Auburn Senior High SchoolSchool Improvement Plan 2015-2018
AHS’s Mission and Vision
Mission
To RAISE learning outcomes for students through:
(R) Rigor with Relevance
(A) Academic Standards
(I) Inclusive Community
(S) Skill Development and
(E) Ethical Citizenship
Vision
To empower diverse individuals to become successful life-long learners.
Demographics
Demographics
Literacy79.6%
79.7%
73.4%
75.2%
77.6%
79.0%
76.0%
79.0%
78.1%
76.6%
78.5%
80.7%
83.0%
77.6%
81
.8%
81
.2%
78
.9%
82
.6%
81
.3%
83
.5%
82
.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Reading: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
Math (EOC1)25.8%
63.1%
58.4%
36.7%45.9%
70.3%
65.0%
45.5%
57
.5%
56
.5%
53.5
%
59.1
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Grade 9 EOC-Math-1: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
Math (EOC2)46.7%
77.1%
76.4%
75.5%
53.1%
81.3%
82.9%
76.9%
66
.4% 76
.1%
83
.3%
79
.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Grade 10 EOC-Math-2: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
Target Population- based
on demographic, discipline
and attendance data
analysis:
All students at AHS, with particular focus on at risk students and
subgroups, including low income, ELL and Special Education.
Action Step 1
SWT 2 All classroom teachers will use research based strategies to explicitly teach, reinforce, and assess cross curricular academic vocabulary aligned with the CCSS and Tier II content vocabulary.
Action Step
SWT 2 To increase comprehension of text, all classroom teachers will explicitly teach, model, and assess summary (summarizing). Aligned to CCSS #2 for Reading, Central Idea and Summary.
Goal 1 Literacy: The gap between Auburn High School 11th
grade students and the State will decrease by at least 2% per year from -6.9% in 2014 (based on 10th grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11th grade.
Goal 2 Math: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in 2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).
Action Step
All Algebra teachers will implement curriculum focused on identified essential core concepts as well as prerequisite skills for the next course.
Action Step Provide additional support for at-risk students.
Goal 3: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from 56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).
Action Step
Increase frequency and effectiveness of teacher – parent communication.
Action Step
Restructure Open House and Conference formats to engage more parents and to communicate more effectively.
Comprehensive Needs Assessment
Literacy
• Historically, 20% fewer low income students meet standard than non-low income
• Percent of 10th grade students meeting standards has changed only 6 – 7% from 2008 - 2014
• Consistently achieving below the State, from -3% to -9% over 5 years
• ELL students have fallen short of the AMAO1 target for the last 3 years
Comprehensive Needs Assessment
Math• The percent of 9th grade students meeting standard on EOC1 has been below
the State for 4 years
• The percent of 9th grade students scoring at Level 1 on EOC1 has increased over the last 3 years
• The percent of 10th grade students meeting standard on EOC2 has been below the District for the last 4 years
Supportive Learning Environment• 9th grade students with 1 F has increased from semester 1 to semester 2 each
year from 2010 to 2014
• Adjusted 4 year graduation rate decreased from 81.3% (Class of 2012) to 74.7% (Class of 2013)
Highlights of Year 1
Literacy• Ongoing PD around explicit vocabulary instruction
– cross curricular academic vocabulary and Tier II content vocabulary
Math• Cornell notes
– 60+ percent of students benefit/learn from notes
• Peer tutors in Algebra classes
• Common cyclical assessments
Parent Involvement• 9th Grade Open House
• Positive parent contact
• Parent contact for students who are failing
Next Steps
1. Awareness and communication of AHS’s vision and mission
2. Systematically and effectively use data to create change in our practice that will result in better outcomes for students
a. Frequent analysis of student data within departments and across the school to inform teacher practice
b. Data conversations are learning focused
3. Provide professional development that raises the sense of urgency amongst all staff that will motivate or move them to be reflective about their classroom practice
4. Continue to strengthen and implement school-wide vocabulary strategies
5. Continue to create PD and implement school-wide summarization strategies to increase comprehension: CLOSE Reading
6. Expand Interventions: 10th Grade SPEAR
7. Hire Attendance Counselor: School-to-Home
2016-2017
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Planning Year 2014-2015
Implementation September 2015-June 2018
Auburn Senior High School School Improvement Plan
School Improvement Plan Adopted by the Auburn School Board of Directors on insert school board approval date here.
