporting the learning of children and the work of the teachers. Importantly, the PTSA leadership serves as strong advocates for our school and our community assuring that communication flows frequently and consistently from home to school. Our school hosts the Diwali Festival of Lights each year, a huge celebration for our East Indian community. We are home to the Redmond Boys and Girls Club and Life At The Ridge Church while also serving as the primary sponsor for the Guatemala Friendship School.

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Name Title/Role Tina Livingston Principal Nyla Nordvik Teacher Bethany Obieglo Teacher Jim Anderson Teacher Tricia Van Aken Teacher Lee Ann Jackson Teacher Sue Myers Specialist Robyn Brown PTSA Alison Schold Classified

In August, the staff selected a LEAP planning committee which developed a year long schedule. Inherent in the schedule was a significant amount of time each month for grade level teams to work collaboratively. Some of these days included work specific to the areas of the CIP while others were devoted to specific team initiatives.

The initial days of the year focused on providing staff information specific to curricular updates, learning the new math program, Common District Assessments, Pacing Guides and preparing to launch MAS. The staff also created transition plans for the reconfiguration beginning in 2012.

Scores from MSP were reviewed and analyzed. Teachers set SMART goals based on the data. Teams completed an action plan and reported progress mid year. Working together the teachers and principal adjusted the action plan to continuously meet the needs of students. I Communication of the CIP, LEAP day activities and MSP data occurred through out the year. Venues included PTSA Board Meetings, PUMA Press, and Curriculum Nights. Electronically parents received updates regularly.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Based on results from 2009-2010 school year, the main area of emphasis for 2010- 2011 was sixth grade students scoring at or above standard on the 2011 MSP. Each grade level 3-6 set specific reading improvement goals based on previous MSP results, current student data and specified progress checks.

Using data collected from the 9 Characteristics of Effective Schools Survey focus was placed on increasing student learning through cross grade level teams and increasing teacher performance feedback from colleagues and the principal.

In reflection 96% of sixth graders, met or exceeding standard in reading. Exciting was within the data, for the last three years about 30% were at Level 4. This last year 58% were in the top category. The flip side, as fifth graders, these groups had and average of 81% at Level 4.

MSP Results and Goals In Percentages: Goal 2011 Goal 2011 Results 2012 Goal 3rd Reading 90 92 92 Math 80 87 88 4th Reading 95 94 90 Math 97 87 90 Writing 85 81 89 5th Reading 89 94 93 Math 90 95 94 Science 80 98 6th Reading 97 96 75 Level 3 to 4 Math 95 92 97

Level 4 Percentages

Grade/Subject 2007 2008 2009 2010 2011 3rd Reading 57 59 69 63 66 Math 51 42 58 45 59 4th Reading 58 53 62 44 52 Math 64 54 58 52 62 Writing 35 41 44 44 42 5th Reading 53 75 68 83 80 Math 50 75 71 63 69 Science 11 37 47 49 85 6th Reading 50 23 37 32 58 Math 34 33 45 38 51

Level 4 Percentages Reading

Grade/Subject 2007 2008 2009 2010 2011 3rd Reading 57 59 69 63 66 4th Reading 58 53 62 44 52 5th Reading 53 75 68 83 80 6th Reading 50 23 37 32 58

Level 4 Percentages in Math

Grade/Subject 2007 2008 2009 2010 2011 3rd Math 51 42 58 45 59 4th Math 64 54 58 52 62 5th Math 50 75 71 63 69 6th Math 34 33 45 38 51

Trends noted:

5th grade consistently increases Level 4 percentages in all subject areas from previous measures given to same students. (Diagonal data)

Percentages have increased over time for: third grade, fifth and sixth. They are volatile however and don’t have a predictable pattern.

Looking at 2011, in all but writing, over half the grade level scores in the Level 4 range on subjects tested.

9 Characteristics of Effective School goals were to increase cross grade level sharing and increasing teacher performance feedback from colleagues and the principal. Based on 2011 survey data, only feedback from the principal increased.

Focus 2011-2012

Oct 2011, Grade level teams selected SMART goals based on current student data. Monthly they will evaluate classroom based assessments, district assessments, and student work together. After completing a reflection sheet the team will meet with the principal and/or vice principal to review results. The document is designed to identify all students, by name, at Level 1,2,4; the instructional plan for addressing issues related to below/above standard, progress monitoring calendar and resources needed.

A main area of emphasis for K-4 is writing. Rosa Parks has not increased the percentage of students meeting standard over the last two years.

A challenge for Rosa Parks is assuring that Level 4 students are being taught at their correct level of difficulty.

After reviewing 9 Characteristics 2011 Survey Data, the staff selected two areas to focus on this year. Using assessment results to determine professional learning activities and working together to plan when/how standards will be taught.

Executive Summary

A.G. BELL ELEMENTARRY 2010 ‐ 2011

LAKE WASHINGTON SCHOOL DISTRICT

Each student will graduate prepared to lead a rewarding, Mission responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge Guiding •Interconnected •Student Ownershiip •Challenging & Principles Learning Experiences & Engagement Meaningful •Personalization & •Equity & Cultural Curriculum Individual Attention Responsiveness •High Expectations & Quality Instruction

A. G. Bell Executive Summary Mission/Vision

A.G. Bell exists to inspire and empower learners through Mission community, collaboration, and a commitment to our diverse population.

Vision Every Student Future Ready.

Student The knowledge, skills, and attributes that every Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

A. G. Bell Executive Summary School Description

Description of our School

A.G. Bell is a school with an enrollment of 396 students in grades K‐6. Our preschool program enrolls approximately 50 students, including Head Start and Ready Start, along with other LWSD 3‐ and 4‐year olds. Nearly 30% of elementary students and 90% of our preschool population lives within poverty as defined by free/reduced lunch income criteria. Our minority enrollment is approximately 35% and includes students who speak over 25 different languages. We provide ELL services to over 65 K‐6 students, including students who live within the A.G. Bell, Lakeview, and Peter Kirk Elementary attendance areas. A significant number of our English Language Learners are enrolled in the kindergarten through third grades, challenging our ability to effectively group students for reading instruction in our primary literacy block. Student mobility varies by grade level cohort, and has run as high as 58%, as measured by the percentage of students who start at A.G. Bell in first grade and are still enrolled at the end of 6th grade. The percentage of students who receive special academic support (Safety Net, ELL, Special Education) remains among the highest of all elementary schools in our school district.

A.G. Bell staff members are diverse in experience and background, highly skilled, and able to work effectively with students who come from a variety of backgrounds. Staff members remain committed to staying assigned to our school, and realize that their abilities and dedication are making positive differences in the social, emotional and academic lives of our students. Teachers work together to ensure the academic and personal achievement of all students by collaborating, reviewing data and looking at student work on a consistent basis. The entire staff at A.G. Bell Elementary is dedicated and committed to our students and their education, as well as to maintaining a safe, caring and educationally driven school.

At A.G. Bell our primary academic goal continues to be to assure that all students are reading at standard by the end of second grade. In an effort to achieve this goal, we continue to allocate a large portion of our school’s resources to the primary grades. We have a trained cadre of instructional assistants who work collaboratively with the classroom teachers within the literacy block. As a school, we provide preferential scheduling to the primary teachers so that they have large blocks of time for language instruction. Support staff (Title I, District Remediation, and ELL) work in the primary classrooms during this language block. These focused efforts have yielded strong achievement for the students in these grade levels, and we continue to adjust our programs as student assessment data provides us with current information.

In addition to the MSP and classroom reading assessments, students at Bell are given a formal reading assessment (DIBELS and QRI) three times every year. Following these assessments, teachers meet to discuss results and develop plans for students who are not yet at standard. Every student who is not at standard receives strategic instruction in his or her area of need. Using our Safety Net and Better Schools teachers, many of our students receive one or two additional doses of reading instruction every day. These programs are provided by trained instructional assistants and certificated teachers. We have an intensive before‐ school program serving over twenty‐five students in need of remedial reading and language support. Our Summer Literacy Camp also provides an additional four weeks of reading support during the months of July and August.

Our school‐wide math goal, established three years ago, is to develop a math culture at A.G. Bell. Specifically we desire to grow students into confident and competent mathematical thinkers. We have augmented our efforts this year through several grants from the Lake Washington Schools Foundation and by partnering with a nonprofit organization ‐ Explorations in Math.

Currently we have three after‐school math clubs, Math Olympiad, and math safety net opportunities addressing the needs of students across the continuum of math proficiency. We also have a family math night scheduled in March, to help us bridge the math, school and family divide. At the classroom level, we have begun a staff development focus on differentiating math instruction for all students. We are pleased with our progress in math and look forward to furthering our efforts in the years to come.

Our math perception goal focuses on teacher willingness and ability to use assessment to plan for and deliver differentiated instruction to our students. This goal aligns with our efforts to implement our second year math curriculum ‐ enVision Math. Specifically, this goal allows us to assess how we are utilizing the “quick checks” and topic assessments to provide differentiated instruction to individual and small groups of students.

Within the past three years, PTSA presence at A.G. Bell has grown tremendously. This growth has been marked both in sophistication of fund‐raising and support structures within our PTSA. As a result, we have begun a myriad of extra‐ curricular activities and clubs for students before and after school. These clubs include math clubs and camps, chess, science, drama, language and a before‐ school sports club. There are growing pains as we look for spaces to house clubs without interrupting teacher planning or other school activities. Given that we have over 100 students involved in these clubs and activities, we see these growing pains as a positive development.

We continue to reach out to our diverse parent community. We have continued our weekly electronic newsletter from the school, regularly updating our school website and facilitating a variety of parent education and family fun nights. We have also bolstered our efforts to translate important documents into a variety of languages representative of our school demographics. In addition, we have several teacher generated blogs, specific to classrooms, our ELL program and our library that are increasing our ability to communicate with our local community along with interested parties around the world.

Current research shows a strong correlation between the presence of positive male role models at school and student success. By implementing the Watch Dog program at AG Bell, we are increasing the presence of fathers on our campus. We currently have at least two fathers on campus every week, volunteering in classrooms, helping on the playground and being visible throughout the day. We believe this positive presence at Bell is making a difference in our school culture and in the lives of individual students.

With the goal of reducing student discipline issues, creating well‐rounded citizens and maintaining a positive school culture, we have developed and continue to expand upon our second year student recognition program – “Living the Bulldog Way.” Each month we have focused on a different character trait (e.g. respect, acceptance, capable, etc.) at an assembly and freely distribute “I Got Caught” slips to students whose choices align with “the Bulldog Way.” Through the implementation of this program we hope to continue the reduction of student discipline referrals by 25%.

Every Spring we take the 9 Characteristics of Effective Schools survey to measure staff perceptions in a variety of key areas. Based on the Spring 2011 survey results, we plan to focus on utilizing our building decision making process to gain input and ownership into building‐wide decisions. In addition we want to increase the feeling among staff of being able to share their opinions and ideas with each other. Specifically:

 On the portion of the survey stating, “School administrators consider various viewpoints when making decisions,” we want to increase the percentage of “Agree Mostly” and “Agree Completely” from 76% to 90%.

 On the portion of the survey stating, “The staff feels free to express their ideas and opinions with one another,” we want to increase the percentage of “Agree Mostly” and “Agree Completely” from 80% to 90%.

A. G. Bell Executive Summary Process Used to Develop and Communicate CIP

CIP Team Members Name: Title or Role: Judy Higgins 6th Grade Teacher April Holder 4th Grade Teacher Monica Adair 3rd Grade Teacher Deborah Kassel‐Day 2nd Grade Teacher Kathy Hovis 1st Grade Teacher Barbara Butler Kindergarten Teacher Kelli Perry Better Schools Teacher Julie Hembree School Librarian Craig Madsen School Principal Process used to Develop and Communicate CIP To staff and Community

The Continuous Improvement Plan for A.G. Bell was developed through a collaborative process involving our Building Leadership Team well as the classroom teachers, special services staff, and specialists. The process we developed allowed teachers to gain a clear understanding of their students’ strengths and challenges by meeting with previous teachers, and reviewing various indicators including previous report cards, classroom and district level assessments, DIBELS and MSP scores. Grade level teams used this information to develop goals that include expectations for student performance and specific strategies to be implemented.

Specific focus was given to mathematics, and developing strategies to meet the needs of level 1 and level 4 students. Teams are now working to create and/or implement common assessments in each content area that will indicate whether or not goals for student performance have been met, along with providing valuable information on the success of our plans. Both the completed plan and the process used to develop the plan will be shared with our parent community in a series of PTSA meetings and through our “Coffee with Craig” parent information sessions.

A..G. BELL CIP PROCESS 2010/11 FINAL APPROVAL AND CIP COMPLETION Grade level goals/action plans are submitted to leadership team for implementation into CIP plan.

GRADE LEVEL APPLICATION Grade levels write grade level goals and action plans that alignn with building goals in each content area.

PRESENTATION TO STAFF Leadership team presents possible CIP goals with rationale to staff. Certified staff approval is sought usingn decision making model.

LEADERSHIP/CIP TEAM INPUT DECISION MAKING Leadership team members will format information and presennt potential building goals for each content area. Final decisions/recommendations will be completed at this time.

GRADE LEVEL INPUT Grade levels meet to discuss reading, writing, science and math to determine possible areas of focus.  Review last year’s CIP (discuss successes, work in progress and challenges)  Current Student Population (this year’s successes and challenges)  Assessment Data from Last Year (programmatic successes and Challengees/needs)

A. G. Bell Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Reflections on last year’s focus results: A.G. Bell Elementary School’s areas of focus in 2010/11 were :  Development of a positive student culture through the recognition of positive community values, student leadership, involvement and service to our school and community  Develop our math friendly school environment  Implement classroom differentiation strategies in the area of mathematics  Develop classroom and library based strategies to positively engage boys in reading

Based on last year’s results, this year’s focus is to. . .  Raise student awareness and excitement about math in the real word through the development of a Math Focus Week – “Math is Everywhere!”  Continues a school‐wide weekly math challenge program involving parent volunteers, leveled challenge problems and recognition of accomplishment for participants.  continues remedial summer Math Club similar to our Summer Literacy Camp

Progress Towards Implementing Classroom Math Differentiation Strategies  We surveyed staff, identified specific need areas and conducted staff development specific to math differentiation during three LEAP days.

 Continue opportunities for teachers to engage in cross grade level conversations in order to share differentiation strategies with their colleagues.

Based on last year’s results, this year’s focus is: We hope to continue with the ideas from last year’s grant by adding books for lower level boy readers. We are continuing to try to engage boys by having boy friendly displays and book‐talking both in class and on the library blog. We are also hoping to add several boy‐friendly genres and styles to our collection of take‐ home literacy kits – Backpack Buddies.

Additional Area of Focus: Professional Learning Communities We will develop strategies for implementing Professional Learning Communities in our work at Bell so that all teachers will share a common understanding and practical strategies related to the Four Critical Questions:

1. What is it we want them to learn? 2. How will we know if they learn it? 3. What do we do if they don’t learn it? 4. What will we do when they already know it?

Resources needed to achieve this year’s focus areas:  We will continue to need focused professional development around differentiation – continue with the second year implementation of our new math curriculum and corresponding assessments. We need to continue to use LEAP days to provide this support and use each other’s strengths in this area to teach and learn from each other.  Training on PLC work and funds to insure that we have a cadre of teachers trained at the PLC conference in Seattle last summer.  In order to achieve our building and learning community goal in mathematics, we will continue to need release time for teachers to attend K‐6 LWLC meetings and use LEAP time to bring back essential messages and strategies to the rest of the staff.

