interlake high school: three-year school improvement plan · every student ♦ every day ♦ every...

EVERY STUDENT ♦ EVERY DAY ♦ EVERY CLASSROOM

Interlake High School: Three-Year School Improvement Plan 2015-16 to 2017-18

September 2017 (Year 3)

Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Preparing students for academic success in core content areas through achieving proficiency in literacy, math, and STEM (Science, Technology, Engineering, Math) as measured by state assessments. Preparing students for college and career success by meeting college academic distribution requirements (CADR) and earning at least 20 (quarter) college credits and/or professional certification. Preparing students for a positive and productive life through the development of interpersonal skills and a commitment to the community.

District Goals

All students will reach or exceed academic proficiency ♦ Eliminate the achievement gap ♦ All students, including those who already meet or exceed academic proficiency, will show measurable progress

School Purpose & Mission Statement Interlake High School operates under the Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. In 2005, Interlake adopted the core values of Integrity, Humanity and Scholarship. The core values were revisited and revised by Interlake Staff and parents in the spring of 2013. These core values, which incorporate elements of the IB Learner Profile serve as guiding principles for the Interlake community. These core values are periodically reintroduced and reinforced to Interlake students at school wide assemblies and in all school lessons on expectations.

Integrity Humanity Scholarship

All members of the Interlake community are principled; we operate in an environment that supports truth, respect, and honor. Members of the Interlake community take ownership of their work and for their actions, even when it is inconvenient to do so.

All members of the Interlake community treat others as they would like to be treated. Students and staff inspire each other through selfless actions, empathy, compassion, and kindness. Students and staff remain focused on developing into caring, balanced, and open-minded global citizens.

All members of the Interlake community believe that scholarship is an internal desire to know more developed through collaborative and independent learning. Interlake students show perseverance when challenged with rigorous coursework appropriate to their unique abilities. All Interlake programs empower students to be life-long learners.

EVERY STUDENT ♦ EVERY DAY ♦ EVERY CLASSROOM

Characteristics of Successful Schools The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools: clear and shared focus ♦ high standards and expectations for all students ♦ effective school leadership ♦ high levels of collaboration and communication ♦ curriculum, instruction and assessments aligned with state standards ♦ frequent monitoring of learning and teaching ♦ focused professional development ♦ supportive learning environment ♦ and high levels of family and community involvement. Through the framework of Professional Learning Communities, our school will use the nine characteristics as a guide to refine our work. The specific strategies we are implementing this year that embody the nine characteristics of successful schools are incorporated in our plans detailed throughout this document.

Contents School Profile School Background Progress Towards Goals School Improvement Plan Highlights Appendices

