instructional & organizational effectiveness public schools...instructional & organizational...

PUBL IC SCHOOLS

2016 - 2020 • STRATEGIC PLAN

Instructional & Organizational EffectivenessIn Federal Way Public Schools, our ultimate aim is growth and achievement for every scholar, without exception. Ends are attained through means. Therefore, we must focus on continuous improvement of teaching practices, leadership practices and organizational practices … in every classroom, every school, every department.

This companion to our district strategic plan is the roadmap to the essential habits of minds and actions that will facilitate effective instruction, and responsive, empowering structures, services, and operations system-wide.

PUBL IC SCHOOLS

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Standards-Aligned Culturally ResponsiveTeaching-&-Learning

OUR MISSION

OUR CORE BELIEFS

Safe Climate and Strong Relationships with Families and Community

Effective, Caring, Culturally CompetentTeachers, Leaders & Staff

Data-Informed Continuous Improvement

Our first Pillar is about

TEACHING-&-LEARNING,the most important function of our organization. We will ensure that all scholars have access to challenging, on-standard curriculum, and that instructional strategies are differentiated to meet the individualized learning needs of each scholar. Our instructional practices will reflect our scholars’ prior knowledge and cultural and linguistic backgrounds.

Our second Pillar recognizes that

“SCHOOLS CAN’T DO IT ALONE.”Therefore, we will embrace parents, caregivers, and the entire Federal Way community as vital partners in the education of all our scholars. We will nurture trust and mutual respect among home-school-community through shared responsibility for student success, proactive communication, and meaningful stakeholder voice.

Our third Pillar focuses on

INVESTING IN PEOPLE. It emphasizes the importance of attracting, developing, and retaining talented and committed staff in every part of our school system, so that Federal Way Public Schools is the place where great talent chooses to work. We will establish clear standards of professional practice and accountability, and we will provide opportunities for differentiated continuous learning for teachers, leaders, and staff.

Our fourth Pillar is about

“MANAGING THE WHOLE” in ways that foster alignment, disciplined implementation, and a focus on our mission at every level. We will make decisions based on fact, not opinion. Furthermore, we will use frequent and timely assessments to adjust teaching, learning, and leadership, and we will promote continuous improvement as an ethic throughout our school system.

In an environment of high expectations, high support, and no excuses, the staff of Federal Way Public Schools will continually learn, lead, utilize data and collaborate to ensure our scholars have a voice, a dream and a bright future.

When parents and caregivers send their precious children to our

schools, they do so in TRUST that they will learn, grow and succeed.

When our community and taxpayers invest in our schools, they place

us in STEWARDSHIP of Federal Way’s most valuable resource – our

children. And when we – the educators – sustain HIGH STANDARDS of

professional practice, we achieve the GREAT RESULTS we desire for each

scholar in our care.

We are ALL responsible for the future of ALL the children in Federal

Way Public Schools. This strategic plan is an expression of our

collective recommitment to BRINGING OUT THE BEST IN EVERY SCHOLAR

in our school system, thereby nurturing

Dr. Tammy CampbellSuperintendent

1. We believe that EVERY scholar can learn at the highest level.

2. We believe that our scholars must have voice, see themselves in their schooling, and be connected to the adults that teach them.

3. We believe that what we do in the classroom every day has the greatest impact on student learning.

4. We believe that we must continually learn and grow in our practice if we are to meet the needs of all scholars.

5. We believe that we must intentionally collaborate and use data as a guide to improve our practice.

6. We believe that our families are critical partners in each child’s learning.

7. We believe that race, socioeconomics, language, cultural background, and other exceptionalities should not be predictors of student achievement.

[ Four Pillars ]

Our Four Pillars are the building

blocks of our work on behalf of

all our scholars. The Pillars are

the capabilities we must develop

continuously to nurture effective instruction and a mission-focused,

empowering organizational infrastructure.

1 2 3 4

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Every student scholar will enter kindergarten ready to learn with the

social/emotional skills that will propel each student to meet or exceed grade level standards in English

Language Arts (ELA) and Mathematics by the end of 3rd grade.

• Percent of scholars enrolled in high-quality preschool programs

• Percent of scholars meeting state PreK standards in literacy and math

• Percentage of scholars ready for kindergarten, as measured by WAKIDS assessments

• Percent of scholars meeting Social Emotional Learning (SEL) standards for the early learning years.

