Rawlins High School Improvement Plan 2022-23

Wyoming School Improvement Plan

Rawlins High School

Continuous Improvement Plan 2022-2023

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”

2021-2022 WAEA/ESSA-State Report Card: PARTIALLY MEETING EXPECTATIONS

This template meets the requirements of federal and state statutes.

For technical assistance on how to complete this template, refer to the School Improvement Planning Guide.

Section 1: Building Data

School: Rawlins High School	Plan Date: October 28, 2022
Principal: Marnie Garner, Stacey Peres	District Approval Date (for TSI, WAEA, CSI):
District: Carbon County # 1	Current Identification (Exceeding Expectations, Meeting Expectations, Partially Meeting Expectations, Not Meeting Expectations): Partially Meeting Expectations
District Representative: Chuck Kern, Curriculum Director	`

Section 2: Identify Priority Practices

Complete the High-Impact Domains and Practice reflection (see the “Completing the School Reflection” section beginning on page 4 of the SIP Guide) and engage in a collaborative discussion about your school’s biggest areas of need. Based on your review of the reflection, record up to three priorities where improvement is needed immediately in the chart below. These are typically practices your team rated as “No Evidence of Implementation” or “Minimal Implementation.”

Domain	Practice	School Reflection Rating
C4- Data Informed Planning	The results of data analysis are used to identify individual students in immediate need of academic and/or behavioral intervention, and to inform school improvement planning.	Moderate
D1-Professional Development	The Professional Learning Community (PLC) model or a similarly collaborative approach is used to increase collective teacher efficacy and improve student achievement.	Moderate

Section 3: Year-Long Plan

Based on your school’s identified needs, what plan of action will you take in the coming school year? Record your plan for addressing each of the selected Priority Practices in the sections below.

Part 1: Practice Goals and Related Actions

High-Impact Domain:

Priority Practice #1: The results of data analysis are used to identify individual students in immediate need of academic and/or behavioral interventions, and to inform school improvement planning.

Practice Rationale

Provide an explanation for choosing this Practice, including why focusing on this Practice will impact student performance (WAEA indicators).

Data collection is part of the PLC building-wide initiative that all content teams are engaging in and supporting. CFA/CSA data can provide feedback for developing Tier I and Tier II instruction that addresses the third and fourth questions in the PLC process; “What do we do when students don’t know the content?” and “What do we do when they have learned it?” Using data can identify priority standard performances and help intervene before state-wide assessments take place.

This data will assist our teachers in two ways:

Planning and implementing intervention and extension (stop days) following formative and summative assessments during weekly instruction (Tier I)
Placing students in the scheduled school-wide intervention and enrichment (I & E) time for three 30 minute periods per week. (Tier II)

Improvement Strategy

Explain the research-based strategy (or strategies) the school will implement to address this area of need.
Explain how the strategies, in relation to the research, address the needs of your school’s students.
Explain how the strategy, in relation to the research, addresses the needs of your school’s adult community members.

Teachers who are teaching a viable curriculum that is designed to address the same outcomes can collect data in the same manner and analyze the results. If results reveal instructional strategies that support the learning in a more effective manner, teachers have the collaboration time built in daily to share strategies to support similar courses and teachers.

Research shows that collective teacher efficacy can have a high impact on student learning. (Hattie)

Teacher accountability can be supported by:

Agendas and minutes for daily collaborative team time
Bringing data to their collaborative discussions from CFA/CSA in their classrooms, as well as state WYTOPP data before and after interim assessments
Assigning action items to respond to the data in both Tier I (daily classroom instruction) and Tier II (Intervention and Extension, I & E) built into our schedule 3x/week for 30 minutes.

1-Year Adult Practice Goal

Provide a measurable goal aligned to the

Practice.

Teachers will use data weekly to design interventions and extensions, as well as track the impact on student performance through the development of the MTSS process.

Impact on Performance Goals

Describe how the focus on this Practice will impact performance goals.

Students and teachers will have a clear vision of where they are in the learning process and where they need to be. Student performance in growth, equity, and achievement will continue to increase as reflected on classroom common formative/summative and WYTOPP assessments.