2 3 4 5

EVERY STUDENT ♦ EVERY DAY ♦ EVERY CLASSROOM 3


BACKGROUND

Instructional Program Overview

Interlake High School is a comprehensive four-year public high school enrolling 1600 students in grades nine through twelve. Interlake is home to several academic programs; International Baccalaureate (IB), Advanced Placement (AP), the Gifted High School Program (GHSP), as well as the Progress Academics Communication Independence Functional Focus Integration and Community (PACIFIC) and Evergreen Transitions Program (ETP). In addition, Interlake offers a wide range of Career and Technical Education (CTE) courses that offer students college credit. Interlake is the only International Baccalaureate School in the Bellevue School District. Beginning in 9th grade, Interlake students may choose to take AP coursework. The IB Diploma is offered for students in grades 11 and 12, though IB coursework begins in 9th grade if students are enrolled in World Language courses. When appropriate, AP and IB course syllabi are combined into a hybridized IB/AP course. Students can opt to take an AP exam, and IB exam or both. Advanced Placement and International Baccalaureate coursework is offered in all subject areas including Music, Theater and Art. Recent IB program additions include IB Design Technology, IB Film and IB Language and Literature. Recent AP additions include AP Human Geography for 9th grade students. As of the 2016-17 school year, all 9th grade students enroll in AP Human Geography, and all 11th grade students enroll in an IB English class. In GHSP, students of exceptionally high academic and intellectual ability are grouped in a cohort in the core areas of English, history, science and math. In grades 10 & 11 students enroll in the IB Program with the goal that they complete the IB diploma at the end of the 11th grade. The 12th grade curriculum includes internships, independent studies, research projects and college classes. The GHSP was formed with the intention of providing a four-year high school experience that allows students with exceptionally high academic ability to be appropriately challenged while maintaining a balanced extra-curricular life. Gifted program students participate in all aspects of high school life including sports, music and ASB student leadership. Students are increasingly earning college credit in CTE coursework. Interlake offers coursework in Computer Science, Business and Marketing, Retail Management as well as web design, computer graphics and Microsoft Office. Unique to Interlake are two college credit bearing CTE programs; Welding and Horticulture. Construction Management currently exists as a one period course, but will expand to a 2 period WaNIC course for the 2018-19 school year.. Interlake offers a complete music program including Band, Jazz Band, Orchestra, Choir and Jazz Choir. Interlake musicians consistently receive recognition for their performance at festivals, parades and competitions. Interlake is home to two unique special education programs, PACIFIC and Evergreen Transitions. The PACIFIC program is designed to meet the educational needs of students who have significant developmental and intellectual disabilities. Interlake students can enroll to become Pacific Program Peer tutors, a popular option that serves to enrich the experience of both the Pacific student and peer tutor, and facilitates an inclusive school culture. The Evergreen Transition Program is a community-based program serving young adults with disabilities, ages 18-21. This program helps students gain supported employment upon graduation. ETP is located on Interlake High School campus.


Key Successes This Past Year

College and Career Readiness

IB Diploma Program Year 1 Traditional cohort (complete IB Diploma in 2019) reflects the diversity of Interlake.

Ethnicity % of Interlake Student Body

% of IB Diploma Year 1 Cohort

Asian 34 35

Black/African American 4 5

Hispanic 16 14

Multi Ethnic 9 5

White 37 39

Student Academic Success/100% Graduation Rate:

9th grade student success: Students in the 9th grade reported the strongest sense of belonging of all four grades. 9th grade – 67% favorable, up from 60% favorable in 2015. (10th grade -65%, 11th grade – 65%, 12th grade 63% favorable)

Positive and Productive Life:

Panorama Student Perception Survey data (Fall 2017) shows that 87% of Interlake students believe their teacher thinks they are capable of excelling in this class if they work hard. When a school meets students' basic psychological needs, such as emotional and physical safety, autonomy, supportive relationships and the belief that they are competent, students become increasingly committed to the school's norms, values, and goals.


Highest-Priority Opportunities for Growth Student Academic Success/100% Graduation Rate:

The percentage of failing grades earned by 9th grade students who receive Special Education services across all courses has not consistently decreased.

9th Grade Students Who Receive Special Education Services – Percentage of Failing Grades Across all Courses

2013-2014 1st Semester 11% 2nd Semester 15% 2014-2015 1st Semester 11% 2nd Semester 6% 2015-2016 1st Semester 13% 2nd Semester 15% 2016-2017 1st Semester 7.5% 2nd Semester 9%

Positive and Productive Life:

Panorama Survey Student Beliefs: Sense of belonging, connectedness with staff has not changed significantly from Spring of 2016.

Panorama Student Perception Survey Spring 2015 Spring 2016 Spring 2017 % of students who feel that they completely belong or belong quite a bit at Interlake

65% 55% 56%

% of our students who feel extremely connected or quite connected to our staff

40% 38% 36%


PROGRESS TOWARDS GOALS

College & Career Readiness

Our goal every year is that every student meets standards. We know that as a school community we may fall short of our goal, but that never diminishes our determination, our ability to learn from our mistakes, and our belief in our students, our parents, and our staff.