• Percent of scholars meeting or exceeding grade- level standards in English Language Arts (ELA) and Mathematics by the end of third grade

Each scholar acquires the academic and social-emotional skills to be successful beyond 3rd grade.

Each scholar knows, understands, and embraces his/her own and others’ cultural backgrounds and learning needs, in order to advocate for self and others.

Each scholar is actively engaged in critical and creative thinking, goal-setting and demonstration of cultural competence.

Each scholar develops cultural confidence as a learner and rigorously applies his/her knowledge and skills to new and different experiences.

Each scholar – starting early and with proactive support – creates/uses a flexible, individualized transition plan as a tool to promote accelerated academic performance, steady progress towards graduation, and career awareness and explorations.

• Attendance in school and class

• Percent of scholars participating in at least 95% of classroom instructional time

• Percent of students and families participating in student-led conferences

• Percent of scholars meeting expectations on non-academic behaviors on standards-based report card

• Percent of scholars who feel their school is safe and welcoming as measured by a perception survey

• Percent of scholars who complete 25 hours of community service before graduation

• Percent of scholars engaged in at least one extracurricular activity

• Percent of scholars who successfully prepare and present capstone projects at the end of transition years

• Percent of scholars that are engaged and challenged as measured by perception survey

• Number of staff proficient or distinguished in student engagement practices, as measured by the Center for Educational Leadership’s 5 Dimensions of Teaching and Learning™ (CEL’s 5D) and the Association of Washington School Principals (AWSP) leadership framework

Every student scholar will be empowered and prepared to

develop personal responsibility in order to be positive, productive

members of society.

Every student scholar will be empowered with ownership

of their education and be fully engaged in becoming

critical and creative thinkers.

Every student scholar will receive equitable opportunity for success, and will meet or exceed

standards of performance in all subjects by the end of each

grade.

ACTIVE LEARNERS: ENGAGED,

EMPOWEREDCRITICAL THINKERS

WHOLE CHILD: THRIVING, CONFIDENT,

RESPONSIBLE INDIVIDUALS

[ Student Learning ] goals measures of progress equity means

• Transition rates from Pre-Kindergarten to Elementary school, to Middle school, to High school, and to Post- secondary experiences

• Percent of 9th grade scholars on track for on-time graduation

• Increase in scholar scores on college entrance tests (ACT, PSAT, SAT) and ASVAB

• Percent of scholars who have STEAM (Science, Technology, Engineering, Arts & Mathematics) experiences

• Percent of seniors with a Career Plan letter outlining at least one of these: college acceptance, military, trade/technical training, industry certification/apprenticeship

• Percent of scholars who complete applications for College Bound scholarships, FAFSA and WAFSA

• Increase in high school graduation and decrease in dropout rates

• Percent of graduating scholars who persist 2 or more years in college and acquire a college or post-secondary degree

THE EARLY YEARS: BUILDING THEFOUNDATION

CONTENT-AREA COMPETENCE:

MASTERY OFALL SUBJECTS

Every student scholar will successfully navigate the critical transitions in their

schooling, and will graduate from high school ready for college, career, and post-

secondary experiences.

PERSISTENCE TO GRADUATION:

HIGH SCHOOL GRADUATIONTHROUGH SUCCESSFUL

TRANSITIONS

• Percent of scholars meeting grade-level standards in core subjects, as measured by state assessments

• Percent of scholars demonstrating proficiency in a standards-based grading system (in each subject)

• Percent of scholars enrolled in and completing Algebra by 8th grade with a 3.0 grade point average

• Percent of scholars participating in advanced coursework and earning a passing grade

• Percent of scholars who are biliterate

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STUDENT LEARNING RESTS PRIMARILY ON EFFECTIVE TEACHING. Good teaching and successful schools thrive

with strong, capable leadership, and sound

organizational practices, as well as a system-

wide infrastructure that motivates a consistent

attention to the core mission of the organization.

PROGRAMS FADE, BUT PRACTICES ENDURE. Therefore, at

Federal Way Public Schools, we articulated a

set of PROFESSIONAL PRACTICES, aligned to each of

our Four Pillars. These practices undergird

everything we do, and provide us with a

coherent, evidence-based basis for identifying

specific strategies best suited to each situation.