The indicators of success for this year’s significant area of focus are…  Positive student culture goal will be measured by a 25% decrease in the number of office discipline referrals as compared to the 2010/11 school year.  Continued academic achievement and growth will be an indicator of success, as well as increased confidence and the ability to differentiate instruction in mathematics.  We have a common understanding of the Four Critical Questions and strategies in place for integrating the work of PLCs into our work at Bell.  Application of essential mathematical concepts and attitudes towards math will be an indicator that our work with the LWLC K‐6 Math concept progression has been successful.

Executive Summary Ben Franklin Elementary

2010-2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Ben Franklin Elementary Mission | Vision

All students will be equipped with the skills to become Mission life-long learners.

Franklin educators, familiies, and community collaborate to provide a nurturing environment that Vision inspires students to reach rigorous yet attainable social and academic goals.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Enrollment October 2010 Student Count 499 Gender (October 2010) Male 56.0% Female 44.0% Ethnicity (October 2009) American Indian/Alaskan Native 0.4% Asian 24.6% Black 0.4% Hispanic 3.8% White 64.6% Special Programs Free or Reduced-Price Meals (May 2009) 8.02% Special Education (May 2009) 7.69% Transitional Bilingual (May 2009) 4.14% Migrant (May 2009) 0.0%

Staff Education Achievement : Number of Teachers Bachelor’s Degree 3 Bachelor’s Degree + 45 credits 2 Bachelor’s Degree + 90 credits 6 Bachelor’s Degree + 135 credits 1 Master’s Degree 4 Master’s Degree +45 credits 11 National Board Certified Teachers 8 National Board Certified Teachers- In progress 4 % of classes that by teacher meeting NCLB Highly Qualified 100% definition

Franklin Elementary School is an outstanding school that continues to focus on student success. It is a high achieving school in which students perform at or above both district and state averages in a majority of the areas on the Measurement of Student Progress (MSP). In addition to high success, students want to come to school; for Franklin’s attendance rate remains 95%.

Students are not only offered academic education, but students have the opportunity to participate in a variety of extra-curricular activities offered by staff and the PTSA. These activities include, but are not limited to, a unicycle club, math club, foreign language club, chess club, running club, intramural sports, science enrichments, art, martial arts, choir, Lego Club, Student Leadership, Green Team, drama, and band. Continued at Franklin this year is an optional Math Challenge for students to work on monthly math problems at differentiated levels. Franklin offers several after school intervention programs which include: Math Magicians for intermediate students, Reading Wizards for primary students and Math Club for primary students needing math intervention. The students participating in these activities learn new skills and talents in addition to earning awards and achievements. For instance, the Franklin Math Competition Club won a math invitational contest.

Franklin also hosts a full-time Quest program and a pull-out Quest program. The Quest program includes: one 1st/2nd grade classroom, two 3rd/4th grade classrooms and two 5th/6th grade classrooms. The Quest pull-out program includes students from grades 1st-6th. The Quest program is designed for highly capable students who have been assessed to have high intellectual, academic, and creative abilities. In addition, Franklin has both straight grade level and multi-age configurations, which provides students with a variety of learning opportunities and differentiated instruction.

The Franklin staff is a group of dedicated professionals who work collaboratively with each other to provide a high quality education for the students. The staff teaches and models life-long learning. For instance, four of our staff members are Nationally Board Certified and four more are in the rigorous process. We have a number of teachers who have become professionally certified and one teacher who is currently in the process of becoming professionally certified. In addition, the Franklin teachers collaborate by visiting colleagues’ classrooms to learn how to provide effective and challenging instruction for students.

In addition, Franklin teachers are dedicated to mentoring future educators. Franklin has a tradition of having numerous student teachers every year who in turn are hired in the Lake Washington School District. This year Franklin has five student teachers and is also hosting a University of Washington (Bothell) science practicum on-site. This allows over 60 future teachers to work with Franklin students and teachers.

After piloting District’s netbook 3:1 program to increase student access to technology, classrooms are continuing to use them effectively with students in content areas such as math, writing, reading, and science.

The Franklin community is very involved in the success of the students. The PTSA contributes time, money, and love to help enrich the students’ lives. The PTSA plays a vital role in offering extra-curricular activities and educational events, such as the Science Fair, International Night and Reflections competition. Each year, the PTSA donates money to the school that directly supports Franklin’s Continuous Improvement Plan. For the third year the Watch DOGS (Dads of Great Students) volunteer their time to help for a day in their child’s classroom and throughout the school. In 2010, Watch DOGS provided approximately 400 volunteer hours to Franklin. To ensure the success of students, Franklin staff believe in sustaining a true partnership with families. Staff members offer evening “Parent Connection” nights in various subject areas as well as open houses during the school day. Parents are also invited to participate in school learning activities during the day to support, encourage, and assist with their child’s education.

Washington Measurement of Student Progress (MSP) Results: Reading Math Writing Science % of students at or above standard 3rd Franklin 94 89 N/A N/A Grade District 88 77 N/A N/A State 73 61 N/A N/A 4th Franklin 87 76 81 N/A Grade District 85 77 82 N/A State 67 59 61 N/A 5th Franklin 93.4 83 N/A 92 Grade District 85 75 N/A 80 State 67 61 N/A 55 6th Franklin 88 78 N/A N/A Grade District 87 79 N/A N/A State 70 59 N/A N/A

Meeting Standard (%) 3rd 4th 5th 6th Average Reading (overall) 93.8 87.6 93.7 87.8 Comprehension 90.8 85.4 91.1 84.1 87.85 Analysis 89.2 88.8 89.9 90.2 89.525 Literary Text 95.4 86.5 83.5 81.7 86.775 Informational Text 96.9 91 87.3 84.1 89.825 Critical thinking 91.5 91.5

Math (overall) 89.2 76.4 82.3 78 81.475 Number Sense/Algebra 86.2 59.6 83.5 76.8 76.525 Measurement/Geometry/Statistics 90.8 78.7 79.7 82.9 83.025 Problem Solving and Reasoning 84.6 73 77.2 81.7 79.125 Procedures and Concepts 81.5 83 78.5 70.7 78.425

Writing 80.9 Purpose to Explain 59.6 Purpose to Tell a Story 78.7 Content and Organization 73 Conventions 83.1

Science 92.4 Systems of Science 72.2 Inquiry of Science 84.8 Application of Science 88.6 Domains of Science 84.8 Summary: Franklin’s MSP data from 2010-2011 shows that an average of 76% of students in grades 3-6 scored at or above standard in the area of mathematics. On average, the strand in which students were the most successful was Measurement/Geometry/Statistics with 83% of students in grades 3-6 scoring at or above grade level. The strand in which students have the greatest area for growth is in Number Sense and Algebra with 77% of students meeting or exceeding grade level.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Franklin’s CIP Planning team consists of the principal and grade-level and program representatives: Jessie Shelley (Kindergarten), Paige Nguyen (1st grade), Andrea Rulon (2nd grade), Lael Camacho (1st/2nd grade Quest), Robin Miller (3rd grade), Karen Kramer (4th/5th grade), Katie Van Dyke (4th/5th grade), Suzanne Hart (6th grade), Suzie Hodges (5th/6th grade Quest), Deanna Vega (Special Education), and Kim Bilanko (Principal).

Process used to Develop and Communicate CIP To staff and Community In September the Leadership Team met to review MSP and DIBELS data and create a plan for sharing this data with the staff. Preliminary data was shared with staff at a September staff meeting. In September staff met to analyze data more carefully to help determine areas of strength and areas of growth. At this time staff was provided with the following pieces of data: (1) 2011 DIBELS and MSP results; (2) 2007-2011 MSP cohort data; (3) 2007-2011 grade level data; and (4) 2011 MSP General Education vs. Quest data. Staff met in grade level teams to look at trends and help identify areas of strength and growth. In October staff was given professional development on the creation of an “Action Plan”. Staff was trained on the following components of the “Action Plan”: (1) Creating SMART Goals; (2) Identifying achievement data to assess progress made towards SMART goals; (3) Creating actions/steps/strategies to help achieve SMART goals; (4) Assigning responsibilities related to actions/steps/strategies within grade levels; and (5) Creating a timeline when actions/steps/strategies should take place during the school year. Staff was then given time to create an action plan in grade level teams. Grade level teams used the data provided and analysis done in September to help make their action plan. Three times throughout the year the principal and the staff will review their action plans. The principal asked grade level teams to create a list of tools needed to help support their action plan. The principal later made a request to the PTA to purchase these items. In November the principal met with the leadership team to review grade level goals, create a school-wide goal, and choose a perceptual goal. At this time the leadership team decided to emphasize math as our school-wide goal. This goal was based upon 2011 MSP results and baseline data from teacher-created baseline assessments. The leadership team also discussed the perceptual goal, making the decision to continue focusing on math productive disposition based upon a Spring Staff Survey. Franklin’s Continuous Improvement Plan is discussed with staff members at regular staff LEAP meetings. In addition, grade-level teams will meet three times during the year (fall, winter and spring) to discuss progress made towards action plans. Grade level teams are also being provided with team collaboration days to work on their action plan. The community is informed about the CIP process in the school newsletter, the Eagle’s View. The Franklin PTA is continually updated on Franklin’s CIP progress at monthly meetings. The PTA budget and school budget support the instructional needs of Franklin, providing teachers with necessary tools and professional development opportunities. In August of every year staff reconvene and analyze data as a school and in grade- level teams. Teams review which goals were met/not met and plan instruction in vertical teams.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

2011 MSP Reading 2011 MSP Mathematics Grade Franklin LWSD WA State Grade Franklin LWSD WA State 3 94 88 73 3 89 77 61 4 87 85 67 4 76 77 59 5 93.4 85 67 5 83 75 61 6 88 87 70 6 78 79 59

2011 MSP Science 2011 MSP Writing Grade Franklin LWSD WA State Grade Franklin LWSD WA State 5 92 80 55 4 81 82 61

Overall, percentages of proficient students went up in all grade levels for mathematics. On average, the strand of greatest difficulty was “Number Sense” at 76.53%. “Problem Solving and Reasoning” was an average of 79.13% across grade levels, which is an increase from 2010. “Procedures and concepts” was an average of 78.43% across the grade levels, which is an increase from 66% in 2010. In addition, scores for math trend lower as students move from 3rd grade to 6th grade.

Math was chosen as the academic area of focus due to math MSP results for third through sixth grades, baseline data from staff assessments, and the tremendous impact that math reasoning skills have on many subject areas, secondary and post-graduation courses, and daily life. We chose the goal of focusing on math because of the importance of strengthening the mathematical thinking skills in elementary grades to support students as they progress through secondary, post-graduation courses/training, and careers.

Perceptual Goal: This area of “High Standards and Expectations” was chosen based upon the results of the MSP math results, report card performance, grade level assessments, and a teacher-self-assessment on math instruction. 64% of teachers felt that they needed to improve on challenging students in math. Franklin teachers will focus on providing rigorous standards-based instruction that challenges all students. In addition, we will take student and teacher surveys in order to assess the LWLC Math Disposition at Franklin. Our goal will be to increase motivation, enthusiasm and confidence in math.

What resources and/or professional development were used to support our anticipated growth in our area of focus? Teachers continue to put effort into displaying math bulletin boards and student work to promote positive feelings about math and student confidence. Teachers are planning math based on a 70-minute a day model.

Our professional development is focused on math. Our school is partnering with Explorations in Math (EIM). This company has provided us with math club materials, monthly math challenge board, whole staff professional development, staff surveys, and a Mathematician in Residence who will support math instruction in the classroom. At a October staff meeting, 2 presenters from the EIM visited our staff and taught teachers math games and positive strategies to promote math outside of math time. EIM and Franklin teachers will be hosting a family math night at Franklin in the Spring.

Two staff members received a grant and will pilot a math resource room, with both intermediate and primary resources. In addition, primary grades are using a computer program called DreamBox, while intermediate grades are using a program called IXL. Finally, two of our teachers attended math conference in the summer of 2010. We did a follow-up on this conference with a visit to University Child Development to observe math instruction in action.

There are 5 different, afterschool math clubs led by staff members being offered at Ben Franklin. Two in primary and one in intermediate offered to any students to enroll in. The other two math clubs are intervention math clubs, one for 4th graders and one for 5th graders.

What are our identified indicators of success for our area of focus? Academic (math): There will be various indicators used by Franklin staff to determine success in the area of focus for the academic area of math. Staff will use leveled assessments from the new math curriculum (Envision, FOCUS), results of the math MSP, and curriculum based assessments built in Envision and FOCUS (quick checks) that monitor daily progress (formative assessments). Staff will use both district and curriculum-created guidelines to commonly assess progress.

Executive Summary Ben Rush Elementary

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Ben Rush Elementary Mission | Vision

Accept students where they are then cultivate, Mission engage, and challenge them to reach personal success.

Vision EVERY STUDENT FUTURE READY

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Benjamin Rush Elementary is a neighborhood school situated in a community dedicated to learning. Rush was the first Peace Builder School in the state of Washington. We continue to praise people, give up put downs, seek wise people, notice and speak up about hurts, right wrongs, get things done, find better ways, and obey rules.

Rush is one of the sites for the pull-out gifted program called Quest. We draw students from throughout the Lake Washington School District for on-day-per- week gifted and talented specific learning. Rush also houses a Special Education Preschool program that serves the needs of our early learners.

Finally, we finished year two of our K-1 transition class for autistic students. We had students from several schools that attended our program. We partnered with the University of Washington to continue the University of Washington Peer Network Study. The purpose of this project was to conduct a randomized trial of an evidence-based reading curriculum (Reading Mastery) and a social skills curriculum with kindergarten and first grade children with ASD. It has been a very special and successful partnership that we hope to continue even though the K-1 Transition class has been discontinued.

At Rush, we have strong community support from our PTA who have provided programs and monetary gifts to enhance the learning opportunities for all students. Our PTSA has been instrumental in providing learning activities in art, science, reading, writing and math. They also arrange for a wide variety of after school programs and community activities including monthly Family Fun Nights.

It seems appropriate that Rush continues to use technology in a variety of ways as we share a physical border with Microsoft and many of our families are active in the high tech field. With the help of our parents we were able to continue our elementary “Robotics Club” for the second year. This was the first of its kind in the LWSD. Students learned computer programming, algebra, and geometry.

Ben Rush is a part of the Lake Washington Learning Community that also includes Rose Hill, Franklin, Twain, Community, Kirk, Bell, and Lakeview elementary schools; Stella Schola Middle School, Northstar ,Rose Hill and Kirkland Junior High; and Best and Lake Washington High School. The teamwork that exists between the schools provides us with a broader perspective of children and their success as we begin to transition to middle schools.

We began our modernization project this year. This was an exciting project as parents and staff worked together to design a great new learning facility. Our architectural firm Integrus did a great job of listening to the needs of staff and community. We will need to practice great flexibility in the upcoming year as this is a phased project with completion slated for the fall of 2013

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Name: Title or Role: All Certificated Staff:  Math Team: : Patti Cook, Deb Gerzsenye, Yolanda Andrade, Mary Banas, Miok Oh, Kati Pedegana, Kris Monrad, Mollie Singleton, Robyn Hodges  Science Team: Kevin Miller, Kelsey Dow, Susan Conrick, Michelle, Briggs, Libby Ettinger, Joyce Schiferl  Writing Team: Kari Fouhy, Mary Schroeder, Peggy Hughes, Carol Ann Meeks, Lindsey Holly, Margie Lundgren, Mick McCarthy, Anita Moore, Julie Reynolds, Debbie Cutting, Syd Mack  School Environment Team: All Certified Staff

Process used to Develop and Communicate CIP To staff and Community Over the past few years our basic goals remain the same and reflect a consistent format where our priority is the increased achievement of students. At Rush, our staff agrees that the learning needs of children do not shift dramatically year-to-year and as a result, our goals remain fairly stable. We have found this to be very important to the long-term health of our program and our growth trends the past five years indicate that students are benefitting as a result.

