LSHS School Improvement Plan 24-25

We commit to:

1. excellent instruction through universal use of three of our nine LSSD instructional strategies
2. strengthening the effectiveness of our Collaborative Educator teams
3. achieving equitable outcomes for each student through effective use of Student Growth Goals

We will measure our progress by monitoring graduation rate and grade data, along with reviewing classroom-based and state assessments, to inform Tier 1, 2, and 3 instruction. Our Collaborative Educator Teams will use common assessments to ensure consistent growth and achievement for all students, capturing these results and strategies in departmental action plans to drive continuous improvement.

1. ELA 10th: 75% of students will meet standard on the Spring 2025 SBA. Scores will improve from 69.9% in Spring 2024 to 75% in Spring 2025.
2. Math 10th: 45.5% of students will perform at level 3 or higher on the Spring 2025 SBA from 38.5% on the 2024 SBA
3. Science 11th: 52% of students will meet standard on the Spring 2025 Washington Comprehensive Assessment of Science (WCAS) from 45% on the 2024 WCAS
4. SEL: 80% of students will respond favorably to the question "Overall, how much do you feel like you belong at your school?" from 72% in Spring 2024 (ranging from 3 "somewhat belong" to 5 "completely belong").

Additional Goals

• On Time Graduation Rate: LSHS will increase the on-time graduation rate for the class of 2025 from 89.4% to 92% by implementing targeted interventions, enhancing student support systems, and fostering a schoolwide culture of academic and personal growth. Additionally, we will increase the on-time graduation rate for our students served by IEPs from 74% to 81%.
• Multilingual Learners (ML): Students in the ML program will improve their scores to make expected progress on the Spring 2025 WIDA assessment from 19.2% to 25%.
• Academic Skill Development (ASD): 100% of our students in ASD will improve their academic performance, with 70% earning credit in at least five of six classes.

1. Positive Greetings at the Door
   
2. Instructional Vocabulary Routines
3. Co Created Classroom Norms

By focusing on common data within each content area, CETs will establish learning-centered goals and employ a continuous cycle of inquiry. This process will facilitate objective observations throughout the year, guiding necessary adjustments to instructional strategies. Through this collaborative effort, CETs aim to enhance Tier 1, 2, and 3 instruction and interventions, ultimately fostering growth and success for each student.

We are dedicated to achieving equitable outcomes for all students by engaging in the revised student growth goal process and utilizing the Danielson Evaluation Framework to ensure every student can learn. Our approach includes:

• Tier 1 instruction aligned to essential standards
• Facilitate growth with consistent tier 1 instructional strategies; complimented by the implementation of tier 2 and/or 3 interventions that provide additional support for sub groups of learners
• Engaging in growth conversations to foster collaboration and reflect on student progress and instructional effectiveness.

At the midyear point, here is where we are...

At the end of the year, here is how we did, and the start of our plan is for next year