Our SIGNATURE STRATEGIES are high-leverage

programs and initiatives that can be tailored. At

Federal Way, we compiled a database of these

proven or promising strategies to guide our

teachers, school leaders, and district-level teams

in choosing the optimum solution to address

local needs.

The DISTRICT OPERATIONS & SERVICES frame the role of

district-level departments vis-à-vis continuous

school improvement. School is where the

scholars are; therefore, the core purpose of

district-level teams is is to provide services and

supports that are responsive, high-functioning,

and ease the way for schools so that they can

focus on teaching-&-learning.

Strengthening Instructional Effectiveness, Sustaining an Empowering Infrastructure

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[ page 5 ]

[ page 16 ]

[ pages 6-15 ]

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[ Professional Practices ]

1 2 3 4Standards-Aligned Culturally ResponsiveTeaching-&-Learning


Effective, Caring, Culturally CompetentTeachers, Leaders & Staff


T1: Teachers organize rigorous instruction and differentiate around clear expectations and performance standards so students know what is expected of them.

T2: Teachers increase knowledge of cultures represented in their classrooms while utilizing a variety of research-basedinstructional strategies that validate student identity and experiences.

L1: Principals collaborate to set, communicate, and implement the district adopted standards-based curriculum for student learning and core instructional practices.

L2: Principals encourage teachers and staff to question and challenge their ownbeliefs and actions about students’ ability andmotivate students to meet higher expectations.

O1: Central Office ensures that a guaranteed and viable curriculum is implemented with fidelity across all schools which is standards-aligned,culturally relevant, and supported with curriculum guides and a balancedassessment system.

O2: Central Office provides curriculum materials and resources that are integratedand inclusive of topics that reflect students’ culture, language, and experiencesto all schools.

T3: Teachers implement the system-wide approach with fidelity at the classroom level to promote a high achieving, caring, and supportive environment that facilitates high expectations, responsibility, ownership, and independence for all students.

T4: Teachers frequently communicate student expectations for academic and behavioral standards to families and seek their involvement as equal partners.

L3: Principals implement the systemwide approach with educators, students, families, and the community to sustainhigh achievement in a positive, safe school environment.

L4: Principals actively partner with families, providing information and resources tosupport parents and families with meeting the goals of the School Improvement Plan.

O3: Central Office builds a systemwide approach with educators, students, families and the community to sustain high achievement in a positive, safe schoolenvironment.

O4: Central Office actively monitors family and community involvement across the system, and creates new opportunities for engaging them in continuous improvement of the Strategic Plan.

T5: Teachers promote and validate students’ cultural identity and individual needs through high engagement classroom practices and instructional materials.

T6: Teachers demonstrate continuous learning through classroom application of professional development activities and professional literature.

L5: Principals oversee school-wide use of culturally competent teaching practices.

L6: Principals differentiate coaching and professional development of teachers based on teacher learning needs and the schoolimprovement plan.

O5: Central Office provides professional development regarding culturally competent leadership strategies to promote highexpectations for all scholars.

O6: Central Office provides differentiated professional development across the system for teachers, principals, and coaches insupport of the goals outlined in the Strategic Plan.

T7: Teachers use collaboration time to review formative and summative assessment data to make instructional adjustments to address areas of concern and/or accelerate learning.

T8: Teachers implement data-driven instructional practices in support of the goals of the School Improvement Plan.

L7: Principals ensure professional collaboration time that focuses on evidence-based dialogue related to student achievement resulting in school-wide adjustments to classroom instruction.

L8: Principals lead staff in data analysis to identify school successes and challenges and to develop and monitor a schoolimprovement plan for continuous improvement.

O7: Central Office ensures professional collaboration time that focuses on evidence-based dialogue relative to student achievement resulting in system-wide adjustments and targeted supports acrossschools.

O8: Central Office partners with all schools to provide professional development to all educators regarding analysis and interpretationof a variety of data, utilizing our data management tool, in support of the goals ofthe Strategic Plan.

TEACHING PRACTICES

LEADERSHIP PRACTICES

ORGANIZATIONAL PRACTICES

As practitioners, we are committed to continuous improvement of our Teaching Practices, Leadership Practices and Organizational Practices because they are the preconditions for higher levels of student achievement. Our Four Pillars are the building blocks of our professional practices.