Past Progress Measure 2011 -

2012 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

2016 - 2017

5-Year graduation rate 92.9 *Class of 2011

90.4 *Class of 2012

92.5 *Class of 2013

95.6 *Class of 2014

94.0 *Class of 2015

94.2 *Class of 2016

Biology EOC pass rate (first attempt) 87.5 85.5 88.7 83.7 83.4 88% Number of students earning college credit through CTE courses and total credits earned

46/288 93/996 119/760 70/564

Percentage of 9th grade students who passed all classes and earned all 7 credits

83% 85% 81% 86% 82% 88%

Percentage of IB Diploma Candidates who earned an IB Diploma

95% 90% 92% 92% 93% 94%

Note: We are currently not using high school state Math and English Language Arts exams as a progress indicator because the state assessment system is changing every year for the next several years, making it hard to track progress consistently. Positive & Productive Life

Historical Data 2015-16 3-Year Goals Measure 2012 2013 2014 Goal Actual 2016-17 2017-18 2018- 19 % of students who responded favorably on ‘Sense of Belonging’ questions in School Survey

N/A N/A N/A 100% 63% 65% 65%

Note: See Appendix A for a description of measures.


SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals

The Interlake staff is committed to eliminating the disproportionality that exits in progress toward our school goals related to Special Education, ELL, and race. We are working collectively and collaboratively to increase awareness and competency in Culturally Relevant Teaching, co-teaching, and inclusion.

College & Career Readiness

In order to ensure that all students have access to and are successful in rigorous coursework, Interlake staff have formed action teams to support our school goals. These action teams meet 1- 2 times each month. All members of the group meet monthly during staff meetings, and a core leadership group meets more frequently to lead the work.

International Baccalaureate: IB Program Access Team and IB Steering Committee - Looking at the past 7 years of Diploma scores, between 5 and 11% of candidates do not earn their Diploma because of low scores, or because of one or more incompletes. (Incompletes come from not submitting one or more IB assessment components.)

In order to support students to complete all requirements we have • Built an overall IB assessment calendar for Interlake. • Individual teachers emailed IB office about students who were in danger of missing deadlines. • IB Coordinators met individually with students who were struggling with requirements, and

involved counselors and parents when appropriate. To further support students we will

• Shift the Group 4 project day from spring to fall (October) in order to avoid other IB assessment deadlines.

• Hold monthly meetings for IB diploma candidates to provide reminders of deadlines, time management tips, and highlight supports for research.

• Dig deeper into research around homework in order to inform teacher practice. • Increase preparation for IB by intentionally teaching research and citation skills in grades 9 and

10. • Utilize Extended Tutorial time to work with students who need assistance completing IB internal

assessments.

Student Academic Success/100% Graduation Rate: 9th Grade Team and 10th Grade Team

By supporting the academic and social emotional transition from Middle School to High School, each and every 9th grader WILL develop a sense of belonging to Interlake’s community, develop self-advocacy and problem-solving skills so each can set and achieve positive goals, as well as pass all classes and earn 7 credits freshman year.

To support the Academic Success of students we have • Instituted a required tutorial period for three weeks in September/October, • Taught advocacy and problem solving lessons, • Supported social and emotional learning through the Charter process, • Encouraged school and community involvement in clubs, sports and activities.


To further support students we have

• Co-teaching to support for 9th grade students with IEP’s in AP Human Geography, Biology and Algebra/Geometry block.

• Expanded to two AVID 9 classes • Three two-period Algebra 1/Geometry block classes to allow students time to master content.

In addition,

• The MTSS team has designated 9th, 10th and 11th grade teams that examine data and implement tier 1 interventions.

• Co-teaching support continues in Chemistry classes to support students with IEP’s • Co-teaching support continue in junior IB Language and Literature classes and was expanded to

senior IB Language and Literature classes. • An Extended Tutorial period (from 3:30 – 4:30) has been added three days/week where students

can get assistance from a teacher in specific content areas (Math, Chemistry, Physics, Social Studies, Spanish, French, Chinese, Resource and Music).

