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

2. South Kitsap School District Adequate Yearly Progress (AYP): A 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

3. South Kitsap School District Student Success 10-11 Compelling Track: Ensure High Levels of Learning for ALL Students A Successful Child is Whole: Safe, Challenge, Connected, Cared For, Healthy and Hopeful Collaboration is Key: As a Professional Learning Community our Systems will Ensure Success for Every Child Compliant/Action Track: Meaningful, Data-Driven District and School Action Plans Increase 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

4. South Kitsap School District SK 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)

5. South Kitsap School District Question #1: 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

6. South Kitsap School District Question #2: 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)

7. South Kitsap School District Question #3: 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

8. South Kitsap School District Successes and Opportunities for Improvement Mathematics Growth in Elementary: Measurements of Student Progress (MSP) Scores, Spring 2010: Grade:SKSDWA StateDifference 3 rd 74.5%61.7%+12.8% 4 th 62.6%53.6%+9.0% 5 th 63.3%53.6%+9.7% 6 th 64.7%51.8%+12.9% Note: All 4 Title I Schools Met AYP Ongoing Focus on JH and HS Math Instruction Grade:SKSDWA StateDifference 7 th 50.3%55.2%-4.9% 8 th 50.6%51.5%-0.9% 10 th 39.5%41.6%-2.1%

9. South Kitsap School District Improving 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