Signature Strategies are proven or promising programs, initiatives, or models that practitioners and schools can implement in order to achieve a specific student learning outcome

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THE EARLY YEARS: BUILDING THE FOUNDATION

GOAL

1 2Standards-Aligned Culturally ResponsiveTeaching-&-Learning


• Ensure ALL student-scholars FIRST receive high-quality core curriculum, instruction and learning aligned to the Instructional Framework. (S)

• Teaching and learning behaviors reflect culturally responsive instructional practices and norms. (D and S)

• Ensure communication of learning targets that are leveled to target learning to each student’s demonstrated prior mastery based on multiple points of data (unit tests, student work, etc.). (S)

• Use ongoing formative assessment to assess student progress and to differentiate instruction (D and S)

• Lead efforts to implement, with fidelity, a system-wide guaranteed and viable, culturally-responsive, standards-aligned PreK-3 curriculum. (D)

• Design a system to ensure adherence to the district adopted curriculum plan to ensure fidelity of implementation aligned to standards. (D)

• Develop a Multi-Tiered Systems of Support (MTSS) to ascertain and respond to academic and social-emotional needs of students toward mastery of core subjects. (D)

• Establish a co-teaching/inclusion models that provide full and meaningful access to high-quality core instruction within the general education classroom including student-scholars with special needs, student-scholars learning English, and advanced learners. (D)

• Ensure school staff meet with each student and their families at least two times a year to engage in two-way communication regarding students’ academic and social-emotional progress. (S)

• Establish partnerships with parents valuing their input, contribution, culture and knowledge through listening and learning sessions. (S and D)

• Increase the quality of partnerships with families and community organizations to provide resources and professional development to support birth-3rd grade. (S and D)

• Engage in effective two-way communication in multiple languages to eliminate barriers to opportunities. (S and D)

• Participate in home visits and off-site opportunities to build understanding and develop partnerships outside of the school. (S)

• Develop parent leadership through an advisory leadership team to evaluate progress by gathering input and feedback quarterly. (D)

• Implement and analyze effective PreK-3rd grade transition plans by engaging families and community organizations in decision making to focus on student achievement. (D)

• Develop an assessment process that engages children, youth and families in sharing and providing for student and family strengths, capabilities, cultural heritage and extended family resources to support student transition plans (PreK-K, K-1st, 1st-2nd, 2nd-3rd). (D)

• Partner with the community to identify and enhance the extent of early learning opportunities available to students before Kindergarten. (D)

• Implement Mutual Commitment to Student Success (MCSS) for each scholar to emphasize that learning and growth is a shared responsibility of the student, the parent/caregiver, and the teacher, and to define learning expectations, equitable opportunities to participate meaningfully, and guidelines for effective communication. (S)

Legend: (S) - School-level strategies (D) - District-level strategies

Goal: Every student scholar will enter kindergarten ready to learn with the social/emotional skills that will propel each student to meet or exceed grade level standards in English Language Arts (ELA) and Mathematics by the end of 3rd grade.

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THE EARLY YEARS:BUILDING THE FOUNDATION

3 4Effective, Caring, Culturally CompetentTeachers, Leaders & Staff


• Implement and analyze on yearly basis a multi-year comprehensive professional development plan focused on the continuous improvement for high-quality CORE instruction and learning. (S and D)

• Engage Professional Learning Communities (PLC’s) in a cycle of inquiry using multiple measures to inform and adjust instruction (interim common assessments-district and building level) (S and D)

• Ensure instructional teams use student learning data to identify students in need of instructional support or enhancement. (S)

• Build capacity of teachers through targeted professional development focused on early literacy and numeracy strategies for student mastery of grade level literacy and math standards. (S and D)

• Develop early learning summits that will enable teaching professionals to share district wide best practices for meeting the academic and social-emotional needs of students. (D)

• Establish integrated culturally relevant, job-embedded professional learning to ensure high-quality and responsive scholar learning PreK-3rd grade. (D)

• Ensure teachers receive instruction, collaborative coaching, and assistance in data analysis (S and D)

• Each student is assessed using district assessments at least three times a year for progress toward grade level benchmarks for, phonics, phonemic awareness and fluency. (S and D)

• Monitor each scholar’s progress towards individual learning goals and reading proficiency by 3rd grade using a data tool at the classroom, school, and district levels. (S and D)

• Utilize student learning data to set early learning goals (D)

• Utilize an online data tool that will monitor each students’ progress toward being on grade level for reading by the end of 3rd grade. (S and D)