Due to the loss of teacher leaders the staff took responsibility for developing the building emphasis based upon performance and perception data that has been gathered. This includes large scale assessment data, multi-year strengths and weaknesses information, suggested goals from prior grade level teams, and cohort analysis data. Grouped into CIP goal teams and grade level teams, the staff reviewed the goals to determine if they were indeed SMART goals and if they were still valid. Adjustments and revisions were made as a result of this review process.

Once the building goal, focus, and expected results were determined, it became the responsibility of grade level teams to refine their focus making it specific to their level and curriculum. We then determined it was necessary to meet as cross grade level teams to look at K-6 articulation.

The CIP Planning Team came together to look at the 9 Characteristics Staff Survey to determine possible goals to work on based upon those results. While we were generally pleased with the cohesion of thoughts amongst staff members, we do feel a need to draw our parent community into the Continuous Improvement Planning process and as such, determined a related goal for improvement. This will continue to be our goal in 2011.

Specialists meet together to areas where their disciplines can be supportive of the building goals without compromising the integrity of their programs. PE, Music, and Library teachers collaborate together to assist each other in this process. Special Services teachers meet with different grade levels as an additional collaborator in the process.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Because staff has become accustomed to developing goals using a very similar process for the past three years, they were able to sit down as grade level or specialist teams to quickly determine goals and targets for the upcoming school year by the end of the month of September. Staff began by looking at large scale data along with end of the year information compiled last year’s grade level teams which included suggested goals for students. They have become comfortable with the review of data, the collection of perception information, the discussion with colleagues (and collaboration across grade levels) as they develop grade level and specialty area goals for students.

This year, that familiarity led to a thoughtful, but very quick determination of grade level goals that preceded the CIP Planning Team’s discussion and development of a set of building-wide goals.

What could have resulted in potential problems was seen as an opportunity by the Continuous Improvement Planning Team to consider goals that emerge from the work of grade levels. This was important as we looked at data from individual grade levels that showed strength in areas that were considered building-wide weaknesses. While we would normally expect our staff to support our building wide goals, it did not necessary provide us with enough flexibility to differentiate for these needs.

As a result, we encouraged grade level discussion based upon the information available (MSP data, End of Year Strengths and Weaknesses, Suggested Goals from Last Year’s Teachers, etc.) and then the CIP Planning Team divided into subject area teams led by Teacher Leaders to determine what they felt was a building-wide need. After a presentation by teacher leaders and a subsequent discussion, a building wide focus emerged as follows:

The Significant Areas of Focus for Rush Elementary

Strengths Identified Goal Area READING READING Literary and Informational Text In order to build continuity and a Comprehension strong foundation for our students, Vocabulary Development each grade level at Rush will be focused on the development of Literary Text Analysis and WRITING Interpretation Develop consistency by implementing WRITING the writing process K-6 In order to build continuity, and a strong foundation for our students in writing, each grade level at Rush will focus on Content, Organization, and Style, a shared writing process vocabulary, and revision skills. MATH MATH Number Sense Communicating Understanding Number Sense Continuum across grade levels SCIENCE Application of Science SCIENCE In order to ensure continuity for our learning community, we will revise, align, and disseminate the standard for the Inquiry Process “scientific method;” by developing a common vocabulary and standard so that by fifth grade students have the correct understanding for successful application of the Inquiry Process to the MSP. In order to build continuity and a strong foundation for our students, each grade level at Rush will be focused on the development of the Systems of Science in both how it is applied in their curriculum as well as its role in the development of students K-6 (Application of the ‘Parts to the Whole’)

Ben Rush Elementary Continuous Improvement Process Gather and Summarize Data

Description of our School’s Activities to Gather and Summarize our Data Data sources used in the development of our school and grade level goals:  MSP Results  DIBELS  Headsprout (in development)  End of Year Assessment of Student Strengths and Needs  End of Year Suggested Goals  Placement Data Cards and Class Balance Spreadsheets Data Analysis Activities:  Two session workshop on DIBELS Data Analysis for K-3rd grade teachers  Two session workshop on WASL Data Analysis for 3rd-5th grade teachers

Grade Levels compiled relevant pieces of information and after discussion determined grade level goals in subject areas.

The Guidance Team established their goals in September based upon the needs that were evident in the building. Much of this was based upon a deficit analysis of what was lacking in our tracking and servicing of special needs populations, particularly in our ELL program. The need for improved methods of information transition has been an ongoing goal for the past three years.

Data (cont.)

A nagging concern for our school is the lack of large scale assessment data for smaller segments of our population that do not have enough information due to a limited number of students in a testing group. For instance, we have a number of students who are transitional bilingual and ELL (being an ELL Pull Out school), but our WASL information does not break this segment out for us. We are working on a system that would help our teachers gain this information in a timely way

Ben Rush Elementary Continuous Improvement Process Prioritize Needs Description of our School’s Activities to Prioritize Needs After gathering data, the staff at Rush 1. Sharing of data findings with the whole staff 2. Grade Level and Specialist Teams constructed tentative team goals based upon that information 3. The CIP Team gathered tentative goals and attempted to find commonalities 4. The CIP Team formed subject area groups to research and compose proposed building-wide goals 5. The CIP Team met again to compile proposed goals looking for common themes and a single significant focus for the year 6. The goals and focus were presented to staff for approval Of particular interest was the lack of strand analysis of MSP results that typically show specific difficulty in reading; in Writing; Systems of Science; and a mixed bag of proficiency in Math. Our feeling was to attack specific strands with more diligence rather than just focusing on generalized performance indicators. As a result we used our regular ongoing assessment of children, this information seems consistent with our observations day-to-day.

Executive Summary BEST High School

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

BEST High School Mission | Vision

Our graduates will be life long learners who are socially and academically Mission equipped to live productive, self‐sufficient lives as contributing members of their communities.

All students will have access to a challenging, meaningful curriculum and adults Vision who know and care about them as individuals.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

School Executive Summary School Description

BEST currently serves students in grades 9‐12 throughout from all Learning Communities within the district as well as students from neighboring districts. Current enrollment changes between 90 ‐ 120 students depending on the term.

This year, BEST has continued our focus on improved student achievement. We have adopted a standards based lesson design which incorporates formative and summative assessments. Our school year is divided into 8 terms. Each term is aligned to specific standards in each course of study. Students earn credit by passing the summative assessment at the end of each term. Students receive A,B,C or no credit for summative assessments.

New students can apply to start at the beginning of a term. All new students must meet with the principal, complete a two week intake process where they are assessed, oriented to the school's policies and develop their learning plans.

BEST has a traditional six period day schedule. During one period daily students are enrolled in a Core class which utilizes the Seven Habits of Highly Effective teens curriculum and Why Try curriculum, which is a nationally recognized program for drop out prevention. BEST also has a Learning Center which operates Monday ‐ Friday from 8:00 ‐ 10:00am. This is for students who want to work at an independent rate. Students complete the same assessments as the regular six period day schedule but could progress faster if they desired. We also offer Learning Center on Tuesday and Thursday evenings from 6:00 ‐ 9:00pm to accommodate students who work during the day.

With new leadership in it’s second year, we are attempting to analyze the needs of students for alternative education and develop programs which will meet the needs of all students. Our efforts include digital learning, service learning and more flexibility in scheduling and student access to programs. We’ve also begun the “rebranding” process by undertaking a campus/school name change process that will go into effect in September 2012.

Process Used to Develop and School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Tracy Bumgarner‐ Home & Family Life teacher Daniel Weiss‐ Science teacher Riley Koch‐ English Holly Miller‐ Social Studies/English Justin Ochsner‐ Math & CTE Jamie Walton‐ Business Education Mia Arends‐ Art Evelyn Vidal‐Armour‐Art Stephanie Monaghan‐ English/Social Studies Michelle Fraley‐ Science/ Math Will Gardner‐ Special Education Nell Ballard‐Jones‐ Principal Wendy Simmons‐ Counselor

Process used to Develop and Communicate CIP To staff and Community We are in the progress of recruiting BEST parents to establish a parent advisory board or PTSA organization at the school. The plan was communicated during our Open House night in September as well as updates through our session newsletter.

School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Executive Summary Kirkland Junior High School

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Kirkland Junior High Mission | Vision

Our mission is to create a community connected Mission environment that promotes each student's academic and personal success.

Kirkland Junior Highh’s vision is to develop a caring Vision community of dynamic, lifelonng learners.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

We were honored to have been selected by the Office of Superintendent of Public Instruction and the State Board of Education as a 2010 Washington Achievement Award Winner for Overall Excellence. This award celebrates the state’s top-performing schools and recognizes achievement in multiple categories. This highly selective award is based on our school’s performance on the Achievement Index, a comprehensive measurement of Washington schools’ performance over time. Kirkland Junior High continues to be a smaller than typical Junior High School, which gives us the advantage of knowing our students well. However we gained student population this year- up by 30 students for a total of 582. We enjoy our modernized facility, and continue to take advantage of the building design with instructional teaming in mind. We are in 4 distinct teaching areas, set up in grade level and electives pods, which supports our school values and beliefs. Shared activity space, and tech labs are utilized in each grade level pod, with rooms available for teacher planning and student/parent conferences. Our values and beliefs include: 1) Learners will have the knowledge, skills and attitudes to be successful now and in the future; 2) All decisions should be made in the best interest of our students; 3) Everyone in the school community is committed to continuous improvement; and 4) Every learner will be treated with dignity, care and respect. Kirkland Junior is also extremely proud of its diverse learning population. We support over 90 special education students 1/5 of our population, and we are in our second year of supporting a Special Education Learning Center. Approximately 13% of our student population is receiving support through our free and reduced lunch program.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Leadership Team: Teacher/Team Leaders: Kathy Colombo (Science), Tonya Erickson (LA/SS), Amy Myhre (Math), Rachel Brotherton (LA/SS), Susan Crauer (Science), Ryan Palmer (Science/Technology), Isis Tirado (Special Education), Carol Hinrichs (Counselor), Craig Mott (Assistant Principal),Debbie McCarson (Principal)

Process used to Develop and Communicate CIP To staff and Community

Kirkland Junior High Schools CIP was developed using an analysis of the data available from large scale assessments; information gathered from our community, students, parents, grade level teams, content area teams, and classroom assessment data. LEAP days in August, September, October and November are structured around examination of MSP data- 4th, and 6th through 10th, and student work. Content teams used LEAP time to develop their portion of the CIP. Teachers also met in non-Language Arts content teams to select and focus on one or two specific Literacy Power Standards.

The departments reviewed current MSP data, EOC’s, last year’s CIP, department goals, current content in all areas, and available cohort data. The departments began analyzing data (2011 MSP scores, previous MSP data, EOC data, and current cohort data) in Sept. 2011. Decisions during the process were made based on comparisons of MSP data from 2009 to 2011 as well as cohort data, curricular needs, and identified trends (gender and ethnicity). Department members also gathered information from other available district resources (curricular meetings, portal access).

In addition, every content team is working on a system for monitoring student progress over time, planning for new curriculum implementation, and developing formative and summative classroom assessments. During the year building administration and staff - share, collect data and discusses curriculum information with parents at parent meetings, using Standard Score and through newsletters, as well as working closely with the PTSA leadership team.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Kirkland Junior High continues it’s commitment to focused improvement in the area of Mathematics, with emphasis in two particular areas. After looking at school wide trend data and Special Education students assessments in particular, we choose to put much of our effort towards assessing individual student needs and determining what specific pinpoint curriculum support we will provide within our safety net and special education math classes.

We also determined the need for a more concentrated and consistent implementation of the new state math standards in our regular education math classes. A great deal of work will be required to coordinate the CMP8 and Algebra curriculums, since students from both curriculums are expected to advance into Geometry. We received additional data points from our new end of course assessments, and were pleased with the results: 96.6% of our 7th grade Algebra students were proficient with 89.7 at level 4, 100% of our 8th grade Geometry students were at level 4, 100% of our 9th grade Geometry students were proficient with 91.7 at level 4.

Our Math department currently consists a 4.4 regular education teachers and 1 special education teacher, which makes planning and communication far more efficient. Their biggest challenge is effectively implementing the standards and still making sure students are not left with gaps as they move from level to level. Work continues within our learning community to give all schools in our feeder pattern time to discuss the mathematical progress of our students, identify focus areas of need and continued implementation of our LWLC common agreements around our K-12 math continuum.

Our Math Positive Disposition Goals for 2010-2011 revolved around the cross-curricular promotion of mathematics. Teachers in the math department made themselves available to support the use of mathematics in other content areas. For example, students in the technology classes were designing “Pong” games using the concept of slope; the technology teacher videotaped a short slope lesson given by a KJH math teacher for use in her class. Science and math teachers collaborated on the teaching of scientific notation as well as on the use of the distributive property when balancing chemical equations. Language Arts/Social Studies teachers contacted math teachers before a lesson needing the drawing of a graph to make sure that they were using the same graphing terminology. Overall, teachers in other content areas became acutely aware of mathematical concepts that they could seamlessly imbed into their lessons and activities and seemed very comfortable asking math department members for advice or help. The math department will continue to promote math as being cross- curricular on a regular basis. As a department, they will continue to stress the importance of mathematics as relating to academics, the work force, etc.

Seventh and Eighth grade Special Education students did not meet AYP in Math, when looking at the data, a portion of those students not meeting standard did not qualify for special education services in the area of math and were instead placed in Safety Net classes (in addition to their assigned math class). This is the second year our Special Education Math classes have supplemented students’ individually designed curriculum/instruction by using a computer based program which provides additional support and skill deficit diagnosis. We believe that for the most part these students will eventually move into Cognitive Tutor at the High School, making this a smoother transition. We also offer afterschool tutoring every Wednesday for our Special Education students, Power Hour tutoring afterschool every Tuesday and Thursday, and our lunch hour Catch-up Café both of which are open to all students needing to make up work or require additional tutoring.

With regard to reading, our data suggests that as a school we will still need to focus specifically on the area of informational text at all grade levels but still preformed above the district average. In order to increase student comprehension and application of informational text we asked for help from district staff development specialists to help us research and implement best practice strategies in our Math and Science classrooms (in addition to LA/SS). Our 8th grade MSP reading score fell but the actual cohort group increased. This year both the 8th and 9th grade LA teachers will be using the Calamities Reading assessments to determine reading proficiency with an expected outcome of a 5 percent increase at the semester.

We are looking for a 4 percent increase in our MSP scores in the areas of math, reading and writing. Writing has always been a strength here at Kirkland Junior especially achievement in the area of conventions, and for the first time we will be able to use our CBA’s to compare cohort MSP writing data with our in class on-demand assessments.

Science will continue to focus on formal lab reports at every grade level, expecting a 10% increase in proficiency from first to second semester. Our entire science department will teach the format and criteria for a conclusion as well as teach conclusion writing with explanation added using the agreed upon conclusion rubric. The team is using Page Keeley's work on Modeling literature to determine Model criteria to implement with students, with the goal of Identify 1 model per module/unit at each grade level.

With our (2010-11 start) Learning Center-- in addition to our 90 special education students, our staff asked for and received training, information and specific behavior intervention and instructional strategies for use in their classrooms- specifically regarding students with Autism. We will continue to follow up with this important area of staff development. With regard to our school climate work, it is our belief that "Regular education" students involved in the Learning Center will increase the number of positive student responses to the question "Students respect those who are different from them"

Staff development-LEAP days are designated for specific work in content teams as well as grade level teams to meet and work toward differentiation, common curriculum, instructional goals and assessments. Each teacher is a member of both a grade level and a content team making cross curricular integration and scaffolding across grade levels much easier and thus more successful.

