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Rawlins High School Improvement Plan 2022-23
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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

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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

1

  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.

2

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

 2

 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.

2

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