• Convene ongoing PLC’s on a regular basis in order to share data gathered and analyze to inform instruction, School Improvement Plans, and families (S)

• Collect multiple data sources to analyze student outcomes linked to the mastery of CORE subjects. (S and D)

• Develop common assessments that are used on a regular basis to measure each scholar’s achievement and discussed in PLC’s. (S and D)

[ GOAL ONE ]



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WHOLE CHILD: THRIVING, CONFIDENT, RESPONSIBLE INDIVIDUALS

GOAL



• Plan instruction with a curriculum guide that includes methods to enhance student-scholar motivation to learn. (S and D)

• Promote a growth-mindset by attributing learning success to effort and self-regulation, using school-wide AVID strategies, and insisting upon and rewarding persistence to mastery. (S)

• Ensure all teachers differentiate assignments to provide the right balance of challenge and attainability for each student-scholar. (S)

• Stretch student-scholars’ interests to find value in new topics and connect learning tasks to students’ cultural backgrounds and personal aspirations. (S)

• Use multiple data points to design a learning path tailored to each student-scholar’s prior learning, personal interests, and aspirations. (S)

• Create opportunities for student-scholar voice and ownership by integrating student-scholars’ knowledge, culture, and experience into school planning, instruction/projects, assessment, and classroom norms. (S)

• Ensure every student-scholar has access to rigorous academic course work through examining student learning data and master schedule offerings. (S)

• Ensure opportunities for student-scholar ownership and choice in courses that share students’ cultures and personalizes their learning (S)

• Create, communicate, and implement a school-wide behavior management system that increases scholar’s voice in restorative practices and access to core instruction by decreasing time out of class and/or school. (S and D)

• Ensure school staff meet with each student and their families at least two times a year to engage in two-way communication regarding students’ academic and social-emotional progress. (S)

• Provide opportunities for a School Community Council to ensure all parents/families understand motivational competency (a growth mindset, the value of mastery, and connecting learning tasks with students’ personal aspirations) and how they can enhance motivational competency at home. (S)

• Employ a variety of authentic methods (e.g. Family Academies, Parent Nights, translated materials, videos in multiple languages, home visits) across languages and cultures to help families understand available services, advocate for their student-scholar’s needs, and support their student-scholars’ learning. (S and D)

• Strengthen staff understanding, through cultural competency training, of the importance of collaborating with families to integrate the funds of knowledge that student-scholars bring from home. (D)

• Implement a system-wide safety and security plan that includes Positive Behavioral Interventions and Supports (PBIS), Capturing Kids’ Hearts, and/or Restorative Practices. (D)

• Increase the time in class and decrease and/or eliminate out of class time (including suspensions) through implementation of alternative strategies with comprehensive student support. (S and D)

• Increase every student-scholar’s social-emotional efficacy through teaching, modeling, and practicing social-emotional skills in support of a safe climate (e.g. effective listening, conflict resolution, problem solving, personal reflection, and responsibility, and decision making). (S)

• Ensure systems for social-emotional support (e.g. Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught, provided with frequent feedback to implement with fidelity. (S and D)

• Afford opportunities (formal and responsive) for staff, student-scholars, families, and community to provide input regarding the optimal functioning of the climate of the school. (D and S)

• Implement Mutual Commitment to Student Success (MCSS) for each scholar to emphasize that learning and growth is a shared responsibility of the student, the parent/caregiver, and the teacher, and to define learning expectations, equitable opportunities to participate meaningfully, and guidelines for effective communication. (S)Legend: (S) - School-level strategies

(D) - District-level strategies

Goal: Every student scholar will be empowered and prepared to develop personal responsibility in order to be positive, productive members of society.

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• Implement high leverage research-based classroom and school-wide improvement strategies that integrate cultural competency, student-scholar voice, and active student participation in decision making. (S and D)

• Provide staff with culturally competent professional development to ensure high expectations of all student-scholars’ intellectual capabilities and create a culture of inclusivity, equity, and accountability. (D)

• Provide teachers with initial and on-going training and support in effective use of blended learning methods.(D)

• Employ blended learning methods to make sure that technology and data enhance relationships, but do not pretend to substitute for them. (S and D)

• Provide professional learning to all teachers and support staff on Hess’s Cognitive Matrix aligned with Webb’s Depth of Knowledge and cognitive demands of tasks and questions. (D)