Career and Technical Education:

The CTE goal team is committed to supporting all students enrolled in college credit bearing CTE classes to earn the necessary grade in order to qualify for college credit.

Strategies for supporting students include

• Examining grading practices in order to eliminate practices that do not measure learning. • Increasing teacher knowledge of ELL students and providing modifications and accommodations. • Increasing advertising and parent/student/staff awareness of CTE program options by creating

CTE lessons focused on raising awareness of offerings and opportunities available through Interlake CTE classes suitable for use in the classroom and other activities such as 8th grade night or Parent University.

• Gathering additional information (in the form of a survey) from students enrolled in CTE classes as to why they are taking the class, how they were made aware of it, etc. This information will be used to tailor registration activities in coordination with the Career Specialist.


Positive & Productive Life

International Baccalaureate Program

A significant portion of the IB Diploma candidates have a hard time maintaining balance. We know this anecdotally, from focus group discussions, staff discussions, and from survey data. This year we will promote balance within the IB Diploma program to help preserve the love of lifelong learning. In order to help promote balance we have:

• Made changes to the IB Program, such as creation of a 2-year IB Physics course, removing AP label from IB junior English classes in order to focus on IB curriculum only, and moved away from a hybrid AP/IB Chemistry course to AP Chemistry to allow students to focus on AP curriculum only.

• Created and instituted a student survey on homework load. Individual teachers were given their survey data to analyze and some broad-strokes data from the survey was shared with the staff.

To further support students we will

• Continue to examine program practices such as IB/AP hybrid courses to ensure that students are provided with the time needed to meet requirements.

Positive Behavior Intervention and Supports (PBIS) Interlake staff is committed to building positive teacher-student relationships and developing school-wide expectations. A PBIS team has been formed and meets monthly. Ongoing work includes:

• Developing, teaching and implementing a school-wide behavior expectations matrix with behavior expectations aligned to core values of Integrity, Humanity and Scholarship.

• Teaching whole school lessons on school wide behavioral expectations using positive language including expectations for hallway behavior.

• Developing a Behavioral Flow Chart • Intentionally teaching and highlighting strategies for building positive relationships with students.

“Get to Know Your Teacher Week” scheduled for the week of October 24. • Implementation of a rewards and recognition system • Identifying students and families to participate on PBIS Team • Creating focus groups of diverse students (representative of student body) for input • Reviewing course syllabi and Student Handbook for positive language in expectations.

Other Tier 1 supports include:

• A staff committee has revised Interlake’s Academic Honesty Policy to align with IB recommendations. These recommendations include teaching acceptable academic behaviors for assignments, projects and assessments and intentional instruction on effective citing in order to avoid academic honesty violations.

• LINK crew and Leadership classes are combined for first semester and co-taught by the LINK and Leadership teachers. This ensures that the needs of 9th grade students are considered in school-wide ASB activities.


APPENDIX A: Description of Measures

5-Year Graduation Rate

The percent of students who graduate within five years of starting high school. We track the 5-year graduation rate in addition to the 4-year graduation rate because some students, such as those newly arrived in the country or with special needs, plan for a 5-year course of study.

% of graduates meeting minimum college admissions requirements

College Academic Distribution Requirements (CADRs) are the WA State 4-Year college-admissions requirements. These are the minimum standards that high school students must meet if they want to apply to a public four-year college or university in the state. Details can be found at http://wsac.wa.gov/college-admissions.

Graduates passing 4+ college-level courses during high school

Research has shown that students who have already experienced college-level courses by the time they enter college are better prepared and more likely to be successful in college and complete a college degree.

Biology EOC pass rate

The percent of students who meet or exceed state standards on the Biology End-of-Course exam the first time they take the test.

