Wyoming School Improvement Plan
Rawlins High School
Continuous Improvement Plan 2020-2021
Ms. Marnie Garner, Principal
Ms. Stacey Peres, Assistant Principal
Rawlins High School Mission Statement: “Learning Through Cooperation”
Rawlins High School Vision Statement: “Quality Learning for All”
2018-2019 WAEA/ESSA-State Report Card: NOT MEETING EXPECTATIONS
WAEA 42 /48
ESSA 39.7 / 47.7
We will grow our achievement score from below target to meeting/exceeding through the work of PLCs (identifying essential standards and the development/use of CFAs), providing more equitable learning opportunities for all students (TESA), and implementing successful instructional practices within the classroom (Hattie). Additionally, we have built upon our Tier 1 instructional strategies providing team time for the core (ELA, SS, MATH, Science) subject area teachers in addition to individualized planning time. We will continue to utilize the position of a Graduation Coach to closely monitor our at risk students and their performance, and provide connections with teachers and parents.
WAEA 48 / 49
ESSA 47.2 / 47.1***
We will move our growth score from below targets to meeting/exceeding targets through the work of PLCs (essential standards and CFAs), providing more equitable learning opportunities for all students (TESA), and implementing successful instructional practices within the classroom (Hattie). Additionally, we have built upon our MTSS to better meet the needs of all learners through intervention/enrichment opportunities available to all students through increased Tier 1 Instructional time, Academic Support Lab, and Friday WIN (What I Need, Intervention/Enrichment) after school program.
WAEA 46 / 49
We will move our equity score from below target to meeting/exceeding target through additional interventions/enrichment supports in the classroom, as well as outside the classroom through Academic Support Lab, PLC Collaborations, Before/After School Tutoring, and Friday WIN after school program.
ESSA 86.8 / 82.3
We will continue to meet/exceed targets for graduation rate based on 2018-2019 reporting through effective four-year course planning for all students. These efforts will include: consistent graduation credit checks on a bi-annual basis, progress monitoring of student performance, communication with students and parents, identifying struggling students and providing supports of additional time and instruction, our intervention systems, collaborative partnership with Rawlins Cooperative High School to find ways to support struggling learners by offering credit recovery opportunities through Edgenuity.
WAEA 62 / 67 grad rate
WAEA 82/88 9th cred.---
We will increase our additional readiness score from below target and meeting targets by aligning student interests and goals with a variety of ways to help them prepare for life after high school. We will guide students to achieve the Hathaway Success Curriculum, Career/Technology Pathways, and/or encourage interested students to take the ASVAB Military Readiness Assessment.
We have added two additional CTE pathways with Hospitality and Tourism and Computer Science tracks/courses in 2020-2021.
We will promote additional readiness in the classroom and through our focus on Tier 1 differentiated instruction to increase ACT composite scores, GPA, and the percent of 9th grade students earning 1/4th of the credits needed for graduation.
English Learner Proficiency
We will meet targets for English Learner Proficiency by providing effective ELL services to students identified to support their learning needs in the classroom as indicated to promote student growth and success. Rawlins High School has a full time ELL teacher and one full time ELL paraprofessional, as well additional inclusion support from our Spanish teacher for our ELL students.
Long Term Goal for Rawlins High School:
Students and Staff of Rawlins High School will improve student achievement measured in content areas indicated on state and national standardized
assessments to meet or exceed the state average.
Implementation Goals for Initiatives:
All students will receive instruction toward improving reading, writing and problem solving across the curriculum. PLC team work will be scheduled daily for the ELA, Math, Science, and Social Studies teams in order to unify and identify strengths and gaps within our student performance assessments.
Students will be assigned a mentor/homeroom teacher who will monitor academic, behavioral, and social success.
All staff will engage in Professional Development to include: Professional Learning Community (PLC) Training, Fundamental Five Instructional Practices, Hattie’s instructional practices yielding high effect size, and TESA to collaborate on curriculum, common assessments, grading practices, and improve instructional practices to enhance student/teacher engagement in the classroom.