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September 2013-June 2016
Auburn School District Strategic Plan
Aspiration:
The Auburn School District aspires to be a world-class education system preparing all students to
be globally competitive for career, for college, and for life in the twenty-first century.
District Goal 1: Student Achievement
All staff in the Auburn School District provides support, leadership, and guidance to ensure each
student meets or exceeds state and district standards, graduates on time, and is prepared for
career and college.
District Goal 2: Community Engagements
All staff in the Auburn School District are accountable for engaging its diverse community as
partners to support and sustain a world-class education system.
District Goal 3: Policies and Resource Management
Auburn School District policies and resources are aligned to the strategic plan.
School:
Auburn Senior High School
Date of SIP Team District Goal Review:
SIP Team Members:
Richard Zimmerman Ron Cughan
Lori Grimm Kym Hales
Stacy Jordison
Ryan Hansen
DeAnna Kilga
Elaine Hogg
Roger Lee
Brian Keller
Tony Callero
Tony Paustian
Jason Capps Abe VanDerPuy
Beth Cockcroft
Chris Zawlisak
Brandi Cole
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Executive Summary – SWT 1
COMPREHENSIVE NEEDS ASSESSMENT
Auburn School District Mission
In a safe environment, all students will achieve high standards of learning in order to become
ethically responsible decision makers and lifelong learners.
Auburn School District Vision
The vision of Auburn School District is to develop in students the skills and attitudes that will
maximize their potential for lifelong learning and ethically responsible decision making.
School Mission
Auburn High School’s mission is to RAISE learning outcomes for students through:
(R) Rigor with Relevance
(A) Academic Standards
(I) Inclusive Community
(S) Skill Development and
(E) Ethical Citizenship
School Vision
Empower diverse individuals to become successful life-long learners.
Background Information
WAC 180-16-220
Requirements for School Improvement Plan Each school shall be approved annually by the school board of directors under an approval process determined
by the district board of directors and “At a minimum the annual approval shall require each school to have a
school improvement plan that is data driven, promotes a positive impact on student learning, and includes a
continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and
update its school improvement plan.” School Improvement plans must include a brief summary of use of data
to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit
Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or
HSPE.
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Stakeholder Input
The School Improvement Team (BLT) is comprised of all department chairs which meets a
minimum once a month and when needed twice a month. A Comprehensive Needs Assessment
was planned and facilitated by the BLT in December 2014. The BLT followed up with further
data review over the next two months. The BLT shared their work with all staff for input and
feedback. The BLT will continue to meet at least one time per month to monitor the
implementation of the school-wide reform strategies and their impact on student learning.
Highly Qualified Staff – SWT 3
All AHS staff are highly qualified in their subject matter with the exception of five
teachers, specifically, two special education teachers; two ELL teachers and one
CTE teacher. Each has a plan in place to meet highly qualified criteria.
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High Quality, Highly Qualified Teachers – SWT 5
AHS participates in the district mentoring program where new teachers are partnered with an experienced staff member for support and guidance.
Online resources and tools are available for all AHS staff. Staff are encouraged to access these resources to learn more about AHS’s policies and procedures such as our mission and vision, building decision-making model, departmental curriculum, critical grading dates, professional development, school culture, standards-based grading, and business office forms.
All teachers: On PLC Mondays staff meets by department for one hour in-building and district-wide to analyze student work and to increase effective instructional practices.
District and building professional development hours are used to support the implementation of the Title 1 schoolwide reform strategies and to enhance instructional practice.
Representatives from each department attend district ATLA training and then return to the building to share learning with all staff.
Demographic Data Enrollment
Staff reviewed enrollment data, disaggregated by program and ethnicity for 4 years from 2010-11 to
2013-14.
October enrollment has decreased by 256 students from 1714 in 2010-11 to 1458 in 2013-14.
SpEd enrollment has remained about the same from 213 in 2010-11 to 218 in 2013-14.
Low Income enrollment has decreased by 120 students from 881 in 2010-11 to 761 in 2013-14.
ELL enrollment has decreased by 47 students from 112 in 2010-11 to 65 in 2013-14.
The percent of students in each ethnic group has remained about the same for 4 years (2010-
2014) with a small increase in the Hispanic students (20% in 2010-11 to 23% in 2013-14) and a
small decrease in White students (54% in 2010-11 to 49% in 2013-14.)
Athletic Participation
Staff reviewed data, disaggregated by gender and grade level for 4 years from 2010-11 to 2013-14.