We plan to communicate our CIP goals and progress to our community in a variety of ways throughout the year by using- PTSA meetings, Electronic School Newsletters, Report Cards, School Website, Community Newspapers, Individual Parent Meetings, and Safety Net/IEP Meetings. Our Continuous Improvement Plan, is just that, continuous. This will be an ongoing, multi-year process; we as a school community will be unrelenting in our efforts to serve all students well. Our entire staff is committed to making sure that all of our students are engaged in a valuable and meaningful educational experience.

Executive Summary Lake Washington High School

2010-2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Lake Washington High School Mission | Vision

Lake Washington High School is a community of staff, Mission students, and families working toggether to ensure every student is Future Ready.

We share a commitment to honoring the voice and potential of Vision every member through individual growth, academic challenge, and connection to the global community.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Lake Washington High School moved into its new facility this fall. We are organized in a “multi- grade house” system. We have assigned groups of students to a team of core teachers who are their primary instructors for three years. This alignment will allow for the development of strong teacher / student relationships focused on improving student achievement. In addition, we are using the structure of Professional Learning Communities to provide the collaboration and staff development needs as we make this change.

The rationale for moving to this type of structure is based on the most recent educational research and the changing demographics of Lake Washington High School. Lake Washington High School continues to experience change. The number of students receiving free and reduced lunch continues to increase from 13.4% in 2008- 2009 to 15.6% this year. We are also seeing an increase in our ethnic populations with Hispanic students increasing from 8.5% last year to 10% this year. These changes bring new challenges. We are dedicated to ensuring that all of our students are successful therefore we are creating structures to provide the necessary interventions and supports.

In addition to our multi grade houses, we are currently organized into content teams. These teams are in the process of aligning the coursework in every course with the standards and developing common assessments to measure student achievement.

We are also developing interventions to assist our struggling students. We have two initiatives underway. One intervention is focused on our struggling Hispanic students. We received a grant from the Lake Washington Schools Foundation to fund an after school tutorial using peers and a Spanish teacher to provided assistance using student’s native language for students who are struggling. In addition, we are offering an after school program using mentors, peers and some teachers to work with students who are identified as needing additional assistance.

Lake Washington High School is a comprehensive, three year high school with a current enrollment of 1050 students. Lake Washington High School’s day is from 8:00-2:31. Our school day includes six periods of 55 minutes in length. Approximately, fifty three percent of our students are enrolled in at least one Advance Placement class. Our extracurricular activities involve many students. We have two service clubs at Lake Washington High School which are unique. One is our BETA club and the other Loyalty. Both groups spend the year implementing community service projects. We also have an award winning band, choir and fine arts programs.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Christina Thomas- Principal

Prato Barone- Associate Principal Miriam Mickelson- Associate Principal

Mike Dawson- Social Studies Dept Leader Lis Christianson- English Dept Leader

Lisa Martinez- Math Dept Leader

Tammie Bechtel- Science Dept Leader

Leanne Mawhinney- Special Education Dept Leader

Leanne Fike- Business Dept leader

Lynn Luckey- CTE Dept Leader

Chris Moe- PE dept leader

Lori Taylor- World Language Dept Leader

Lori White- Counseling Dept Leader

Process used to Develop and Communicate CIP To staff and Community D In August, staff reviewed data using a data carousel process. Departments then

met to determine what their focus goal would be for the CIP. In addition, each department created an action plan related to development of a common assessment to determine progress toward the CIP goal. Perception goals were determined based on our nine characteristics data and the move to a “multi- grade” house system. The PTSA board had the CIP plans shared with them at an executive meeting. Further community involvement will be available at a general PTSA meeting in January. In addition, a parent perception survey is planned for February

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Last year we experienced high levels of success in regard to our CIP goals. We improved overall reading from 86.9% in 2010 to 93.3% in 2011. We are striving to continue this progress. This year we have set our goal at 95%. All departments are focusing on reading strategies. English and Social Studies have identified goals around reading and are measuring these through common assessments. Staff in both departments were provide a release day to develop their common assessments. We have also implemented one class of RTI this year to focus on specific skill deficits for students who have not passed the MSP.

A second goal is to improve writing from 93.5% to 95% as measured by HSPE testing. We have demonstrated some growth in writing but it is minimal; however, our sub groups have continued to demonstrate improvement in writing particular students with disabilities. Their scores improved from 65.1% last year to 79.4% in 2011. The English department is focusing on providing structured lessons in regard to Level 5 Essays as a means for improving writing. Teachers are in the process of developing common assessments which will not only address reading but also writing. Special Education teachers continue to address writing with their students.

Our third goal is to improve the number of students passing the HSPE in science from 71% to 75% by this spring. Last year, we saw a significant increase in our science scores and hope to continue that this year. The science department works in conjunction with our junior highs to align curriculum and address student weaknesses in science. They also work on developing lessons to teach the formal lab report. This year will be the first year for the end of course assessment in Biology. The Biology teachers are also developing common assessments to measure student achievement.

In math, the End of Course Assessments was administered for the first time. For EOC 1, 78.9% of our students met or exceeded that standard. This was above the state and district average. On EOC 2, assessment for Geometry, 67.4% of our students were proficient. Specifically our focus this year will be around linear equations and inequities for EOC 1. For EOC2 we will be focusing on logical arguments and proofs. Staff has been using LEAP time to examine the EOC documents and determine how to infuse the information into their every day lessons. They also have been developing common assessments to measure student skill and then using the information to inform their instruction.

Our perception goal this year is related to measuring the effectiveness of the House System through the perception of students. We have used student perception data from last year as a baseline. The goal is to address the statement that “my teachers care about my personal success.” Our student perception data last year indicated that only 49% somewhat agree and about 18% disagree.

Our second goal is to improve staff collaboration and communication. We have selected the goal around staff routinely work together to plan what will be taught. The data from last year suggests that 8% disagree and 46% agree only slightly. We will begin developing an action plan around this goal.

Executive Summary Lakeview Elementary

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Lakeview Mission | Vision

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Prepared for College Vision Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Description of Lakeview Lakeview is a happy and highly productive schoolhouse. The collective work of our staff, students, parents and local businesses results in an optimal learning environment for all students to grow as readers, writers, mathematicians, scientists, artists, and thinkers. We have a long history of strong parent involvement; the extensive programming offered at Lakeview would not be possible without this invaluable partnership between school and home.

Lakeview teachers engage in continual professional learning communities, both within and across grade levels. This ongoing high-level collaboration among the staff contributes significantly to our students’ success. Our professional learning community serves as a powerful resource that kindles the intellectual potential of our students; such work allows teachers to closely follow student progress, and develop support and challenge opportunities for all of our learners at Lakeview.

When you walk through the halls of Lakeview you will notice a plethora of parent volunteers hard at work, a welcoming office staff, and classrooms veritably humming with the sound of students engaged meaningful work. Evidence of rigor abounds; students’ products in math, science, reading, writing and art are posted proudly throughout the halls. Step into any classroom to discover our students acquiring basic skills, as well as learning to apply their skills in real world settings. Notice the learning targets, aligned to Standards, displayed in every classroom. Written in language that students understand every child at Lakeview knows the “why” behind their learning.

In addition to providing a rigorous curriculum, which is outlined in the LWSD Profile, and aligned with the Washington State EALR’s, from kindergarten forward, our Lakeview students develop facility with the tools of information technology. With Netbook carts deployed to every classroom, teachers are now able to take advantage of technology-based instructional strategies that optimize student engagement, promote student collaboration, as well as provide access to a wide variety of programs that meet the needs of individual learners.

Our school’s changing demographics have presented our community with some challenges and opportunities. The increase in cultural and socioeconomic diversity has necessitated offering a breakfast program at our school. Our Free and Reduced Lunch Program has increased to 20%. The percentage of students living at or below the poverty line has increased to 16%. The number of second language learners has doubled in the past two years. The total number of students has also increased from 502 in October 2010 to 525. This year Lakeview added two new portables to accommodate the increased population, and we have worked with the community at large to mitigate the traffic, parking lot and crosswalk concerns.

The Lakeview community is dedicated, collaborative, and determined to provide the best possible learning experiences for our children.

Lakeview CIP Team Members

Names Grade Level Role(s)

Linda Gahnberg K Grade Level Rep Tracy Ferries 1 Grade Level Rep Heather Nease 2 Grade Level Rep Jaime Tiffany 3 Grade Level Rep Kellie Adams 4 Grade Level Rep Brenda Edwards 5 Grade Level Rep Laurie Crain K-6 SPED Special Education Rep Sarah Jensen Specialist Specialist Rep Shawna Rothaus Principal Principal

Process Used to Develop and Part One: School Executive Summary Communicate CIP

Process used to Develop and Communicate CIP To staff and Community The process to develop Lakeview’s Continuous Improvement Plan for the 2011- 2012 school year includes the following highlights:  Starting in August, staff analyzed and reflected upon the previous years’ MSP data, and noted CIP progress from last year.  Grade level teams analyzed formative and summative assessment data.  Previous CIP accomplishments were analyzed and reflected upon based on individual student growth.  Students who were identified as “below standard” were enrolled in Safety Net and other support programs such as a before-school reading program that is starting this year.  Content committees consulted with grade level teams to establish goals in reading, writing, mathematics, science, technology integration, and school climate.  The results of the Spring 2011 MSP were shared with the Lakeview PTSA Board and the parent community. In addition, the goals and strategies for the upcoming school year to increase our student achievement and CIP Goals were shared as well. This work will be revisited throughout the year.

The Lakeview staff is committed to continually monitoring student achievement using available data from formative and summative assessments. In grade level PLC’s teachers use data collected from ongoing assessments to identify specific learning needs of our students.

At Lakeview we believe that parents are integral to their students’ success and it is vital to keep parents informed of their children’s progress. We keep parents up-to-date about the CIP Plan by providing information on the CIP, our Belief Statements, Vision, Mission, and Behavior Expectations via:  School Newsletters  Curriculum Night Activities  School Annual Report

The Lakeview staff plan engaging family-related activities that extend the work of our CIP Plan and the many initiatives at our school such as:  Curriculum Night  Principal Newsletters  Student-Led Goal Setting Conferences  PTSA Meetings with the Principal (CIP Related-September, January and May)  Family Math Night  Math Fest  Science Fair

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

3 Resources needed to achieve this years’ focus: Time in grade level PLC teams to work with data, develop common assessments, and address curriculum and instructional needs in math. 4 Indicators of success for this year’s significant area of focus are: Increased student achievement on MSP level (1s, 2s, 3s, and 4s) data, report card data, CDSA data and formative assessment data.

Lakeview Lakeview Elementary will increase from 65% to 70% at or School-Wide exceeding standard in Math on the Spring 2012 MSP. Math Goal Kindergarten class of 2024 will increase from 71% to 85% at Kindergarten Math Goal standard in math as measured by the June LWSD math assessment. First grade class of 2023 will increase from 7% to 78% at standard in 1st Grade Math Goal math as measured by the enVision Cumulative Assessment. Second grade class of 2022 will increase from 76% to 82% at 2nd Grade Math Goal standard on the June LWSD math assessment. Third grade class of 2021 will increase from 62% to 70% at or 3rd Grade Math Goal exceeding standard in math problem solving ion the spring 2012 MSP. 4th Grade, Class of 2020, will increase from 62 % to 67% at standard 4th Grade Math Goal in math as measured by the fourth grade MSP. Fifth grade class of 2019 will increase from 72.6% to 80% proficiency 5th Grade Math Goal in math problem solving by the 2012 MSP. Sixth grade class of 2018 will increase their MSP passing rate in 6th Grade Math Goal problem solving and reasoning from 56% to 62%. SPED Math Goal By June 2012, 4 students will score 60% or better on exit test for Grades 3-6 resource most recent book, and 4 students will score 80% or better on exit room test for most recent book. Lakeview Lakeview Elementary will increase the number of staff member’s School-Wide confident using differentiation in math. (% established based on pre- survey data) Math Productive Disposition Goal Kindergarten Math 100% of the kindergarten team will feel comfortable using Productive Disposition differentiation in math. Goal 1st Grade Math 100% of the first grade team will feel confident when using Productive Disposition differentiation in math. Goal 2nd Grade Math 100% of the second grade team will feel confident when using Productive Disposition differentiation in math. Goal 3rd Grade Math Third grade teachers will increase confidence using differentiation Productive Disposition in math. Goal 4th Grade Math 4th grade will increase the number of students who feel confident Productive Disposition about their math abilities from 80% to 90% 5th Grade Math Fifth grade team will increase math confidence as a result of Productive Disposition group differentiation. Goal 6th Grade Math Sixth grade team will increase their level of differentiation by more Productive Disposition frequently providing interventions and extensions and supporting Goal positive math attitudes in students.

4th Grade, Class of 2020, will increase from 83.3% to 88% at 4th Grade Reading Goal standard in reading comprehension as measured by the fourth grade MSP. Fifth grade class of 2019 will increase from 77.4% to 85% proficiency 5th Grade Reading Goal in reading as measured by the 2012 MSP. Sixth grade class of 2018 will increase from 80% to 85% proficiency 6th Grade Reading Goal in reading as measured by the 2012 MSP. SPED Reading Goal From Sept 2011 to June 2012, students will move from the 10th to Resource Room4-6 25%ile from 25th to 50%ile and 50th will maintain or move higher. From Sept 2011 to June 2012, 4 intensives will move to strategic; 6 SPED Reading Goal Safety Net k-3 strategic will move to benchmark; benchmark will remain the same and/or exit the program. On MSP in Spring 2012, Level 1 students will move to Level 2; 9 Level 2 students will move to Level 3; Level 3 students will remain at Level SPED Reading Goal Safety 3. Net 4-6 DIBELS: From Sept 2011 to June 2012, 3 intensives will move to strategic; 2 strategic will move to benchmark and benchmark students will remain at benchmark. LITERACY- READING

1 Reflections on last year’s reading comprehension goal:  Improve reading comprehension through analysis of text. We have used curricular resources to teach students how to support their ideas with information and details from the reading selections, and make connections: text to self/text/world.  Level Strategies: Level Strategies: In PLC teams, teachers use regularly administered DIBELS and common formative assessment data to identify students who are near/at borderline 2s, 3s, and 4s. Differentiated strategies are employed to boost students to next level.  Our school-wide focus on increasing the use of research based best- practice instructional strategies in reading comprehension skills had a positive impact on school performance. 2 Based on last year’s results, this year’s focus is to:  Improve reading comprehension skills through analysis of text.  Strategies: Continue to use curricular resources and instructional strategies, such as modeling, to teach students how to support their ideas with information and details from the text, and make text-self, text-text, and text-world connections. Practice analysis skills across curricular areas.  Generate Usable Data: administer common formative reading assessments, unit themed tests, CDSA’s.  Utilize Data: Grade level teachers meet in PLCs to utilize data to support, challenge and increase student learning.  Level Strategies: In PLC teams, teachers use common formative assessment data to identify students who are near/at borderline 2s, 3s, and 4s. Differentiated strategies are employed to boost students to next level. 3 Resources needed to achieve this year’s focus: Time provided in grade level PLC teams to work with data, develop common assessments, and address curriculum and instructional needs in reading. 4 Indicators of success for this year’s significant area of focus are: Increased student achievement on MSP level (1s, 2s, 3s, and 4s) data, report card data, CDSA data and formative reading assessment data.