Action Plan for Priority Practices #1

Action Items	Timeline	Resources Needed	Plan for Measuring Impact/Implementation
I & E	Aug 2022-May 2023	RHS Guiding Coalition PD and Administrative support	Performance on WYTOPP interim and summative assessments
MTSS	Aug 2022-May 2023	Administration and Teacher Training	Student Performance Data
Student Success Team	Aug 2022-May 2023	Weekly meeting lists and agendas Bi-weekly Student Reports-Infinite Campus	Review students who have 2 or more risk factors per quarter
RHS Behavior Flow Chart	Aug 2022-May 2023	Contact Logs, Discipline Data, Teacher training and Administrative support	Discipline Referrals

High-Impact Domain:

Priority Practice #2: The Professional Learning Community (PLC) model or a similarly collaborative approach is used to increase collective teacher efficacy and improve student achievement.

Practice Rationale

Provide an explanation for choosing this Practice, including why focusing on this Practice will impact student performance (WAEA indicators).

The tenets of the PLC process and MTSS focus on collaboration, goal setting, and addressing 4 questions in relation to students academic and behavioral performance. The RHS Guiding Coalition will collaborate to develop common SMART goals to improve growth and equity, research based processes, academic and behavior focused, and student and teacher accountability, Our Mental Health Staff will undergo training from the American School Counselor Association (ASCA) to evaluate our support services, collect data, and develop a comprehensive plan to address the three domains under the model of:

Academic Success,
Social Emotional Success
College/Career Development

Collectively, the staff will work to develop an effective MTSS that will address the whole child and facilitate success for all students.

Improvement Strategy

Explain the research-based strategy (or strategies) the school will implement to address this area of need.
Explain how the strategies, in relation to the research, address the needs of your school’s students.
Explain how the strategy, in relation to the research, addresses the needs of your school’s adult community members.

PLC-team collaboration/norms, data analysis of CFA/CSA/WYTOPP/ACT data for Tier I and II intervention and extension, and vertical meetings (Math/Spanish already implemented, ELA/Science to follow)

Focus on creating, implementing, and guiding students through the process of being college, career, and military ready

New CTE Coordinator (2022-23)
District and national training
Collaborating with RHS counselors and Carbon County Higher Education Center to build multiple post-secondary pathways for students
Enable our students to see the “why” of high school education and motivate them to begin and work towards a path of success post graduation.

1-Year Adult Practice Goal

Provide a measurable goal aligned to the

Practice.

Teachers will keep weekly documentation of student centered/data informed discussions.
Documents will be kept in shared team folders (by Departments)
Guiding Coalition members will conduct building share out of norms/minutes of this team’s collaboration conversations and data review

Impact on Performance Goals

Describe how the focus on this Practice will impact performance goals.

Student centered data analysis (short cycling) to drive classroom instruction and building/implementing an effective intervention/extension process (MTSS)

Action Plan for Priority Practice #2

Action Items	Timeline	Resources Needed	Plan for Measuring Impact/Implementation
BHSU Study	Sept 2022 - Dec 2023	Staff Survey and Observations	Student Achievement Data
ASCA Training-Mental Health Staff	Aug 2022 - May 2023	ASCA Training	Student Climate Survey
PLC Process Review-GC/Teams	Aug 2022 - May 2023	PLC Training and Supervision	Norms, Agendas, Student Achievement Data
Short Cycle	Aug 2022 - May 2023	Teacher Training	Student Achievement Data
PD Breakout Sessions	Sept and Oct 2022 Jan, Feb, and April 2023	Staff led PD Time and planning	Student Achievement Data

Part 2: Student-Focused Performance Goals

Fill in your school’s performance goals for each category that is required (based on your school’s designation). To determine ambitious, achievable goals, review the data you recorded in the School Improvement Plan Guide DATA COLLECTION TEMPLATE.