Total number of students participating in Athletics for 4 years has decreased by 107 students from
675 students in 2010-11 to 568 students in 2013-14 (enrollment decreased during the same
period).
Male vs female participation over the 4 year period indicates consistently higher levels of male
participation than female, by as many as twice the number of males compared with females.
ASB Cards
Staff reviewed ASB card data, disaggregated by Regular, Reduced, Free and Muckleshoot/Fund a Need
Grant for 2 years from 2010-11 to 2012-13.
Number of ASB cards purchased remained fairly static between 2011-12 to 2012-13 in all
categories.
CTE Participation
Staff reviewed participation data disaggregated by gender, ethnicity and program for 2011-12 and 2012-
13. Male participants increased from 465 in 2011-12 to 620 in 2012-13. Female participants increased
from 411 to 526 during this same period
By ethnicity White students (466, 2011-12 and 554, 2012-13) and Hispanic students (182, 2011-
12 and 275, 2012-13) have the highest participation numbers.
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By Program Tech Prep (776, 2011-12 and 1,006, 2012-13), Low Income (547, 2011-12 and 713,
2012-13) and Nontraditional Enrollees (337, 2011-12 and 577, 2012-13) have the highest
numbers of participants.
Number of participants has increased by 266 students enrolled in one or more CTE courses from
876 in 2011-12 to 1142 in 2012-13.
Discipline and Attendance Analysis Attendance
Staff reviewed attendance data, disaggregated by ethnicity for 3 years from 2011-12 to 2013-14.
Overall attendance remained about the same from 88% in 2011-12 to 90% in 2013-14.
Attendance of Nat Ind/Alsk Nat increased 12% from 76% in 2011-12 to 88% in 2013-14.
Attendance by the other ethnicities remained about the same for 3 years (2011-2 to 2013-14).
Discipline
This has not been an area of strength for AHS. However, we are creating systems to collect, disaggregate
and analyze discipline data quarterly.
Data Analysis- MAPS LA 9, Algebra and Geometry teachers analyzed 9 t h grade reading comprehension and math
data for the past year. Student growth overall remained fairly constant. However, students
enrolled in Language Intervention 9 made on average increases of 7.95 in their overall RIT
score from fall to spring or 2 years of growth. The results are significant as these students
were identified as some of our lowest performing students.
This has not been an area of strength for AHS. However, we are creating systems to
disaggregate and analyze MAPS data following the fall and spring administrations. This
will allow all teachers of freshmen to know who their students are who are below standard
in reading and math in order to employ instructional practices and scaffolds to assist them
with mastering the core standards.
Data Analysis- WELPA AHS has not met all AMAO targets over the four-year period from 2010-11 through 2013-14. The
AMAO 1 target was met only in 2010-11 with 95.8% of ELL students making progress. AMAO 2 was
exceeded in 2010-11 and 2011-12 with 24.8% and 11.4% respectively, reaching English proficiency.
AMAO 3 (meeting participation/proficiency) was not met in 2010-11 or 2012-13. In 2011-12 and
2013-14 there were fewer than 30 students.
Data Analysis- Credit Attainment, Honors/AP Enrollment
Credit Attainment Over the past three years, 2010-2013, the percent of ninth graders on target for on-time graduation has
remained below 80%.
2010-2011: 75.07%
2011-2012: 69.50%
2012-2013: 77.29%
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Graduation
AHS Adjusted 4 Year Cohort Graduation data reveals an increase from 71.8% in 2011 to 75.2%
in 2014. Disaggregation of the Adjusted 4 Year Graduation data indicates the following:
*Low income increased from 63.7% in 2011 to 68.5% in 2014
*ELL increased from 50.5% in 2011 to 56.5% in 2014
*Special education decreased from 39.1% in 2011 to 37.8% in 2014
The 4 Year Adjusted Drop Out rate has decreased from 18.1% in 2011 to 17.3% in 2014.