All students receiving instruction within the general education classroom will be assessed with the Fall and Winter Interim for WYTOPP and ACT Practice and Prep, using the data from the interim assessments, ACT practice tests, and Common Formative Assessments to inform our classroom instructional practices throughout the school year, and align our curriculum with the WYTOPP blueprints and ACT Benchmarks.
What will be done?
Responsibilities and Resources
Who will do it?
How will we know we’re making growth?
All Core departments will convene daily to collaborate about essential standards and common assessments; discuss data and intervention/enrichment planning based on data.
All other content teams meet once weekly to engage in the same discussions as core teams.
Began PLC training and process changes 2018-2019
Implemented daily PLC team time 2020-2021
Decrease in the number of students who are reporting with D’s and F’s by data report, weekly/semester/year
Mid-Term/Semester Grade Progress
Common Assessment Data.
We will use both the WY-TOPP Interim and Summative Assessments to evaluate growth from fall to winter to spring, including prior years data..
Academic Support Lab: This program is designed to provide additional support to students who academically struggle in the general education setting.
Implemented November 2017-18 School Year
General fund/Title II-A
Classroom teachers / Support Staff / Special Education teacher and paras / Admin
Weekly grade reports will monitor student work completion and success.
Virtual Support Committee:
For students in short term or long term CBVE situations
(Due to Covid 19 )
September 2020 and Ongoing
Weekly team meetings
Team of counselors, administrators, teachers and graduation coach.
Student grade and credit data
Student Success Team:
Counselors, graduation coach and classroom teachers will target at risk students. Mentorship includes regular meetings with these students to discuss grades, behavior concerns, and social connections to high school activities. The mentor teacher serves as a check-in and advocate for the student during this year of transition from middle school to high school.
Implemented September 2020-21 School Year and Ongoing.
Team will meet once weekly
Counselors will organize and collect data
Teachers will submit referrals and participate in solutions meetings
Team members will participate in helping provide support and advocacy for students.
Weekly Grade checks
Teacher referral form spreadsheet
Semester Grade Progress/End of year credits towards graduation to evaluate partial additional readiness standards for WAEA
Numbers of students in the WIN program on Fridays
Student Surveys (Nov 2020, March 2021)
Professional Development: Carbon County School District #1 has focused our district professional development plan on several interrelated items:
*Improve student/teacher relationships and classroom engagement
(TESA & Fundamental Five.)
*Increase utilization of highly effective instructional practices (HATTIE) in the classroom.
*Provide ongoing training and time to operate as an effective Professional Learning Community (DuFour & Solution Tree PLC.)
Implemented September 2019-20 School Year and Ongoing.
Administrative Walkthrough/Observation Schedule
Teacher feedback cycles
General fund/Title II-A
Classroom teachers / Support Staff / Special Education teacher and paras / Admin / Professional Development
Classroom Observations by Admin. & Prof. Dev. Coordinator for teacher accountability.
WY-TOPP Interim and Summative Assessments in fall/winter/spring to evaluate growth
Staff Culture and Climate Surveys (Nov 2020, March 2021)
Student Culture and Climate Survey (Nov 2020, March 2021)
Identification of Essential Standards
Development, implementation, data analysis, and adjustments to instruction of common formative assessments.
Implications for Professional Development: Fundamental Five, PLC Training, TESA Training, Effect Size of Instructional Practices (Hattie), Common Assessments, and Grading Norming. Virtual platforms and curriculum are also a large part of PD for the 20-21 school year.
Implications for Family Involvement: Infinite Campus Announcements, Facebook (Social Media) Communication, Open House, Parent/Student Solution Meetings, Increased Communication from classroom teachers via phone/email/meetings to discuss student success and concern, and Parent Teacher Conferences
Evidence of Success: WY-TOPP, Formative and Summative Assessments within the classrooms, Weekly Eligibility Reporting, Parent/Student/Staff Surveys, and Results of classroom observations.
Evaluation Process: Spring ACT/WY-TOPP Assessment Scores, Graduation Rate, Achieving “Meeting Expectations” for Achievement, Growth, Equity, and Participation on WAEA / ESSA