• Provide staff with professional development to implement a system-wide safety and security plan that includes PBIS, Capturing Kids’ Hearts, and/or Restorative Practices. (D)

• Provide professional development to increase staff capacity and understanding of ACES and child/adolescent growth and development. (D)

• Conduct family and student-scholar surveys/forums to measure student-scholar engagement and empowerment (student focus groups, summits, advisories, fishbowls). ( S and D)

• Ensure key pieces of user-friendly data pertaining to student engagement are available in a timely fashion at the district, school, and classroom levels. (D)

• Implement structures, such as effective Success Criteria in every classroom, to support consistent use of data by our student-scholars to assess their own learning, determine learning goals, and monitor progress over time. (S)

• Create data collection and reporting systems to increase the effective use of data to drive instructional decisions at the district, classroom, school, and student levels. (D)

WHOLE CHILD: THRIVING, CONFIDENT, RESPONSIBLE INDIVIDUALS

[ GOAL TWO ]



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ACTIVE LEARNERS: ENGAGED, EMPOWERED CRITICAL THINKERS

GOAL



• Implement a guaranteed and viable social-emotional curriculum for all schools and classrooms. (D)

• Create and utilize personalized pathways based on student-scholar’s interests and strengths to gain agency and self-direction through culturally relevant projects, assignments, and instructional work. (S and D)

• Develop and implement an inclusive Multi-Tiered System of Supports (MTSS) to accelerate academic and behavioral development for all student-scholars. (D)

• Empower student-scholars with the strategies to build self-efficacy and confidence in order to persevere with enrollment in and with mastery of rigorous coursework. (S)

• Collaborate with staff, student-scholars, families, and community organizations, to implement a system-wide safety and security plan that includes PBIS, Capturing Kids’ Hearts, and Restorative Practices. (D)

• Collaborate with staff and student-scholars to organize a bi-annual Youth Summit that provides leadership opportunities for student-scholars to lead groups of peers, staff, and community for school and district improvement. (S and D)

• Establish Family/Parent Academies that are co-constructed with Community Based Organizations (CBOs), families, and school staff to engage and enable authentic two-way partnerships between schools and families that foster confidence in student-scholars. (D)

• Engage student-scholars, families and community partners in two-way conversations in various locations across the community utilizing multiple media sources to reach the districts diverse population. (D)



Goal: Every student scholar will be empowered with ownership of their education and be fully engaged in becoming critical and creative thinkers.

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ACTIVE LEARNERS:ENGAGED, EMPOWEREDCRITICAL THINKERS



• Utilize culturally competent practices to provide fair and equitable opportunities for all student-scholars and to help remove potential barriers to school success. (S and D)

• Ensure every student-scholar has an ongoing positive relationship with trusted adult advocates who know them well. (S)

• Gather student-scholars’ perspectives regarding ways to motivate their learning and develop academic tenacity; all staff will identify every scholar’s unique knowledge and strengths to deepen their understanding of diversity, cultural competency and personal biases, so that they can become the most effective equity practitioners. (S and D)

• All staff participate in, and implement strategies from, Courageous Conversation with Pacific Educational Group to foster positive, productive classroom environments and relationships. (S and D)

• Collaborate with staff, student-scholars to use data to self-assess their own learning, to determine learning goals, and to monitor progress over time. (S)

• Develop and utilize a comprehensive assessment continuum to provide timely and authentic feedback to student-scholars regarding their social-emotional and personal growth and achievement from year to year. (D)

• Monitor classroom, school, and district level discipline data to inform next steps with implementation of the system-wide safety and security plan. (S and D)

[ GOAL THREE ]



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CONTENT-AREA COMPETENCE: MASTERY OF ALL SUBJECTS

GOAL



• Develop and implement with fidelity a culturally competent, standards-aligned, guaranteed and viable curriculum in ALL core subjects in every school and every classroom. (D and S)

• Create and align curriculum, assessment, and grading systems to state standards. (D)

• Design a system to ensure adherence to the district adopted curriculum plan and fidelity of implementation aligned to standards. (D and S)

• Provide teachers with descriptive, timely, targeted feedback through frequent inquiry cycles to support those practices within the proficient and distinguished range of the 5D CEL framework (S)

• Establish co-teaching/inclusion models that provide full and meaningful access to high-quality core instruction within the general education classroom including student-scholars with special needs, student-scholars learning English, and advanced learners. (D)