Number of students earning college credit through CTE courses and total credits earned

Students who earn a ‘B’ grade or higher in certain CTE courses can earn college credit through Bellevue College, Cascadia Community College, Lake Washington Institute of Technology and Shoreline Community College. The number represents the unduplicated student count and total credits earned by those students.

Percentage of 9th grade students who passed all classes and earned all 7 credits Percentage of IB Diploma Candidates who earned an IB Diploma

Students who become credit deficient early in their high school career are less likely to graduate. The percentage represents students who did not receive an ‘F’ grade in any course 2nd quarter/1st semester or 4th quarter/2nd semester. A ‘D’ grade still awards credit, and are included in this percentage. Students must receive an overall score of 24 in order to be awarded an IB diploma. Scoring below a ‘4’ in a course and failure to complete all IB Diploma requirements such as the Extended Essay, CAS project and Theory of Knowledge course will prevent a student from successfully earning a diploma.

APPENDIX B: Glossary


AP - Advanced Placement: Advanced Placement classes allow students to earn college credit or advanced standing in many of our nation’s colleges and universities. Interlake offers AP courses in English, Social Studies, Math, Science and Art.

AVID - Advancement via Individual Determination: AVID is a college prep program whose mission is to close the achievement gap by preparing all students for college readiness and success in a global society. AVID coursework supports students in the ‘academic middle’ to become college ready. Interlake offers AVID 9, AVID 10, Junior AVID/TOK and Senior AVID/TOK. Students must complete an application process to be accepted into the AVID program.

AVID/TOK class: TOK stands for ‘Theory of Knowledge’. The IB Theory of Knowledge (IB TOK) course is a core element of the IB Diploma Program and is required for IB Diploma. IB TOK is a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge. Junior and Senior AVID courses are combined with IB TOK curriculum in order to fulfill this requirement for Diploma candidates, and to provide this valuable learning experience for all AVID students.

CTE - Career and Technical Education: Career and Technical Education courses offer students the opportunity to explore and prepare for post-secondary programs through community/technical or four-year colleges. A sequence of courses can provide students with entry-level employment skills for internships, apprenticeships and preparation for industry certification.

Evergreen Transition Program: The Evergreen Transition Program (ETP) is a community-based program serving young adults with disabilities, ages 18-21. This program helps students gain supported employment upon graduation. ETP is located on Interlake High School campus.

GHSP – Gifted High School Program: In the Gifted High School Program (GHSP), students of exceptionally high academic and intellectual ability are grouped in a cohort in the core areas of English, history, science and math. Placement in each area is based on knowledge and skill level. In grades 10 & 11 students enroll in the International Baccalaureate (IB) Program with the goal that they complete IB degrees at the end of the 11th grade The 12th grade curriculum includes internships, independent studies, research projects and college classes.

IB - International Baccalaureate: The International Baccalaureate (IB) Diploma Program is recognized as one of the most academically rigorous, college preparatory programs in the world. This highly respected, two-year curriculum focuses on classical liberal arts and sciences. Interlake students may pursue the internationally-recognized IB Diploma by taking IB classes in six subject areas or earn IB Certificates through individual courses. The IB program is open to all interested Interlake students; individual student success is largely determined by academic motivation and active participation.

IB Learner Profile: The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all


members of the school community learn to respect themselves, others and the world around them. As an IB school, Interlake is committed to the development of students according to the IB learner profile. The profile aims to develop learners who are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.

PACIFC Program: The PACIFIC program is designed to meet the educational needs of students who have significant developmental and intellectual disabilities. The goal of the program is to provide instruction in functional skills, opportunities for application, and support to maximize independence and enhance students’ opportunities to achieve their full potential and to live as independently as possible as contributing members of society.

PBIS – Positive Behavior Interventions and Supports: PBIS is a framework for implementation of proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.

Social Emotional Learning (SEL) and the Charter Process: Social emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. A Charter is a collaborative document that helps schools establish supportive and productive learning environments. The Charter describes how we want to feel, the behaviors that foster those feelings and guidelines for preventing and managing conflict.

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