LITERACY- WRITING

1 Reflection on Last year’s writing goal:  Strengthen and develop storytelling/narrative writing ability. Using common curricular materials, our staff increased frequency of narrative writing opportunities and instruction. 2 Based on last year’s results, this year’s focus is to:  Strengthen and develop expository writing ability.  Strategies: Continue to use curricular resources and instructional strategies to support students becoming confident writers. Provide cross-curricular integrated expository writing opportunities at all grade levels.  Cohesive writing approach: We see a need to differentiate between expository and narrative writing.  Generate Usable Data: administer common formative writing assessments and CDSA’s. We see a need to provide additional practice in writing to the prompt.  Utilize Data: Grade level teachers meet in PLCs to utilize data to support, challenge and increase student learning.  3 Resources needed to achieve this year’s focus: Training for teachers who need instructional support in writing and time to work together to accomplish our writing goals. 4 Indicators of success for this year’s significant area of focus are: Increased student achievement on MSP level (1s, 2s, 3s, and 4s) data, report card data, CDSA data, and formative writing prompt data. Lakeview Students will strengthen and develop their expository writing ability School-Wide by increasing frequency of expository writing experiences to 88% or Writing above at standard. Goal Kindergarten Writing Kindergarten class of 2024 will increase from 36% to 80% Goal proficiency in writing as measured by the LWSD writing assessment. First grade class of 2023 will increase from 26% to 84% at standard 1st Grade Writing Goal in writing (content area) as measured by end of year CDSA. Second grade class of 2022 will increase from 76% to 82% at 2nd Grade Writing Goal standard in writing (content area) as measured by the LWSD June writing assessment. 3rd Grade Writing Third grade class of 2021 will increase from 48% to 88% at or above Goal standard on their spring writing prompt (expository). 4th Grade, Class of 2020, will increase from 44% to 76% at standard 4th Grade Writing Goal as measured by the fourth grade MSP. Fifth grade class of 2019 will increase from 75% to 85% proficiency 5th Grade Writing Goal in writing (content) on the spring prompt 2012. Sixth grade class of 2018 will increase from 75% to 83% at standard 6th Grade Writing Goal on the spring writing assessment, 2012, by moving 2s to 3s. SPED Writing Goal – By June 2012, student at 0%ile will move to 25%ile; student at 25%ile grade 4 Resource will move to 50%ile and student at 50% will maintain or move Room higher. Lakeview students will increase inquiry skills in science from 85%- Lakeview 86% or above at standard by developing inquiry skills through School-Wide participating in frequent opportunities to use the scientific method Science in their investigations. Goal -Students will discuss and record their thinking about science concepts. Kindergarten Science Kindergarten class of 2024 will make observations about the world Goal around them as evidenced through drawings and journaling. First grade class of 2023 will achieve 84% at standard in science as 1st Grade Science Goal measured by the end of year science journal. 2nd Grade Science Second grade class of 2022 will increase from 76% to 82% at Goal standard on the June LWSD math assessment. Third grade class of 2021 will increase from 85% to 90% at or 3rd Grade Science Goal exceeding standard in science process on the spring science CDSA. 4th Grade Science 4th Grade, Class of 2020, will increase to 85% at standards as Goal measured by the spring science unit assessment. 5th Grade Science Fifth grade class of 2019 will increase from 85% to 86% proficiency Goal in science as measured by the 2012 MSP. 6th Grade Science Sixth grade class of 2018 will increase will maintain 85% of students Goal at standard as evidenced by summative unit tests in science. Lakeview 1-In responding to the Nine Characteristics Survey, the percentage School-Wide of staff who mostly agree to completely agree that ALL staff consider various viewpoints when making decisions and we follow Nine the decision making model from 71.8% to at least 85% by June Characteristic 2012. Goals 2- In responding to the Nine Characteristics Survey, the percentage of staff who mostly agrees to completely agree that the school works with many community organizations will increase from 74.36% to at least 80% by June 2012. 1- Team will work on having group consensus on curriculum and Kindergarten concerns. Nine Characteristics Goals 2-Students will perform a holiday concert for the retirement home down the street. First Grade Nine 1-First grade team will consider everyone’s viewpoints when Characteristics making decisions. Goal 2-Team will share community involvement in the community. 1-Second grade team will use the decision making model for Second Grade decisions within our team. Nine Characteristics Goals 2-Students will write letters to community members as it pertains to our social studies curriculum on Communities. 1-Third grade will continue to use the decision making model and Third Grade will consider all viewpoints. Nine Characteristics Goal 2-Third grade will work with community organizations throughout the year. 1-Team will work together to share all view points during discussions Fourth Grade and decision making opportunities at each staff gathering on or Nine Characteristics before June 2012. Goal 2-Team will work to increase the number of volunteers we use in our classroom to 5 or more per teacher by June 2012. 1-5th grade will work as a team to communicate in a respectful way and consider various viewpoints as we make decisions, making sure all voices are heard. Fifth Grade Nine Characteristics Goal 2-As a 5th grade team we will work closely with our community actively involving parents in classroom activities such as art. We will also attend various field trips to integrate community activities into our classroom curriculum (symphony) 1 – The sixth grade team will consider all viewpoints when making Sixth Grade decisions as a grade level team and as an entire staff. We will also Nine Characteristics try to find “win – win” solutions when possible. Goal 2-Sixth grade will continue to work with many community organizations. At Lakeview students will increase their engagement with rigorous Lakeview School- learning school-wide through the incorporation of Learning Targets Wide which are centered on this focus. Increasing Student Rigor Goal

K-Review taxonomy levels. 1-Use higher level thinking. Composing the 2-Use higher level “blooms” taxonomy thinking skills. Instructional 3-Our learning targets contain the two critical pieces and are kid Outcome friendly. 4- Continue to focus on using kid-friendly language that also includes high expectations for rigor by June 2012 5-Learning targets is worded in “kid language” and matches daily lesson/unit 6- Use Bloom’s Taxonomy Pyramid and related vocabulary Specialists- Specialists will identify and include the two critical pieces in pertinent learning targets: 1) the thinking level, 2) content.

K-Our learning targets are posted and curriculum aligned with target. 1-Have high expectations and rigor. 2-Integrating them into our flipcharts. 3-Moving towards high rigor. 4- Continually refer to the targets throughout the day. Communicating 5-Before, during and at end of lesson, refer to learning target. the Instructional Revisit at end of day. Outcome 6- Clearly explain how activity is linked to learning target. Specialists- Specialists will take care to use student friendly verbiage in writing the learning target and present the target aloud, as well as in writing. Students will be able to articulate the learning target, in addition to making the connection to the activities they are participating in during their specialist class.

K-Have kids retell lesson before and after lesson. 1- Continue to encourage students to repeat and understand target. 2-Restating the target at the closure of a lesson. 3-Most students can articulate the learning outcome. Sometimes students write the learning target. 4- Post daily in visible locations Posting the 5- Post learning target daily on Active Board/White Board Instructional 6- Consistently post learning targets in a visible location. Outcome Specialists- Specialists will regularly post learning targets that are based on high expectations, rigor, are clearly identified and support activities that are linked to the learning outcome.

K-Continue to set high standards. 1-The learning target needs to be connected with the learning Teaching to the outcome. Instructional 2-Ensuring the target aligns with the outcome. Outcome 3-Contiue to apply higher level thinking skills 4- Ensure that target matches lesson objectives 5-We will continue to incorporate higher level Bloom’s thinking skills into our learning targets. 6- Bloom’s Taxonomy language –learning target matches lesson objectives. Specialists- Specialists will identify and implement learning strategies and assessments representing high expectations and rigor that are aligned with the learning outcome and require students to apply higher level thinking skills.

Executive Summary Mark Twain Elementary

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Mark Twain Elementary Mission | Vision

Mission Everyone in the school community committed to continuous improvement and student success.

Vision Every Student Future Ready

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Description of our School

Mark Twain Elementary is a wonderful K-6 school located in the North Rose Hill neighborhood of Kirkland, serving a diverse population of over 650 highly-valued children and families. We especially value our economic, ethnic and learning style diversity. Currently about 14% of our families are below the poverty level, 10% of our students are English language learners (with over 20 different languages represented), approximately 10% of our students receive special education services, and 3% are on the autism spectrum (the national average is less than 1%). We value this diversity and believe it makes Twain Elementary a richer and better place to learn and work.

We are a Peace Builders school. As students, staff and parents, we pride ourselves in maintaining a learning environment that reduces violence and establishes a more peaceful way of living in our school and community.

We have a dedicated and highly skilled staff that works extremely hard to maintain our focus on what is best for kids and what will help each student reach their maximum potential. Over half of our teaching staff has graduate degrees, approximately 25% are Nationally Board certified, and all of our staff spends significant time each year improving themselves professionally by taking classes, workshops, and/or participating in study groups.

Our parent community is very active and supportive in our school. Our PTA provides generous financial and volunteer support in the areas of science, math, art and literacy enrichment, general academic support and extracurricular activities.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members

Kelley Luiten Kindergarten Teacher Laura Clark Kindergarten Teacher Denise Lemieux 1st Grade Teacher Melissa Halferty 2nd Grade Teacher Leslie Kelley 3rd Grade Teacher Jamie Camalich 4th Grade Teacher Amy Newport 5th Grade Teacher Ginger Andrews 6th Grade Teacher Amy Waldroup Librarian Team Julie Thomas Safety Net Teacher Rick Burden Principal

Process used to Develop and Communicate CIP To staff and Community

Our staff and CIP team met many times to analyze student performance data (MSP, DIBELS, CDSA’s, CBA’S, Report card data, etc.), prioritize needs, identify individual students needing supplemental support, set grade level and building level SMART Goals and develop strategies to improve student achievement.

Specifically, we started by having our grade level teams look at student work and performance data in Math, Reading, Writing and Science. We determined where each individual student was performing (Level 1- well below standard, Level 2 -approaching standard, Level 3 - at standard, Level 4 - exceeding standard) in each of these content areas and then looked at common characteristics or generalizations that could be attributed to each level of students at each grade level. We then had each grade level team determine specific areas of need in each content area and prioritize them. For those areas of highest priority, we then set specific numeric targets or SMART goals based on moving individual students from level to level. Common assessment tools and schedules were determined for each grade level. Finally, a great deal of time was and is spent developing and implementing instructional strategies that will effectively improve individual and group performance in all content areas. After implementation of the instructional strategies, performance is assessed and the cycle continues.

We will communicate our CIP through formal presentations (PTSA, Curriculum Night, etc.), parent newsletters, conversations, and website postings.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Reflections on last year’s focus results:

The Mark Twain Elementary staff is committed to continually looking at ways to improve student achievement as well as foster the overall well-being of our students. The primary focus of our 2010-11 Continuous Improvement Plan was in mathematics, specifically number sense. We decided on this area based on our analysis of student performance on a variety of assessments.

Teachers met in regularly scheduled and structured grade-level team meetings to analyze student work, develop common assessments and set specific short- term goals based on areas of weakness. Teachers then developed and implemented effective instructional strategies, and analyzed student work and performance after instructional strategies had been implemented.

As a school, we also placed a significant emphasis on improving the math culture of our school. Specifically, we implemented primary and intermediate math clubs, monthly math challenge problems for all students and a family math night highlighting math games taught to our students in class and at recess. We produced and prominently displayed student made math posters throughout our school hallways to increase the “math footprint” in our school. Individual students were publicly recognized in weekly all-school announcements for successfully reaching grade level benchmarks in math. Last, but certainly not least, we put tremendous effort into successfully implementing the new K-5 Envision math curriculum.

Our students’ performance on 2011 Measurement of Student Progress showed improvement in most areas. Math scores increased in 3rd grade (55-77%), 4th grade (74-88%), 6th grade (67-73%) and maintained in 5th grade (66%). Reading scores increased in 4th grade (80-87%) and 6th grade (68-85%), were maintained in 3rd grade (82-83%), but declined in 5th grade (83-79%). Writing scores improved in 4th grade (79-87%) and 5th grade Science scores improved significantly (57-69%).

We will continue to examine individual student data, grade level data, and overall school data this year to determine areas of focus for individuals and groups and will continue provide additional support to those students who are not at standard, primarily through differentiated classroom instruction and Safety Net support.

Based on last year’s results, this year’s focus is… The main focus of our 2011-2012 Continuous Improvement Plan efforts will continue to be in the area of mathematics.

Resources needed to achieve this year’s focus:  Effective Implementation of Envision Math Curriculum  Successful implementation of IXL online program for supplemental math practice at home and school.  LEAP time to facilitate monthly team meetings wherein teachers : 1. Analyze student performance data 2. Select common short-term instructional objectives based on data 3. Design and plan common assessments 4. Plan & implement effective instructional strategies  Administer and analyze end of unit assessments  Weekly math facts assessments will be evaluated  Daily number sense activities will be provided  Grade level focus on repeated practice of previously taught content and skills in one area of focus from the LWLC Math Continuum  Before school small group remediation will occur  Quarterly monitoring and analysis of grade level SMART Goals  Monthly Math Challenge Bulletin Board will be created for students  Family Math Nights throughout the year  Primary and intermediate Math Clubs

The indicators of success for this year’s significant area of focus are improved performance on classroom based assessments, District unit and/or benchmark assessments, and our state’s Measurement of Student Progress.

Executive Summary Northstar Junior High

2011-2012

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Northstar Junior High Mission | Vision

Northstar’s mission is to meet student learning objectives in a creative atmosphere that focuses on Mission academic excellence, service learning, social skills development, and personal responsibility.

Northstar believe that students learn best in a small supportive Vision environment, with in-depth thematic instruction and high expectations.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Northstar’s focus is on the whole child. This focus is on academic excellence, character development and creative expression. Students are served in mixed age, theme-based classes. Teachers strive to facilitate a strong sense of self among students by recognizing their commitment to learning, to themselves and to others.

Northstar is a high achieving school. They exceed the district and state test scores in every area. One hundred percent of last year’s seventh graders passed the MMSP math assessment.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. L Christina Thomas- Principal

Bob Herold- head teacher Janet Bradley- teacher

Erika Fleming- teacher Vincent Noto- teacher

Process used to Develop and Communicate CIP To staff and Community In In August the staff reviewed their data and developed the goals based on the results of MMSP testing as well as current student enrollment. The CIP will be shared with the parent advisory in January.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Executive Summary Peter Kirk Elementary

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Peter Kirk Elementary Mission | Vision

Peter Kirk Elementary is a creativve learning environment where children feel they are valued and safe. Staff and community collaborate to provide the highest quality education to prepare Mission students to be lifelong learners.

Vision Every student future ready.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Peter Kirk Elementary is a neighborhood and community‐oriented Kindergarten through sixth grade elementary school. Enrollment averages around 600 students. Peter Kirk has a dedicated and hardworking staff with nearly 70% with their Master’s degree. We are also proud to report three teachers on the Peter Kirk Staff are National Board Certified. Every staff member is also on a Professional Advancement Team (PAT) where they complete action research throughout the year in teams of 5 – 8 and present their research to the rest of the staff. The PAT teams consist of Brain Research, Differentiation, Literacy Centers and Strategies, Technology Integration, and Parent Communication.

Our school community has a very active parent base that provides significant support to the school in volunteer hours. We have a number of enrichment programs supported by the many volunteers, including programs in Literacy, Math, Science, and Art, as well as intramurals, chess, chorus, Student Council, and art docent programs. Peter Kirk is a diverse representation of lower, middle and upper socioeconomic levels residing in single family homes. We consider our school as part of the wonderful Kirkland Community and an excellent place to learn, work, and volunteer.

Peter Kirk Elementary has programs to support students in the areas of reading, writing, and mathematics from kindergarten to sixth grade. Early intervention begins for kindergarten, first, and second graders just after students complete the first DIBELS assessment. First and second graders are then selected to participate in our support programs based on the beginning of the year assessment and periodic dip‐stick assessments. Kindergartners are selected based on periodic dipsticks as well and set up on a program Peter Kirk implements called Launch. This is a program where families can also take part at home. These programs are offered during the school hours utilizing trained Instructional Assistants and Certificated Teachers, as well as volunteers. The support programs for first and second grade include Read Naturally, Scott Foresman, Accelerated Reader, HeadSprouts and Safety Net. We also utilize the Safety Net program funded by the district to support first through sixth grade, where students receive additional instruction in areas where they are not at standard.