• Design a sustainable, job-embedded, professional learning plan that supports teachers in analyzing student data, developing pedagogical content knowledge, and implementing those instructional practices within the proficient and distinguished range of the 5D CEL framework to support all learners in mastering core subjects. (D and S)

• Provide frequent, two-way communication with student-scholars and families formally twice a year and informally four to six times a year, in an increasing number of languages, regarding each student scholar’s academic progress toward mastery of all subjects. (S)

• Establish Family Academies that are District supported and co-constructed with communities and school staff to engage and enable authentic, two-way partnerships between schools and families toward student-scholar achievement of grade level mastery. (D and S)

• Report to parents and families systematically the student’s mastery of specific standards-based learning objectives in order to partner with families toward meeting student learning needs. (D and S)



Goal: Every student scholar will receive equitable opportunity for success, and will meet or exceed standards of performance in all subjects by the end of each grade.

13

CONTENT-AREA COMPETENCE: MASTERY OF ALL SUBJECTS



• Ensure school staff meet with each student and their families at least twice a year to engage in two-way communication regarding students’ academic and social-emotional progress. (S)

• Create, communicate, and implement a district wide professional development plan for using culturally relevant pedagogy. (D)

• Co-construct classroom norms with teachers and student-scholars that encourage risk-taking, collaboration, respect for divergent thinking and student-scholars’ cultures; teachers support student-scholars in holding each other accountable for norms. (S)

• Implement a master plan that outlines the scope and sequence of professional learning pathways to be completed at each developmental stage of teachers’, leaders’, and staff members’ careers. (D)

• Create increased opportunities for leadership across the system through administrator and teacher-leader career pathways that are aligned to research-based leadership strategies for continuous improvement (CEL 5D+ and AWSP Criteria). (D and S)

• Create data collection and reporting systems to increase the effective use of data to drive instructional decisions at the district, school, classroom, and student levels. (D)

• Utilize classroom-based and district progress monitoring through formative, interim, and summative assessments to inform and adjust instruction in real time. (D and S)

• Build capacity of teachers, leaders, and school staff to utilize the PLC framework to determine what student-scholars need to know, how they will know student-scholars are learning it, how they will respond when student-scholars do not learn, and how they will respond if the student-scholar already knows it. (D and S)

• Sustain with fidelity our system-wide standards-based grading and reporting process to communicate to student-scholars and families each scholar’s progress toward meeting standards. (D)

[ GOAL FOUR ]



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PERSISTENCE TO GRADUATION: HIGH SCHOOL GRADUATIONTHROUGH SUCCESSFUL TRANSITIONS

GOAL



• Implement a system-wide, standardized approach to the vertical progression of standards-aligned, culturally responsive teaching and learning with strong emphasis at critical transition years (PreK-K, 3-4, 5-6, 8-9). (D)

• Develop an academic network of staff to support every scholar in the creation, monitoring, and revision of a High School and Beyond Plan, capitalizing on multiple pathways such as advanced programs, Puget Sound Skills Center (PSSC), Running Start, dual enrollment, credit recovery, online/blended learning, and Career and Technical Education (CTE). (D and S)

• Integrate college and career awareness and application across K-12 content areas into standards-aligned coursework. (D)

• Develop standards-aligned units of instruction for each subject and grade level that include standards-based objectives and criteria for mastery. (D)

• Implement with fidelity formal processes, pathways, and options for student-scholars toward content and credit recovery through a variety of programs both integrated into the school day as well as in extended learning opportunity formats to ensure on-time graduation. (D and S)

• Build systems to ensure counselors, career specialists, and other staff provide support for all scholars to complete FAFSA and College Bound Applications (where the scholar is income eligible). (D and S)

• Use a variety of methods across languages and cultures to connect families with existing supports, such as Communities in Schools, Valley Cities, and Sound Mental Health, to ensure successful transitions for each scholar and to support family health and wellness. (D and S)

• Ensure all staff regularly communicate with student-scholars and their families through a variety of methods and languages regarding each student-scholars’ progress toward college and career readiness, especially through critical transition years and in relation to their High School and Beyond Plans. (D and S)

• Engage families, community, higher education, and business partners in providing a consistent message in order to contribute in partnership to student-scholars’ learning and their persistence to graduation. (D and S)

• Develop and implement, in collaboration with families, a clear and specific vision and plan for family-school-district partnerships through critical transition years, including the presence of family representation on school and district leadership teams and relevant committees. (D)

• Offer and promote school tours, scholar shadowing, new scholar orientations, and open houses to support families and student-scholars in transitions to new schools and grade levels. (S)


Every scholar will successfully navigate the critical transitions in their schooling and will graduate from high school ready for college, career, and post-secondary experiences.


