South Kitsap School District District Improvement Plan February 2, 2011.

South Kitsap School District

South Kitsap School DistrictSouth Kitsap School District

District Improvement Plan

February 2, 2011


Adequate Yearly Progress (AYP):Adequate Yearly Progress (AYP):A Historical Perspective in SKSDA Historical Perspective in SKSD

• 2006-2007 & 2007-2008:• SKSD did not meet AYP in math in the three grade level

bands (elementary, middle, and high school)• “Unfortunately, it’s easy to get in [sanction mode] and hard to

get out.” (Bob Harmon, Assistant Superintendent, Special Programs and Federal Accountability, OSPI)

• To exit sanction mode, a district must meet AYP in 111/111 cells—for two years in a row

• Plan is Required and meets OSPI requirements


Student Success 10-11Student Success 10-11Compelling Track:

Ensure High Levels of Learning for ALL StudentsA Successful Child is Whole: Safe, Challenge, Connected, Cared For,

Healthy and HopefulCollaboration is Key: As a Professional Learning Community our

Systems will Ensure Success for Every ChildCompliant/Action Track:

Meaningful, Data-Driven District and School Action PlansIncrease Success in Mathematics for All Students

Increased achievement with Special Education and Low Income Students; Meet AYP as a District

Continued Implementation of PRTI: Strategic and Systemic Interventions for our Neediest Students


SK District Improvement PlanSK District Improvement Plan

• The “Umbrella Innovation” driving improvement in SKSD

• Professional Learning Communities

• “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all.” (R. DuFour; 2006)


Question #1:Question #1:What do we want students to learn?What do we want students to learn?

• Key Practice: • Development of Priority Standards• “The knowledge, skills, and dispositions that have endurance,

leverage, and are essential for preparing students for readiness at the next level.” (Reeves; 2002)

• Priority standards involve the non-negotiable skills that students must acquire in order to be successful

• SKSD focus: development of District-wide priority standards, grades K-12, in mathematics and literacy


Question #2:Question #2:How do we know they are learning?How do we know they are learning?

• Key Practice:• Development of Common Assessments• Formative in nature• Assessments FOR, rather than OF, learning• Identify students who need additional help• Allows PLC teams to share best instructional practices• Black and Wiliam’s study on the use of Common Formative

Assessments:“Effect sizes ranged between .4 and .7, with formative assessment apparently helping low-achieving students, including students with learning disabilities, even more than it helped other students.” (Black and Wiliam, 1998b)


Question #3:Question #3:What do we do if they don’t learn?What do we do if they don’t learn?

• Key Interests:• Systemic support for our Level 1 and 2 students• Shift in school cultures• “When staff members see examples of success, they begin to

believe that all students can be successful.” (DuFour, 2002)

• The System: Response to Intervention (RtI)• Differentiated Instruction • Intervention/Enrichment Blocks; “double dosing” support• In SKSD, from Extended “Day” to Extended “Learning!” -After

school to Intervention support for struggling students during the school day

» K-6: Intervention Blocks» 7-12: Advisory/Tutorial Period


Successes and Successes and Opportunities for ImprovementOpportunities for Improvement

• Mathematics Growth in Elementary:• Measurements of Student Progress (MSP) Scores, Spring 2010:Grade: SKSD WA State Difference3rd 74.5% 61.7% +12.8%4th 62.6% 53.6% +9.0%5th 63.3% 53.6% +9.7%6th 64.7% 51.8% +12.9%

• Note: All 4 Title I Schools Met AYP

• Ongoing Focus on JH and HS Math InstructionGrade: SKSD WA State Difference7th 50.3% 55.2% -4.9%8th 50.6% 51.5% -0.9%10th 39.5% 41.6% -2.1%


Improving as a K-12 SystemImproving as a K-12 System• Ongoing Professional Development

• Ongoing work with all secondary math teachers• Training in the effective use of the “Origo” supplemental math

materials (Math teachers, Special Education teachers and Para-professionals)

• Fall Math RtI Training in Seattle• Mike Mattos in SKSD

» April 11 and 12

• Tigard/Tualatin School District visitations involving HS and JH Math and Special Education teachers

South Kitsap School District District Improvement Plan February 2, 2011.

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Transcript of South Kitsap School District District Improvement Plan February 2, 2011.