At Peter Kirk, we have collaborated with our Learning Community around the focus of mathematics. We now offer a number of programs during and after school hours to enrich and support kids in the area of mathematics. We continue to use a support program in math for first through fifth grades called Mighty Math, where parent volunteers pull kids to work on increasing students fluency with math facts, including addition, subtraction, multiplication and division. In sixth grade we have been using the Accelerated Math, where we can differentiate individual kids focus based on their needs and the state standards. Kindergarten through sixth grade have all made a commitment this year to use the available leveled district common summative assessments and use the data to drive instruction and differentiation. We host Peter Kirk Family Math Nights quarterly with the hopes to encourage community excitement in the area of mathematics, as well as parent and staff participation to support students in math. This is the second year Peter Kirk has used a combination of grant funds from the Lake Washington Schools Foundation and grant money from the Peter Kirk PTSA to provide two sessions of after school math enrichment through Explorations in Math for first through third grade twice a year.

The mission of Peter Kirk is, a “Commitment to the personal success of each student by cultivating lifelong learning through individual levels of success.” Teachers at Peter Kirk work together to ensure the academic and personal achievement of all students by collaborating, reviewing data and looking at student work on a consistent basis. The entire staff at Peter Kirk Elementary is dedicated and committed to our students and their education, as well as a caring, educationally driven and positive schoolhouse.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Sandy Dennehy Principal Jennifer Reubish Kindergarten teacher Danielle Frost 1st grade teacher Robin Rice 2nd grade teacher Mandy Dorey 3rd grade teacher/Administrative Intern Liz Feldsher 3rd grade teacher Jason Lotz 4th grade teacher Robin MacDonald 5th grade teacher Carrie Creek 6th grade teacher Katie Peterson Librarian/Media specialist Erin Stull Special Ed teacher Process used to Develop and Communicate CIP To staff and Community The Peter Kirk School Improvement Plan was developed by teachers after analyzing data from student report cards, district and common assessments, MSP results, and data from DIBELS in primary grades. Professional Learning Community teams (PLC’s = grade level teams) work together to plan, analyze, implement and revise throughout the school year to show student growth and academic achievement and alter goals as needed in all content areas.

They also looked at what strategies could be utilized to improve student achievement and challenge students at or above standard. PLC’s then developed objectives to support the building level goals in each content area with technology embedded. PLC’s keep a document on their grade level CIP Portal including their grade level objectives and building goals and will use common formative and summative assessments to review progress in each content area. Teachers have also identified students in all leveled areas and will begin developing strategies to increase their achievement in these areas. Teachers differentiate their instruction and have strategies in place to intentionally advance and challenge those kids that are currently exceeding standard based on formative and summative assessments.

Staff will be reviewing the Continuous Improvement Plan regularly. The Executive Summary will be presented to the staff and will be included on their portal site. I will be presenting the CIP at a PTSA meeting and will publish the focuses and the process in the Friday Flyer, Peter Kirk’s weekly newsletter to families, as well as make it available in a notebook in the front office.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

Peter Kirk Elementary School’s areas of focus last year included differentiating instruction with the focus on mathematics; identification and use of common assessments for various content areas with the purpose of utilizing data to ensure all students continue to make improvement in all academic areas; supporting and concentrating on the collaborative focus of the Lake Washington Learning Community goal of mathematics

Some of the activities implemented included:  Used LEAP afternoons to develop formative and summative assessments, as well as analyze and use data to inform and differentiate instruction  Focused on the Productive Disposition and decided on ways to increase our mathematical footprint: o Posted Positive Math posters Learning Community Wide o Wrote a grant for after school enrichment program, Explorations in Math o Ran two sessions simultaneous twice a year of Explorations in Math o Created a math bulletin board for the hallways

After a year of teaching the a new math curriculum (fall 2010), staff is now able to focus on going deeper into the content and ensuring rich differentiation strategies directing our attention on enrichment, rigor and challenge. We have had great conversations around the use of the curriculum and tools to best support kids and enrich.

As our PLC’s have gotten stronger, teachers have had deliberate conversations around assessments using the Four Critical Questions: 1. What is it we want them to learn? 2. How will we know if they learn it? 3. What do we do if they don’t learn it? 4. What will we do when they already know it?

Based on last year’s results, this year’s focus is…  To continue identifying and using common assessments for various content areas with the purpose of utilizing data to ensure all students continue to make improvement in all academic areas, as well as better understand leveling assessments, guaranteeing there is rigor (Level 4 Questions) present on all assessments.

 We will be using a school‐wide Continuous Improvement Plan Portal Site to track student progress toward SMART goals. The Portal site includes which common assessments in each content area teachers will be using to review the continuous and on‐going SMART goals.

 PLC’s will be concentrating on Critical Questions 3 (What do we do if they don’t learn it?) and 4 (What will we do when they already know it?) during our LEAP and common planning time

 To increase the Math Footprint at Peter Kirk by continuing to support and focus on the K‐12 Lake Washington Learning Community goal of mathematics and focus Productive Disposition. We created two goals as a staff in the area of Productive Disposition: o Increase number of staff members who are comfortable teaching math. The number of positive respondents (marking Highly Comfortable) will increase from 53%‐73% We will assess our goal by taking the Productive Disposition Survey again in the spring and respondents marking a Highly Comfortable on the scale will be considered as having a positive disposition regarding their comfort in teaching in math

o Increase staff members perceptions that Math Improvement is a top priority. The number of positive respondents (marking Highly Comfortable) will increase from 54% ‐ 75% We will assess our goal by taking the Productive Disposition Survey again in the spring and respondents marking a Strongly Agree on the scale will be considered as having a positive disposition that Math is a Top Priority at Peter Kirk

Resources needed to achieve this year’s focus:  We will continue to need professional development around assessing students and how to use this data to drive instruction as well as how to develop and utilize and develop leveled assessments. This could be accomplished through a combination of district or building support. We will need to use LEAP days and staff meetings to provide time so PLC’s can meet and collaborate and use each other’s strengths in this area to teach and learn from each other.

 We will continue to need training on how to work as a PLC. We have come a long way, but we need to strengthen our use of the four critical questions and what to do with the information. This could be district support or building support, however, I would love to see training at the district level or offer support through central office leadership.

The indicators of success for this year’s significant area of focus are…  Continued academic achievement and growth will be an indicator or success, as well as increased confidence and the ability to utilize assessments and develop leveled content assessments.

 Another major indicator will be parent and community perception of our math focus as well as an increase in math scores and engagement school wide.

Executive Summary Rose Hill Elementary

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Rose Hill Elementary Mission | Vision

Rose Hill Elementary is committed to preparing and Mission empowering all students to develop their potential and achieve personal success.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Rose Hill Elementary serves a rich cultural, socio-economic student population. Our goal is to provide a comprehensive education that challenges and motivates every child to learn and grow cognitively, academically, emotionally and socially. To maximize the learning of a wide range of abilities there are instructional programs and strategies utilized and taught by a highly collaborative teaching and support staff. Former Rose Hill Elementary students are proud to say that they attended RHE and the school is embraced by the community. Our staff has more than 600 years of experience teaching children. We are certain that “Together, we can.”

Our school has declined by 32 students since last year to 425 students from 457 students. We have two new portables for our sixth grades and for the first time in many years, our Better Schools’ teachers have a classroom space to teach their students. Many times, three or more teachers are teaching classes in the common areas of our school with the students who are the most “at risk”. Having a classroom for Better Schools’ instruction minimizes the interruptions and distractions for these students.

We are moving towards developing a Professional Learning Community model in every grade where teachers meet to discuss student work and share ideas about their grade level students; most teachers have common planning time. Our Netbooks and our computer lab are used extensively as are the ActivBoards in every classroom.

We have a growing English Language Learner (ELL) population of 96 students, up from 64 in 2009-10, who speak over 30 languages. In addition to these figures, there are large numbers of students who have tested out of the ELL program but who continue to need additional support from the Safety Net and Resource room teachers. Spanish is the predominant native language that is spoken at our school with Spanish speakers numbering 30% percent of our population. We also have ten students who speak Russian, seven who speak Farsi, six who speak French, seven who speak Japanese and 5 who speak Vietnamese.

Students who are not at standard in reading and/or mathematics are served by our District Remediation, Better Schools and Title 1 teachers. These teachers serve children in small groups based on skill needs during the day and in an after school program three days a week.

Two district self-contained special needs programs are housed at our school, Primary and Intermediate Intervention classrooms which serve grades K – 6. The goals of these programs are to mainstream students who are ready into the general education classrooms and eventually back to their home schools when they can be successful. Students who have special needs receive instruction both separately and integrated within our general education classrooms. Our Resource Room teachers provide specially designed instruction (SDI) for students on Individualized Education Plans. (IEPs)

We serve students in Targeted Assistance Programs in reading and mathematics in grades four through six. We serve 20 - 40 students, depending on needs, three times a week in an after school Scholars’ Club. Two teachers assist students who are below standard in math and reading or math in grades 4 – 6. A healthy snack is provided for all scholars attending.

Forty percent (39.95%) of our students receive either free (31%) or reduced (9%) lunches. We have many programs both during the school day and outside of school to help all of our students who are not at standard or whose families need assistance.

Eight times a year, the Safety Net teachers host Library Night at the Redmond Public Library. This is a chance for students and parents to hear stories read, tour the library and sign up for library cards as well as receive a book that they can take home for their home library. This event is well attended, usually with 70 or more participants. Dinner is provided and the funding for this program is provided through a grant from the “Friends of the Redmond Library” and the Title 1 Parent Involvement funds.

This year, on December 1st, we are hosting a Parent Night where we will be sharing ideas and strategies that parents can use at home with their children to practice reading skills. We will present this information in English and Spanish to reach the majority of parents.

Ten times this year, the Reading with Rover dogs are at Redmond Town Center in their own space next to the Big Picture theater. Our students attend in great numbers to practice their reading skills to a non-judgmental good listener with four legs and a tail. The Rover Dogs visit Rose Hill Elementary weekly to read with our children. One of our teachers is an active Rover Dog volunteer.

The various aspects of diversity in our school help create an environment of respect and acceptance for individual uniqueness and differences. Our students are friendly and accepting of new students and the warmth of our school environment is evident when you walk through the door.

Partnerships with our PTSA, parent helpers and the larger community provide students support through tutoring, mentoring, enrichment activities and donations. We received a grant from the LINKS program to fund our Lunch Buddy program. Lunch Buddies are adult volunteers who eat lunch with some of our students and then play games with them at recess time. Each Lunch Buddy is another caring adult in the child’s life.

We also received grants/donations/supplies from the following groups:

-WA Traffic Safety Commission - $500.00 grant for patrol supplies and equipment -Kirkland Kiwanis Sunrisers- provided 350 books for our K – 2 students -LWSF funded two grants, one for books for our Leveled Reading Room for $3,000 and one for the Second year of Explorations In Mathematics at $2480. -Explorations in Math (EIM) funded a half time Mathematician in Residence for our school because we have the most students completing the Monthly Math Challenge and to help us with our math culture and MSP scores. -Youth Eastside Services (YES) and partially funded by the City of Kirkland- a full time therapist and social worker is provided to support to our students, parents and their families. We currently have more students being assisted by Y.E.S. than any elementary in the District. -RHE PTSA provided grants to support fieldtrips, assemblies, stipends for intramural sports at lunch time, after school math clubs, choir, artist in residence and to enhance school programs and needs -Pastor Diana from Trinity Lutheran Church donates clothing for our Health Room and the church sponsored two families at the holiday time - 45 families were adopted for holiday gifts through local churches, Y.E.S., Rotary Club and Hope Link -Qwest/Century Link brought 65 new books for our youngest English Language Learners. -Microsoft Matching Grants support our PTSA and our school -Anonymous community members who bring us school supplies and donations to support students

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Kindergarten – Marilyn Bunday First Grade – Beth Clark Second Grade – Brian Daly Third Grade – Anna Johnson Fourth Grade –Kathleen Unckles Fifth Grade - Dave Warnick Sixth Grade – Diana McKinney Intervention – Kelly Gilbert Specialists – Sue Hanson Better Schools – Ellen Bleeker and Elizabeth Swanson Principal – Karin Janik

The grade level and content team members work on some aspects of the CIP and then present it to the whole staff for approval. All certificated teachers are part of our CIP team. They work in grade level and cross grade level teams as well as subject area teams: Mathematics; Science; Literacy and Social Studies and Technology. As needed, individuals step forward to lead and work on CIP development and LEAP planning and presentation.

Process used to Develop and Communicate CIP To staff and Community

1. Teachers served on grade level and vertical level teams. Each team was composed of teachers from every grade level, Better Schools teachers, Resource Room and Special Education teachers as well as our Specialists. 2. Teams studied data from MSP, DIBELS, Head Sprout, WLPT II, District Summative assessments, and classroom data from both formative and summative assessments. We are progress monitoring our students in Safety Net, Title, Targeted Assistance and District Remediation as well as monitoring progress towards Individual Education Plan (IEP) goals in Special Education. We paid attention to school demographics, mobility data and perception data from the 9 Characteristics Survey results. 3. Teachers met as grade level teams to determine progress of their grade level students towards the standard in reading (K - 6, math (K – 6), writing (Grade 4) and science (Grade 5). Lists of students at each level (4, 3, 2, and 1) were complied for each grade level as well as the strategies that are being used to increase student achievement in each area. 4. The general umbrella goal for each academic area was to increase the number of students who are at standard in reading, math, writing (Grade 4) and science (Grade 5) as well as improve the student’s score within a level or to move to the next level: -Level 1 to a higher Level 1 or to Level 2 -Level 2 to a higher level 2 or to Level 3 -Level 3 to a higher level 3 or to Level 4 -Keep Level 4 at Level 4 and provide challenge for them 5. Grade Level Team members with representation from ELL, Special Education and Better Schools determined grade level SMART goals under each umbrella goal to assist students in attaining the overarching school goals. Teachers kept in mind the data of past and present student performance. 6. Information was shared by teams with the entire staff. 7. The completed CIP plan will be shared with parents and community through: Our School Website; The Principal’s Newsletter, Raccoon Tales; and through the RHE PTSA Board and General Meetings.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

This was our second year with the Measure of Student Progress or MSP. The math test in grades 3-6 was based on new state standards, our 3rd grade scores increased by 13%, our 4-5th grade math scores were level and our 6th grade scores increased by 18%. In Reading, we showed gains in 3rd, 5th and 6th grade, with 4th falling 4%. Fourth grade Writing also showed a drop and Fifth grade Science showed a gain. We are working hard to meet the needs of our students in all areas; providing challenge opportunities as well as remediation. Increasing our MSP scores remains a focus as well as providing excellent instruction every day with opportunities for enrichment. During the 2011-12 school year, we will host two Family Math Nights (January 12th and April 12th) where parents and their students can learn math games to play to increase their student’s skills in mathematics.

We made our goals in some areas but not in others. Three student groups out of 28 did not make Adequate Yearly Progress:

Name of Student Group AYP in Mathematics AYP in Reading Special Education No No Hispanic No Yes Poverty Yes No

We studied data over a six year time period and we found that the longer that students stay at Rose Hill Elementary, the more likely that they will meet or exceed standard. We do have a high mobility rate as children move through the grades K – 6. Our poverty rate of 40% has continued and we have added approximately 20 new ELL students to our school population. Because we did not make AYP for the second year, we were required to offer our Parents “School Choice.” We are proud to say that only ten students moved to another school in the district. Many parents told me that “Rose Hill Elementary is the only place for their children to be because of how pleased they are with the school, the teachers and their child’s progress. “ Many also told me that our school mirrors “what the world is like” and that they value the diversity at our school. We are continuing with a multi-year focus developed in 2009-10 to help us keep our direction and focus over time.

Based on last year’s results, this year’s continuing focus is… Reading: Continue flexible groups to meet student needs; use classroom teachers to provide challenge and support staff to “double dose” below- standard learners; focus on fiction and non-fiction text.