Goal: Every student scholar will successfully navigate the critical transitions in their schooling, and will graduate from high school ready for college, career, and post-secondary experiences.

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PERSISTENCE TO GRADUATION: HIGH SCHOOL GRADUATIONTHROUGH SUCCESSFUL TRANSITIONS



• Implement a system-wide school counseling model, based on ASCA standards, with a focus on college and career, social-emotional health, linkages, and responsive services. (D and S)

• Ensure fidelity of implementation of the DuFour PLC model, including the four correlate questions, to guide instructional planning, evidence-based professional collaboration, and cycles of inquiry in support of the progression of learning for all student-scholars. (D and S)

• Ensure all staff participate in, and implement strategies from, Courageous Conversation with Pacific Educational Group in support of all student-scholars’ movement through school and grade level transitions toward graduation. (D)

• Ensure instructional staff receive ongoing, job-embedded professional development about strategy use that capitalizes and builds upon the learning needs of student-scholars, including academic background, life experiences, culture, and language. (D and S)

• Provide professional learning and growth opportunities for all staff to develop capacity around strategies for personalized learning in support of multiple scholar pathways for on-time graduation. (D)

• Provide consistent guidance to staff at the classroom, school, and district levels in their use of Baseline Edge to monitor each scholar’s progress toward individualized learning goals, pathways, and the High School and Beyond Plan. (D)

• Expand and strengthen, a PreK-12 Early-Warning Indicators System based on College- and Career-Readiness indicators (attendance and attainment). (D and S)

• Monitor rates of transfer, dropout, graduation, and post high school outcomes (student enrollment in college, students in careers) to inform prevention and intervention. (D)

• Ensure leadership and instructional teams review scholar data to recommend appropriate support for each scholar’s transitions from grade to grade and school to school. (D and S)

[ GOAL FIVE ]


PUBL IC SCHOOLS

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High-performing schools and education

systems do not come about by chance.

Consistent performance is the outcome of a

disciplined approach to executing the essential

functions of a school, team, or district.

Those functions include: setting the goal,

aligning resources to the goal, motivating

commitment, building capabilities,

communicating progress, nurturing continuous

improvement and innovation, and ensuring

incentives and accountability for performance.

At Federal Way Public Schools, we are

committed to “making the form fit the

function,” by realigning and strengthening

district-level operations and services to

bring about a better fit with the needs of our

scholars and our schools.

Federal Way Public SchoolsEducational Service Center (ESC)

33330 8th Avenue South

Federal Way, Washington 98003

www.FWPS.orgfacebook.com/fwps210

twitter.com/FWPS210

Dr. Tammy Campbell,Superintendent

Board of Education:Mr. Geoffery McAnalloy

Board President, District #1

Ms. Claire WilsonBoard Vice President, District #2

Ms. Liz DrakeLegislative Liason, District #3

Ms. Carol GregoryDistrict #4

Mr. Hiroshi EtoDistrict #5

We will pay particular attention to:

• Mobilizing all staff around the goals and priorities in our strategic plan

• Instituting results-focused planning and disciplined implementation processes at the school and district levels

• Inviting and embracing the voices of our diverse scholars, particularly regarding their day-to-day experiences as learners

• Designing standards-based instructional systems, and management processes

• Instituting needs-based allocation of resources (people, time and money) to ensure equitable opportunities for all

• Cultivating safe environments for learning and work

• Engaging and communicating with our families and community partners in mutually reinforcing ways

• Using proven continuous professional learning and performance management tools to build the capacity of our people, communicate progress, and differentiate supervision and feedback

Ultimately, accomplishing the bold goals we have

established for our scholars rests on disciplined follow-

through. From this point forward, COURAGEOUS LEADERSHIP at

every level matters; leadership that will focus unwavering

attention on the primary intention of our schools, namely:

Facilitated and Compiled by Performance Fact, Inc. (2016)

instructional & organizational effectiveness public schools...instructional & organizational...

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