SAMMAMISH HIG IGH SCHOOL BOARD PRESENTATION February ry 12, 2019
Sammamish Hig igh School ENROLLMENT PROFILE 2018-19 19 English Special Ethnicity % Total Language Education Enrollment American Indian <1% Learners 1216 Asian 20% 9 th 306 8% (26) 13% (39) Black or African American 6% Hawaiian or Pacific Islander <1% 10 th 293 11% (31) 15% (43) Hispanic 19% *11 th 333 9% (30) 11% (35) Multi-Ethnic 8% *12 th 284 9% (25) 13% (36) White 46% 67 *Full Time Free/Reduced Lunch 33% (11 th -27/12 th -40) Running Start
Sammamish High School STRATEGIC PLAN PRIORITIES FOR 2018-19
Sammamish High School CULTURE AND CLIMATE Primary Goal: Building an instructional team focused on tier 1 and tier 2 instruction The Sammamish EI I Tea eam (SEIT), ), in existence for over a year, and lead by the principal, has succ cces essfully: • Engaged key staff members, including select math teachers and special education teachers, a counselor, and an English Language Learner (ELL) facilitator, • Solidified a clear documented purpose, team roles and responsibilities, decision-making process, and a comprehensive communication plan, • Developed a preliminary screening tool for entry into the Algebra/Geometry Block class that utilizes prior class performance, SBA scores, STAR testing scores, and teacher comments, and • Created look-fors for tier 1 instruction. By the end of the school year, the SEIT will ill succe ccessfully ly com omple lete: • Two rounds of an instructional cycle of improvement around tier 1 instruction utilizing instructional look- fors focused on math discourse, and • A Tiered Intervention Matrix for the Algebra/Geometry block, Geometry and Algebra 2 courses.
Sammamish High School CULTURE AND CLIMATE Additional SEIT work for this year Throughout the year, the SEIT IT will ill als lso con ontin inue to: o: • Engage in an iterative process of examining data to determine what is effective and what has not been effective, • Collect and analyze data for the Algebra/Geometry block, Geometry and Algebra 2 courses as it relates to tier 1 instruction and instructional look fors, and • Analyze data related to student performance on mathematical standards for the analysis of tier 1 instruction in all Algebra/Geometry block, Geometry and Algebra 2 courses
Sammamish High School CULTURE AND CLIMATE Student Grade Results in Select Math Classes from 2017-18 • 103/110 (94%) earned Algebra 1 credit – 62/67 (93%) for students of color • 82/110 (75%) earned a C or higher – 48/67 (72%) for students of color • 55/66 (83%) earned Geometry credit - 29/38 (76%) for students of color • 48/66 (73%) earned a C or higher – 25/38 (66%) for students of color Data breakdown further into racial/ethnic subgroups was suppressed to protect identity of students.
Sammamish High School HIGH QUALITY INSTRUCTION Discourse - Look Fors All students participate, not just the hand-raisers. Students say a second sentence (spontaneously or prompted by the teacher or another student) to extend and explain their thinking. Students talk about each other’s thinking (not just their own). Students Students revise their thinking, and their written work includes revised explanations and justifications. Students use precise ways of expressing their thinking, potentially including the use of academic language. English learners produce language (English or first language) that communicates ideas and reasoning, even when English may be an approximation of standard form. Students engage and persevere at points of difficulty, challenge, or error. Teachers use strategies to get all students to participate in the discussion or responding to questions. Teachers Teachers use a variety and appropriate grouping for discussions. Teachers ask varying kinds of questions to allow for entry into the discussion. Teachers use student work & ideas as prompts or examples during the discussion. Teachers prompt students to explain or extend their thinking.
Sammamish High School HIGH QUALITY INSTRUCTION Next Steps for High Quality Instruction • Data share with each teacher coupled with coaching support for instructional improvement • Analysis of data across the department to determine what additional supports or professional development is necessary • Analysis of the individual standards (versus overall grade) to determine instructional effectiveness
At Sammamish, our long-term goals are: • Each student at Sammamish will develop a sense of belonging to the Sammamish community, as measured by Panorama Student Perception Survey Data, and • Student Sense of Belonging will improve from 64% in the Fall of 2018 to 68% in the Fall of 2019. STUDENT WELL BEING Growth in this area will be supported by: AREAS OF FOCUS - Quarterly Social Emotional Learning Lessons - Monthly Staff-Developed Community Forums - Teacher Use of Selected Proactive Classroom Management Strategies - School-Wide Assemblies - Continuation and Development of Student Racial Affinity Groups - Student Leadership Passion Projects Connected to Sense of Belonging
Sammamish High School STUDENT WELL BEING To support the emotional and physical well-being of all students and affirm their sense of identity and belonging, our school community will: • Develop and teach common lessons related to Social Emotional Learning (SEL), Standards/Benchmarks, and Prohibition of Harassment, Intimidation, and Bullying (HIB), and • Teach four pro-social SEL lessons that focus on self-awareness/management/efficacy and social awareness/management/engagement. • Continue to facilitate community forums designed to help students proactively discuss various topics that they are faced with on an ongoing basis. • This work began in February 2018 and continued this year while focusing on the following: • Communicating how students want to be treated while at school, • Communicating what students want their peers and teachers to know about them, and • Identifying and exploring the differences between stereotypes, prejudice and bias.
Sammamish High School STUDENT WELL BEING To support the emotional and physical well-being of all students and to affirm their sense of identity and belonging, our school community will: • Engaged in the American History Traveling Museum over a two day period, • In November of 2018, all SHS Social Studies teachers designed specific lessons around this experience, specifically focusing on how it has reinforced and/or countered previous understanding, assumptions and knowledge about World and US History. • Continue to support various student racial affinity and racial equity groups, and • Students Organized for Anti-Racism (SOAR) • Black Student Union (BSU) • Latino Heat • Student Equity and Restorative Practices Team • Implement 2-3 of the following 5 proactive classroom management strategies • 5:1 Ratio of Positive/Negative Feedback • Communicating Competently • Goal Setting and Performance Feedback • Wise Feedback • Opportunities to Respond.
Sense of Belonging Panorama Student Perception Survey Data, Disaggregated Multi- Question Asian White Hispanic Black Ethnic 55 (+2) 57 (-3) 52 (+5) 61 (+7) 58 (+5) Overall, how much do you feel like you belong at your school? 60 (+3) 56 (-1) 60 (--) 58 (+2) 54 (-5) Is your school a warm and welcoming place? 53 (-5) 61 (+5) 66 (+10) 61 (-4) 55 (-4) How friendly are students at your school? 38 (+4) 36 (+4) 38 (+8) 33 (-9) 35 (-2) How connected do you feel to the adults at your school? 77 (+9) 84 (+5) 75 (+9) 73 (+6) 88 (+20) Does this school emphasize respect for the cultural beliefs and practices of all students? 71 (-2) 76 (-1) 69 (-3) 70 (+11) 77 (-5) How well do students of different races/ethnicities get along with each other at your school? 70 (+9) 67 (+8) 69 (+17) 75 (+24) 72 (+14) How safe do you usually feel at school? 77 (+6) 73 (-2) 72 (-3) 82 (+15) 78 (+6) Do students treat each other well in the cafeteria? 74 (+7) 70 (-2) 74 (-1) 76 (+11) 72 (-3) Do students treat each other well in the hallways? Goa Goal: Overall student sense of belonging will increase from Fall 2018 to Fall of 2019 by at least 4 percentage points from 64% to 68%.
THANK YOU and GO TOTEMS!
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