The Double Dose time will be taught by the ELL or Better Schools teachers and will be designed to pre-test skills, teach skills and post-test skills. Progress monitoring will continue with all learners who are not at standard.

Math: Continue using the new enVision Curriculum; differentiate instruction/homework for all learners; use of math journals; Monthly Math Challenge; after school Math Clubs; Family Math Nights

Science: Use a K-6 continuum of skills for the process of the scientific write-up; encourage participation in the PTSA sponsored Science Fair

Writing: Develop and enhance students’ skills in the writing process

Utilize an Enrichment Block each day for both challenge and remediation of skills.

Students who need extra help in ELL, Special Education or Better Schools can get a “Double Dose” without missing content instruction in science and social studies. Students who remain with their teachers will be at standard or above and will be involved in challenge work.

-English Language Services: Students new to our country, Newcomers, receive intensive support for the first few weeks. English Language Learners at Levels 1 and 2 receive direct instruction during the Enrichment Block. The Level 3 ELL students will continue to be served through a “push-in model” two to three times a week. This involves having one of the ELL teachers check in with the students on their understanding of concepts and vocabulary in reading or math. Then, the ELL teacher will provide small group instruction or individual help as needed.

· Continued use of Scholars’ Club after school for focused skill remediation in reading and mathematics

"Math Productive Disposition" related goal(s) and (measure of success): Continue to build the Math Culture at Rose Hill Elementary

Staff: beliefs, behaviors and attitudes about Math  Professional Development on Math Games (8 sessions during LEAP)  Work with Mathematician in Residence / Math Coach (teacher reflection)  Math Clubs for Primary and Intermediate after school (participation)  Monthly Math Challenge (participation)  Differentiation of Math instruction and homework (teacher reflection)  Math displays/bulletin boards in classrooms and hallway (count)  Math resource room (set up and use)

Parent: beliefs, behaviors and attitudes about Math  Family Math Nights – January 12th and April 12th (participation)  Math Clubs for Primary and Intermediate after school (participation)  Parent survey (results)

9 Characteristics Goals  All Students are consistently challenged by a rigorous curriculum in math.  The staff works in grade level and cross grade level teams to help increase student learning in math based on classroom assessment information.

To achieve this year’s focus: (multi-year focus, began in 2010)

Reading:  Use of LEAP time for teams to meet and track student progress towards goals and to develop strategies for differentiation to meet student needs  Use of district and classroom assessments to provide data on student progress  Reading research on differentiation / flexible grouping / Response to Intervention (RTI)  Implement targeted teaching strategies from Teach Like A Champion  Continue to add to our Leveled Reading Room, both non-fiction and fiction student books in single copy or sets of books  Continue to build our teacher resources on teaching reading

Math:  Grade level collaboration on the enVision Math program, its components and on-line resources for students and parents  Professional Development through our EIM Mathematician in Residence on the use of the math games from the six math strand kits  Use of LEAP time for teams to meet and track student progress towards goals and to develop strategies for differentiation to meet student needs  Use of district and classroom assessments to provide data on student progress  Meeting in the LWLC on math by grade level or job alike staff to share ideas and strategies for using enVision and preparing for the spring MSP in grades 3 – 6  Implement targeted teaching strategies from Teach Like A Champion  Continue to add additional games, books and materials to the Math Resource Room for students and teachers

The indicators of success for this year’s significant area of focus are…(multi- year focus, began in 2010)  Teachers will be aware of the level of every child in their grade level in math and reading and the strategies that are being used to increase achievement

 Teachers will be using more researched-based skill strategies with their students  A greater number of our students will meet or exceed standard as measured by their respective grade level’s SMART Goals  Grade level teams are meeting as professional learning communities (PLCs)  Parents are accessing the on-line grade book to be aware of their student’s grades and progress in reading and math  Parents are accessing the on-line enVision Math resources to provide extra assistance at home  Parent attendance at Family Math Nights  Students are participating in the Monthly Math Challenge  Students are attending the after school math clubs; math bulletin boards/posters are present in our hallways

Executive Summary Rose Hill Junior High

2010 - 2011

Each student will graduate prepared to lead a Mission rewarding, responsible life as a contributing member of our community and greater society.

Every Student Future Ready: Vision Prepared for College Prepared for the Global Workplace Prepared for Personal Success

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Rose Hill Junior High School Mission | Vision

Enriching and empowering students through Mission connection, value and challenge.

The RHJH community cares for each other, embraces learning, Vision and prepares students for a successful liife.

Student The knowledge, skills, and attributes that evvery Profile student needs to be Future Ready.

The learning environments in our classrooms and schools.

Connection Value Challenge

Part One: School Executive Summary School Description

Description of our School This is an opportunity to tell the School Board information about your school that you would like them to know. Consider sharing information regarding your parent community, PTSA, history of your school, quality of your staff, demographic uniqueness, special awards or recognitions, etc. Rose Hill provides a strong core curriculum program that is complemented by a well- defined electives program. We take pride in our efforts to try and find a "home" for each of our students. Students who are achieving at high levels are presented with academic challenge to push them further. Students with an area of passion are given a place to express their interests in music, technology, the arts, and academically- focused extra-curricular pursuits. Students who are struggling have a host of interventions available to them including safety net placement, “Pride Time” tutoring during our school day, and after-school tutoring twice a week. Students at Rose Hill receive many opportunities to explore areas of interest and that integrate students into our school culture and providing a home-away-from-home for many students who might otherwise be overlooked. Students have the chance to experiment with high-tech know-how by building robots or manipulating digital imagery. They have an opportunity to cultivate their artistic expression through visual and performing arts. Our culinary arts program is undergoing a significant transformation so as to align with the new program at LWHS, and those changes have been very well-received by our students. Our staff are committed to providing a personalized learning environment where we know each and every student by name and need. Conversations among the building leadership team, grade-level teams, and department teams happen on a weekly basis so as to facilitate communication of student and school progress. We regularly talk about individual students and their accomplishments and struggles so that we might identify pathways for success for each child as they move towards high school. Our counseling department works closely with teachers and students to monitor student progress and ensure that students are reaching their true potential. We have a curriculum leadership team and a building leadership team, each of which are tasked with specific duties. This year, those teams are focusing their efforts on ensuring that our transition into a middle school model will be successful and that it will meet the needs of our students. Our staff voted unanimously on our middle school model in the spring of 2011, and this current year is seeing Rose Hill pilot many elements of our new middle school model already, including after-school academic support (courtesy of a LWSF grant), “organization time” incorporated into the school day, the continuation of in-day tutoring (“Pride Time”), and the piloting of opt-in honors model for our 7th grade Language Arts and Social Studies. We are also starting the examination and application of RTI for our struggling students so as to have systemized interventions at-the-ready for when we become a middle school. Our PTSA involvement is continuing to grow at a slow but steady rate. Staff and parents have collaboratively worked very hard to continue forging relationships and collaborative opportunities. We have a strong executive board who are deeply invested in the school and its programs, and who is proactively looking towards the upcoming transition so as to facilitate a smooth operation of our PTSA functions and duties. Rose Hill has very intentionally opened its door to the parent community and invited them in on numerous occasions with great success. Staff are communicating with parents in numerous ways, with a focus on sharing positive news about student achievement. The PTSA has taken on a number of important projects for our school, including emergency preparedness, providing resources for extra-curricular offerings, and providing support to our staff and community. Finally, we are hosting monthly “Transition Team” meetings with our elementary PTSA parents so that they have a forum in which to express questions and concerns about the new middle school as well as to craft leadership opportunities and involvement for incoming parents.

Process Used to Develop and Part One: School Executive Summary Communicate CIP

CIP Team Members Please indicate individual title and role within the school as well as his/her name. Our CIP Team had representatives from each major curricular area, as well as representatives for significant areas of focus within our building. Our team members included: Laurynn Evans, building principal Erin Bowser, assistant principal Jodi Pollett, office manager Katie Folkman, math department chair and MSFT math coach Jill Berge, LA/SS representative Mikala Mason-Schaefer, science representative Larry Whalen, technology representative Terry Thompson, lead counselor, assessment coordinator, and data coordinator Tracey Bagley, special education representative Amanda Hicks, electives representative

Process used to Develop and Communicate CIP To staff and Community As in prior years, we utilized a very intensive and inclusive process wherein we analyzed the prior year's CIP plan's effectiveness, looked at relevant data, and then regrouped to craft our current CIP plan. Starting in August 2011, department teams looked at data and drew inferences and conclusions about what the data communicated. These discussions featured a strong emphasis on student-by-student data analysis. As a staff, we also discussed our 9 Characteristics Survey data and crafted perception goals based on the survey results. Department teams then crafted their goals in September, basing these goals on prior goals, data collection, and group discussion. In some cases, departments created new goals or areas of focus. In other departments, the prior years' goals were revised and utilized as the goals were good but just not yet attained. In early October all departments presented their goals and rationales to the full staff, and the building's CIP documents were posted on the portal for full-staff review as well. The CIP plan will be shared with the PTSA in December and/or January. Ongoing review of goals and progress towards goals takes place each academic quarter, centering on individual student performance, data analysis, and relationships between data and goal status.

Part One: School Executive Summary Significant Area of Focus

Description of our School’s Significant Area of Focus Within your description please include:

. Why did our school select this particular area of focus? (may be a continuation of a focus from the previous year) . What resources and/or professional development were used to support our anticipated growth in our area of focus? . What are our identified indicators of success for our area of focus? . What are the results of our efforts in this area? Rose Hill Junior High staff will continue its work in the areas of positive perception and reducing the number of students receiving “F” grades. Rose Hill will also have a major focus on “looking forwards” as we prepare to become a middle school in the 2012-2013 school year. Our work in the areas of positive perception and student academic success is a continuation of work started in prior years, while much of our work in preparing to be a middle school constitutes new work. We are in the midst of modernization and reconfiguration, and as such, we are working very hard to prepare ourselves for this massive transition. Our counselors and teachers are coordinating with staff at LWHS to ensure a seamless transition both academically and behaviorally for our 8th and 9th grade students, and we are extending a great deal of outreach to our elementary schools to ensure a successful transition into Rose Hill for current 5th and 6th graders. We’ve extended a special welcome to our new Audubon families in these efforts. We have been in discussion with families and PTSA groups to talk about traditions, establishing new activities and programming, and facilitating student social outlets in our new middle school. We have also been working as a staff to define our academic and extra-curricular program for the new Rose Hill Middle School. A large part of these efforts has been our decision to be proactive and pilot many elements of our new middle school model. First and foremost, we are the district pilot school for a full-school integration of 1:1 netbooks for all of our students. This effort has taken a great deal of planning, execution, and follow-through by all staff members in the building to implement well during our first year with the program. Close partnerships with our technology department and with our in-house technology experts has been essential. To date, all staff have implemented successful lessons that embed technology-rich outlets for student learning, and the frequency of these kinds of lessons is increasing at a steady pace. We’re excited about the future potential of these devices for our continued effective instruction and for the subsequent impact on student academic achievement. We believe the higher level of student interest in netbook-based learning activities also points towards our CIP goals centering on increased student achievement in core content areas as more engaged students equates to more learning taking place. We are also piloting other essential elements of our middle school program, including a new bell schedule, structured interventions, “organization time”, opt-in honors programming, and a higher focus on student-by-student data and performance review. We have committed to identifying and intervening with "students of concern." These are students who are struggling either academically or behaviorally (or both). We have developed and implemented a systematic series of interventions at RHJH. This system includes both content team and grade-level team discussions about individual students, individual help both during our school day and after school, staffings with parent involvement, and individual conferences between students and counselors/administrators. A formalized system to discuss and assist students in need is now a part of our school culture. We have a school wide academic intervention called "Pride Time," wherein students can obtain tutoring in content areas in small settings during the school day. On top of Pride Time, we also have after-school “Mandatory Intervention” for students who are struggling in multiple core-content areas. To date, these programs are meeting with great success in terms of turning around student performance and buy-in from families and staff. In conjunction with these efforts, Safety Net classes, ELL classes, and special education curriculum continue to provide resources and additional supports for students who have been identified with significant academic challenges or needs. Again, these interventions point to our CIP goals regarding improving student academic achievement both in the classroom and on state measures. Our new bell schedule is allowing us to also provide students with structured time to “learn how to learn” during our Organization Time each school day. Students are guided through structured steps to organize their homework and self-study time, with the use of provided planners and Communicator. This was identified as a critical need by both parents and our elementary teachers, and we believe that continuing to focus on helping students learn how to learn will help foster the self-regulation and self- efficacy to promote greater academic success for all students. Another element of our middle school model that is currently being piloted is that we support and challenge our high-achieving students. Our staff have developed and enhanced additional "good, better, best" options or "challenge options" for student work and projects. Our core areas are regularly offering consistent "standard" and "challenge" options across grade levels for both daily assignments and major projects, so as to encourage students to try for a higher level of performance. We are seeing greater numbers of students attempt (and successfully complete) challenge option assignments, and the hope is that we continue to cycle in more opportunities and more successful student efforts on these challenge options. We are also piloting our opt-in honors programming in 7th grade, and we have already identified a large number of students demonstrating interest and who are pursuing this designation for the first semester. Finally, we are working to blend our reconfiguration work with our modernization work by crafting a middle school academic model that is supported by our new facility, set to open in the fall of 2013. Meaningful discussions about how to utilize shared learning space, open classrooms, and high levels of technology integration are the focus of our LEAP times as well as our hosted staff meetings (which happen each month). Staff are collaborating at high levels to share knowledge of best practice and integrated instructional models so that when we begin having blocked courses next year and flexible learning spaces in the year after, we are ready to make use of our knowledge and our material resources. Our second significant area of focus for this year is our continued work on perception of Rose Hill. Over the prior two years, we engaged in a lot of hard work to change community perceptions, and the feedback we have received is that it is meeting with great success. Department and grade-level teams continue to actively discuss this concept, and each staff meeting has a featured segment about ways that this has taken place and new ideas to continue positive messaging. Our staff has continued to deliver personal postcards with positive feedback mailed directly to student homes. All teachers have proactively migrated to Communicator. We are also communicating student achievements both in and out of the classroom through our school newsletter and through student recognition events each quarter. The formal recognition program that was developed last year continues to honor students in four separate categories for academic achievements as well as for demonstrating exemplary behavior. Staff and administration continue to receive several communications from parents, PTSA, and community members that the efforts are working. We are energized and excited about the upcoming reconfiguration and modernization projects for Rose Hill Middle School, and we feel that these events have given us a great opportunity to truly examine our practice as a school and to focus our work on doing what is best for students.

CHANGE ORDER NO. 44 LAKE WASHINGTON HIGH SCHOOL MODERNIZATION

January 30, 2012

SITUATION

Change Order No. 44 is attached for your review. The change order includes one (1) deductive cost change and one (1) additive cost change to the construction contract for the modernization of Lake Washington High School.

One (1) Construction Change Directive (CCD) is for an Owner requested change.  CCD-401 is a credit for deleting the potential of installing a State owned art collection.

One (1) CCD is due to a design coordination issue.  CCD-399 installs handrails to each side of the side walk that crosses over a rain garden.

The additive cost of the changes from Change Order No. 44 is within the budget established for this project. The total for change orders 2 thru 44 for this project is 6.5% of the reconciled construction contract amount.

Reconciled Construction Contract per Change Order No. 1 $56,578,411.00

Current Change Order

Change Order 44 $6,267.00

Total Change Orders

Change Orders 2 thru 44 $3,681,711.00

Contract Amount including this Change Order $60,260,122.00

RECOMMENDATION

The Board of Directors approves change order No. 44 to Lydig Construction Inc. for work at the Lake Washington High School Modernization in the amount of $6,267.00 increasing the contract amount to $60,260,122.