WAEA School Performance Goals

	1 Year Performance Goal (insert a numeric goal)
WAEA Weighted Average Indicator Score (0.0-3.0) 1.6-2021-22	1.8 *(Actual 1.6, 2022-23)
Achievement (Numeric value) 38-2021-22 (Meet 48)	48 (Actual, 44, 2022-2023)
Growth (Numeric value) 51-2021-22 (Met)	53 (Actual, 52, 2022-2023)
Equity (Numeric value) 54-2021-22 (Met)	55 (Actual, 52, 2022-2023)
EL Progress (Numeric value) 6-2021-22 (Meet 19)	12 (Actual, 4, 2022-2023)
For High Schools Only
Extended Graduation Rate (Numeric value) 91-2021-22 (Met)	93 (Actual, 92, 2022-2023)
Post-Secondary Readiness (Numeric value) 45-2021-22 (Meet 67)	55 (Actual, 40, 2022-2023)
Grade Nine Credits (Numeric value) 82-2021-22 (Meet 88)	88 (Actual, 81, 2022-2023)

ESSA School Performance Goals

	1 Year Performance Goal (insert a numeric goal)
ESSA Average Indicator Score (0.0-3.0) 1.8	1.8 (same, 2022-2023)
Achievement (Numeric value) 35.5-2021-22 (Below Avg 47.7)	48 (Actual 44.8, 2022-2023)
Growth (Numeric value) 50.8-2021-22 (Average)	53 (Actual, 54.9, 2022-2023)
Equity (Numeric value) N/A	N/A
EL Progress (Numeric value) 5.6-2021-22 (Below Avg 27.7)	12 (Actual, 4.3, 2022-2023)
For High Schools Only
Four year on-time graduation rate (Numeric value) 90.8-2021-22 (Above Avg)	93 (Actual, 92, 2022-2023)
Post-Secondary Readiness (Numeric value) 45.0-2021-22 (Average)	55 (Actual, 40, 2022-2023)

Content Area Performance Goals

	1 Year Performance Goal (% Proficient or Above)
ELA (Numeric value)	50%
Math (Numeric value)	41%
Science (Numeric value)	53%

Section 4: Plan Submission

Part 1: Plan Summary

Fill in the table below with information from Section 4, Part 1 (Practice Goals and Related Actions) to provide a snapshot of your team’s priority practice(s) and associated goal(s).

Priority Practice

Associated High-Impact Domain

Current School Reflection Rating

Practice Goal

C 4. Data Informed Planning:

The results of data analysis are used to identify individual students in immediate need of academic and/or behavioral intervention, and to inform school improvement planning.

Teachers will use data weekly to design intervention and enrichment, and track the impact on student performance through our developing MTSS process.

D 1. Professional Development:

The Professional Learning Community (PLC) model or a similarly collaborative approach is used to increase collective teacher efficacy and improve student achievement.

Shared Team Folders (by Departments) and Guiding Coalition Building Share out of norms/minutes of collaboration conversations and data review.

Part 2: Plan Contributors

Provide the names and roles of the individuals who contributed to the creation of this plan in the tables below.

Leadership Team Member Name	Role
Marnie Garner	Principal
Stacey Peres	Assistant Principal
Denver Allard	Athletic/Activities Director
Andrew Salzman	Teacher-Band Director
Traci Vorn	Teacher-PE/Health Team
Deborah Grace	School Psychologist
Sara Karstens	Teacher-Family and Consumer Science
Anthony Lucero	Teacher-Science Team
Orrin Adams	Teacher-Math Team
Zachary Scholl	Teacher-English Team
Jared Ritschard	Teacher-Spanish and ELL
Lucas Johnston	SPED Teacher
Tiffany McClaren	SPED Coordinator-RHS
Krsytle Johnston	School Counselor
Jennifer McCuddy	Para Support-Library

School Improvement Representative Name	Position
Chuck Kern	Carbon County School District #1

District

Abbreviation Used in Plan	Explanation
ASCA	American School Counseling Association
CFA	Common Formative Assessments (classroom mid unit assessments)
CSA	Common Summative Assessments (classroom end of unit assessments)
CTE	Career and Technical Education
GC	Guiding Coalition (Building Leadership Team)
MTSS	Multi-Tiered Systems of Support
PLC	Professional Learning Community
SMART Goals	Specific, Measurable, Attainable, Reasonable, Time-Sensitive
WY-TOPP	Wyoming Test of Proficiency and Progress

District