-13- ® AIA Document G701TM – 2001 Change Order

PROJECT (Name and address): CHANGE ORDER NUMBER: 044 OWNER: Lake Washington High School Phase II DATE: January 9, 2012 ARCHITECT: & III Modernization 12033 NE 80th Street CONTRACTOR: Kirkland, WA 98033 FIELD: TO CONTRACTOR (Name and address): ARCHITECT’S PROJECT NUMBER: 0624 Lydig Construction CONTRACT DATE: March 24, 2009 OTHER: 12100 Northup Way CONTRACT FOR: General Construction Bellevue, WA 98005

THE CONTRACT IS CHANGED AS FOLLOWS: (Include, where applicable, any undisputed amount attributable to previously executed Construction Change Directives)

CCD 399: Provide Guardrails at the Rain Garden Bridge $8,178.00 CCD 402: Delete Moving of the Art Collection ($1,911.00)

The original Contract Sum was $ 68,361,627.00 The net change by previously authorized Change Orders $ (8,107,772.00) The Contract Sum prior to this Change Order was $ 60,253,855.00 The Contract Sum will be increased by this Change Order in the amount of $ 6,267.00 The new Contract Sum including this Change Order will be $ 60,260,122.00

The Contract Time will be unchanged by zero ( 0 ) days. The date of Substantial Completion as of the date of this Change Order therefore is unchanged.

NOTE: This Change Order does not include changes in the Contract Sum, Contract Time or Guaranteed Maximum Price which have been authorized by Construction Change Directive until the cost and time have been agreed upon by both the Owner and Contractor, in which case a Change Order is executed to supersede the Construction Change Directive.

NOT VALID UNTIL SIGNED BY THE ARCHITECT, CONTRACTOR AND OWNER.

McGranahan Architects Lydig Construction Lake Washington School District No. 414 ARCHITECT (Firm name) CONTRACTOR (Firm name) OWNER (Firm name) 2111 Pacific Avenue, Suite 100 12100 Northup Way 15212 NE 95th Street Tacoma, WA 98402 Bellevue, WA 98005 Redmond, WA 98052 ADDRESS ADDRESS ADDRESS

BY (Signature) BY (Signature) BY (Signature) Steve Broback Kevin Duffy Forrest Miller (Typed name) (Typed name) (Typed name)

DATE DATE DATE

AIA Document G701™ – 2001. Copyright © 1979, 1987, 2000 and 2001 by The American Institute of Architects. All rights reserved. WARNING: This AIA® Document is protected by U.S. Copyright Law and International Treaties. Unauthorized reproduction or distribution of this AIA® Document, or any portion of it, may result in severe civil and criminal penalties, and will be prosecuted to the maximum extent possible 1 under the law. This draft was produced by AIA software at 09:37:28 on 10/13/2008 under Order No.1000344892_1 which expires on 2/24/2009, and is not for resale. User Notes: (1774698917)

CHANGE ORDER NO. 2 HELEN KELLER ELEMENTARY SCHOOL MODERNIZATION

January 30, 2012

SITUATION

Change Order No. 2 is attached for your review. The change order includes ten (10) changes to the construction contract for the Helen Keller Elementary School modernization project. Two (2) changes are additive cost changes, one (1) change is a deductive cost credit, and seven (7) are no cost changes.

Five (5) Construction Change Directives (CCD) are due to design coordination issues:

 CCD 028 – Revises wall tile pattern at restrooms (no cost).  CCD 031 – Modifies masonry wall ground face & bull nose finish (no cost).  CCD 032 – Clarifies tree protection (no cost).  CCD 037 – Changes honed concrete floor joints and stair block-outs (no cost).  CCD 040 – Revises waterproofing at north wall of gym building (no cost).

One (1) change is due to an owner requested item:

 CCD 014 – Updates to interior material and color finish (credit).

Two (2) changes are due to regulatory agency requirements:

 CCD 033 – Changes tree #41 location (no cost).  CCD 039 – Modifies the service yard layout (no cost).

Two (2) changes are for unforeseen sub-surface conditions:

 CCD 035 – Utilizes stabilization material in lieu of structural fill material.  CCD 036 –Approves over excavation for basement foundations.

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The additive cost of the changes from Change Order No. 2 is within the budget established for this project. The total of the change order for this project is 0.47% of the construction contract amount.

Construction Contract Amount $17,214,500.00

Current Change Order

Change Order 2 $61,332.00

Total Change Orders

Change Orders 1-2 $81,578.00

Contract Amount including this Change Order $17,296,078.00

RECOMMENDATION

The Board of Directors approves Change Order No. 2 to Cornerstone General Contractors, Inc. for modernization work at the Helen Keller Elementary School in the amount of $61,332.00, increasing the contract amount to $17,296,078.

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CHANGE ORDER NO. 4 CARL SANDBURG ELEMENTARY SCHOOL MODERNIZATION

January 30, 2012

SITUATION

Change Order No. 4 is attached for your review. The change order includes seven (7) additive cost changes and one (1) deductive cost change to the construction contract for the modernization of Carl Sandburg Elementary School.

Five (5) Construction Change Directives (CCD) are due to owner requested items.  CCD-012 authorizes overtime to complete geothermal well drilling before onset of inclement weather.  CCD-016 revises kitchen equipment.  CCD-019 changes door frame type from aluminum to hollow metal.  CCD-023 authorizes overtime to mitigate delays due to unanticipated weather conditions and unsuitable soils.  CCD-032 revises basement ceiling gypsum board type.

Three (3) CCD are due to design coordination issues.  CCD-022 extends shaft walls for revised louver sizes.  CCD-025 extends conduits to irrigation controller.  CCD-030 adds conduits to exterior light fixture.

The additive cost of the changes from Change Order No. 4 is within the budget established for this project. The total for Change Orders for this project is 0.4% of the original construction contract amount.

Original Construction Contract $20,674,700.00

Current Change Order

Change Order 4 $23,176.00

Total Change Orders

Change Orders 1 thru 4 $84,169.00

Contract Amount including this Change Order $20,758,869.00

RECOMMENDATION

The Board of Directors approves Change Order No. 4 to Spee West Construction Inc. for work at the Carl Sandburg Elementary School Modernization in the amount of $23,176.00 increasing the contract amount to $20,758,869.

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CHANGE ORDER NO. 4 REDMOND HIGH SCHOOL ADDITION

January 30, 2012

SITUATION

Change Order No. 4 is attached for your review. The change order includes six (6) additive cost changes to the construction contract for the additions at Redmond High School.

Two (2) Construction Change Directives (CCDs) are due to design coordination issues.  CCD-013 provides plumbing connections to fume hoods and sinks.  CCD-045 supplies security system components, wiring, and fiber optic cabling.

Three (3) CCD are due to unforeseen conditions  CCD-024 relocates a side sewer in conflict with other underground utilities.  CCD-029 provides for the removal of unsuitable soil and placement of structural fill beneath building footings.  CCD 033 adds a storm catch basin.

One (1) CCD is due to Contractor requested changes  CCD-027 provides a wider stud cavity to facilitate the installation of large electrical conduits.

The additive cost of the changes from Change Order No. 4 is within the budget established for this project. The total for Change Orders for this project, including Change Order No. 4, is 1.22% of the original construction contract amount.

Original Construction Contract $9,732,315.00

Current Change Order

Change Order 4 $89,879.00

Total Change Orders

Change Orders 1 thru 4 $118,676.00

Contract Amount including this Change Order $9,850,991.00

RECOMMENDATION

The Board of Directors approves Change Order No. 4 to Pellco Construction Inc. for work at the Redmond High School Addition in the amount of $89,879.00 increasing the contract amount to $9,850,991.

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2012 OSPI ENERGY EFFICIENCY GRANT RESOLUTION NO. 2119

January 30, 2012

SITUATION

The State of Washington has made $20 million dollars available to K-12 public school districts for energy efficiency projects in 2012. The funds will be administered by the Office of the Superintendent of Public Instruction (OSPI). All approved project awards are limited to $1 million.

The State’s expectation is that the grant monies will not cover the entire cost of the project, but provide leverage for other funding sources in order that a greater amount of work can be done. For example, combined with utility rebates and district capital dollars, the grants are augmented so a school district accomplished a larger (or more) energy efficiency projects resulting in greater benefits to school district general fund budgets. In addition, the State requires that performance based contracts be used to accomplish the energy efficiency project and that this type of contract be executed by an energy services company (ESCO). The District has already been using an ESCO to complete work as part of previous efficiency grants awarded in 2010.

As a first step in the grant application process, OSPI requires that school district boards approve a Letter of Intent before submitting the formal application, specifying that the District will proceed with the proposed project if grant monies are awarded. The letter must also state the District’s cost effectiveness requirements, which will stipulate the required time frame in which energy savings will pay off the project. The ESCO will then be required to perform an Investment Grade Audit (IGA) which will certify the project’s expected cost and energy savings. Upon submission of these two documents, the District will then submit a formal application for the grant monies in February, 2012.

The District intends to submit a project to overhaul the central freezer located at the Support Services Center. This freezer accommodates nearly 50 pallets of frozen food, which is then distributed to schools across the District. The current equipment has reached the end of its useful lifetime and will need to be replaced within the next year. Similarly, the roof of the freezer structure is in need of an overhaul, which provides an opportunity to increase the amount of insulation and install new, energy efficient lighting. Total costs are expected to be $400,000 - excluding sales tax for the comprehensive package of all efficiency measures. The application will request that the State provide $133,000 towards the project (33%). The energy savings can be expected to pay for the project over the life of the equipment and roof, estimated to be between 20-30 years.

RECOMMENDATION

The Board of Directors approves Resolution No. 2119 providing a Letter of Intent to OSPI that states the District will complete the freezer project if grant funding is awarded, provide an IGA when applying for funds, and setting out the cost effectiveness criteria as “over the life of the equipment”.

-18- OSPI ENERGY EFFICIENCY GRANT RESOLUTION NO. 2119

WHEREAS, the Office of Superintendent of Public Instruction (OSPI) has announced the availability of $20 million in grant funds for energy operational savings projects;

WHEREAS, a condition of the grant award is to complete an Investment Grade Audit before applying for the grant;

WHEREAS, OSPI requires districts who are interested in applying for an energy grant to declare their intention to proceed with a project if awarded a grant;

WHEREAS, OSPI requests districts to submit the “predetermined cost effectiveness” criteria, defined as “over the lifetime of the equipment”, to OSPI along with a letter of intent;

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors Lake Washington School District No. 414 hereby certifies that the Lake Washington School District intends to comply with all OSPI requirements, conditions, and requests as set forth above.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 30th day of January 2012.

BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT NO. 414

Attest:

Secretary, Board of Directors

CONSTRUCTABILITY REVIEW REPORT APPROVAL ROSE HILL JUNIOR HIGH SCHOOL REPLACEMENT

January 30, 2012

SITUATION

In accordance with WAC 392-344-066 and WAC 392-344-085 and in order to receive state matching funds for modernization, a constructability review must be completed for the Rose Hill Junior High School replacement project. A constructability review is a process by which a design is evaluated as to its ability to actually be constructed. The Board of Directors is required to approve a Constructability Report and provide a brief statement explaining why comments in the report were rejected by the design team. The district employed an independent constructability team to review the plans and specifications of the replacement of the Rose Hill Junior High School. The team consisted of a contractor; an architect; and a structural, civil, mechanical, and electrical engineers; and a construction manager.

The constructability review was performed on a full set of construction documents, including the site, landscape, architectural, kitchen, structural, mechanical and electrical design. The construction documents were 95% complete. The constructability review team was instructed to review the drawings for missing/conflicting information and general constructability. The team completed its review on December 5, 2011 after a two-week review period and submitted the final report.

The constructability review comments were sent to the district architect for the project for incorporation into the construction documents. The architect and district’s Project Manager reviewed the document, prepared a response to the specific comments, and are addressing the comments in the final construction documents.

RECOMMENDATION

The Board of Directors approve the constructability review report for the replacement of the Rose Hill Junior High School building.

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EXECUTIVE SUMMARY January 16, 2012 RE: Constructability Review –Rose Hill Middle School

BACKGROUND: LRC Consultants performed a Constructability Review on the Rose Hill Middle School project from November 15 th , 2011 to December 12 th , 2011. We utilized a (7) person review team consisting of construction professionals in their particular disciplines. We received the drawings on November 15 th . Our comments were sent out on November 30 th , December 2 nd , 5 th , and 12 th . Areas of concern we found on the documents that will require more time for the Design Team to resolve are as follows: • Provide details for site f ence and gates for south courtyard, fence and gates loading dock area and site stair retaining wall guardrails . (Comment CLA 1). • Clarify door and frame types wanted at noted locations. (Comments A5, 12, 13, 14, • Clarify concrete plinth sizes and details. (Comments S 4, 5, 6, and 30). • Provide pipe sizing on noted sheets. (Comments MP 14, 16-20). • Provide Structural details for 6” CMU walls in locker room area. (Comment C1A-D) • Conflicts with HVAC ducts, Structural CMU lintels and noted ceiling elevations at noted locker room locations. (Comment C3 A-D). • Conflict with HAVC, Structural, rated shaft enclosure and ceiling elevations at noted locker room location. (C4 A-D). • Conflicts with exterior doors and wall types with building structure. (Comments C7 A-E). • Clarification of stair 1 framing and details. (Comments C8 A-D). • Clarification of floor design at stair 2.1 area. (Comments C10 A-D). • Conflict with HVAC, Structural and noted ceiling elevations at stage area. (Comments C17 A-B). • Clarification of HVAC, ceiling heights along grid AJ. (Comments C18A-B). • Provide CW1 structural supports from top to bottom including steel framing at low bench. (Comments C19 A-E). • Provide design for exterior concrete HC ramp and railings along grid 10. (Comment C38 A-C). • Provide location for exterior waste compactor, power requirements, and any foundation upgrades if necessary. (Comment C43).

DISCIPLINES REVIEWED: Civil-Landscape Architectural Structural Mechanical Electrical Low Voltage Systems Drawings and specifications

DONATIONS

January 9, 2012

SITUATION

Individuals and/or groups periodically desire to make monetary donations or grants to the school district. Monetary donations and grants which exceed $1,000 are submitted for board approval. Following is a list of those requests for the current month including the individual or group making the request, the amount of donations/grants, and the purpose for which the funds are to be used.

From Amount Purpose

David Zazzo to Kamikin Jr. High $3,000.00 To support band program.

Laura Ingalls Wilder PTSA to Wilder $15,800.00 To support staff development ($1,000), field trips Elementary ($5,000), MSP Academics ($4,000), and content team for literacy, technology, science, and literacy ($4,000) and provide stipend for motor skills ($1,800).

Lakeview PTSA to Lakeview $9,591.00 To provide teacher training ($1,991) and teacher Elementary stipends for marathon and student leadership ($4,950) and teacher stipend for music and to support choir ($2,650).

Anonymous Donor to Environmental $20,000.00 To provide grant to school. and Adventure School

EAS PTO to Environmental and $30,000.00 To provide discretionary funds to school. Adventure School

Carol Sandburg PTSA to Sandburg $1,060.93 To provide teacher stipend for spirit squad ($507.26) Elementary and homework club ($553.67).

Eastlake Women’s Basketball to $2,166.00 To provide stipend for girls’ basketball. Eastlake High School

Helen Keller PTSA to Keller $1,600 To purchase license for IXL math program. Elementary

Juanita Rebels Booster Club to Juanita $5,023.83 To paint logo ($1,023.83) and purchase scoreboards High School ($4,000).

Rosa Parks PTSA to Rosa Parks $5,940.00 To provide stipend for drama club. Elementary School

TOTAL $94,181.77

RECOMMENDATION

The Board of Directors accepts the donations/grants as identified at the January 30, 2012 Board Meeting.

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