Highlights of disaggregation by subgroup:
*Low income has decreased from 22.2% in 2011 to 21.8% in 2014
*ELL has decreased from 36.1% in 2011 to 30.4% in 2014
*Special education has increased from 17.4% in 2011 to 22.2% in 2014
Honors/AP Enrollment Review of enrollment in AP courses by ethnicity and low income for the years 2012-13 and
2013-14 revealed the following:
*White and Asian low income subgroup increased from 22 to 74
*Hispanic/Latino low income subgroup increased from 18 to 49
*Black/African American low income increased from 7 to 15
*All Other Races low income subgroup increased from 10 to 30
*All Med/High Income subgroups increased, except White & Asian which decreased by 4
students
Data for the percent of students passing the AP test with a score of 3+ reveals a drop from 53.7% (66
students) scoring a 3+ in 2010 to 32.3% (73 students) scoring a 3+ in 2014. This data reached its peak in
2012 with 60.5% (95 students) scoring a 3+.
Data Analysis- CEE Perceptual Survey
Staff Survey: 2014 Web Graphs were presented to staff. AHS staff positive perception equals or
exceeds both High Improving and High Performing high schools in all of the 9 Characteristics except:
*Clear and Shared Focus
*Effective Leadership
Analysis of the Summary View comparing 2014 with 2012 indicates little change in the “opportunity”
percentages. In areas where these percentages did change, it was not because the positive perceptions
increased, but rather that the “seldom true” and “almost never true” increased. For example:
Collaboration & Communication
2014 2012
Sometimes True 21% 26%
Seldom True 9% 5%
Almost Never True 5% 4%
Student Survey: Web Graph comparing AHS with students in High Performing high schools indicates
AHS student positive perception is below in 4 of the 7 Characteristics included in the student survey:
*Collaboration & Communication
*Effective leadership
*Supportive Learning Environment
*Monitoring of Teaching & Learning
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The Summary View of student positive perception reveals a decrease in all 7 Characteristics from 2012 to
2014.
Parent Survey: Parent positive perception of Collaboration & Communication decreased from 64% in
2010 to 56% in 2014 with a high of 84% in 2012. Parent & Community Involvement remained at 53% in
both 2010 and 2014, with a high of 81% in 2012.
HSPE Reading
10th Grade HSPE Reading Grade 10 HSPE data was analyzed. Data was disaggregated by ethnicity, SpED, ELL and Low Income.
Level data was included.
Overall performance of grade 10 students for the seven year period has dropped.
The percent of students meeting standard has decreased from 79.6% in 2008 to 76% in 2014
Level data for the past 4 years, 2011-2014 has remained static with an average of 45% at Level 4,
an average of 30% at level 3, an average of 12% at Level 2 and an average of 10% at Level 1.
The gap between SpED and Non SpED widened between 2011 and 2013 (SpED data suppressed
2014) with slight increases in Non SpED meeting standard and slight decreases in SpED meeting
standard.
The average gap between Non Low Income and Low Income between 2010 and 2014 is 18%,
with a high of 22.3% in 2010 and a low of 12% in 2012.
EOC Math
EOC Math Data for “All for All Grades” was disaggregated by:
Low Income EOC 1–The gap between low income and non-low income has decreased from
20.8% in 2011 to 14.7% in 2014 because of a decrease in the performance in both subgroups.
Low Income EOC 2 – The gap between low income and non-low income closed from 2012 to
2014 by a decline in the percent meeting standard in both groups.
Special Ed EOC 1 – The gap between Sped and non-Sped decreased 49% in 2011 to 23.9% in
2014, again there was a decrease in the percent meeting standard in both groups over four years.
Strand data was reviewed for both EOC 1 and EOC 2 indicating growing gaps between AHS and the
State in all strands.
EOC 1(Algebra)
Grade 9 Staff reviewed data for the last four years from 2011-2014. Comparing the percent of Auburn High
School 9th graders meeting standard with the percent at the district and state levels revealed the following:
Auburn HS has performed below the district and state for all four years.
The percent meeting standard has decreased from 36.9% in 2012 to 36.7% in 2014.
Analysis of level data indicates a 10% decrease in Levels 1 & 2 from 74% 9in 2011 to 64% in
2014.
Grade 10 Data over four years indicates an increase in percent meeting standard from 60.6% in 2011 to 75.4% in
2014. Level 1 has decreased from 19% in 2011 to 15% in 2014 and Level 2 from 12% to 7% over the
same four years
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EOC 2 (Geometry)
Grade 9 The percent meeting standard remained at/or above 90% from 2011-2013, comparable to both the district
and the state. Data for 2014 was suppressed by the state.
Grade 10 The percent of students meeting standard increased from 46.7% in 2011 to 75.5% in 2014, with a high of
77.1% in 2012. In 2014 the percent meeting standard at Auburn HS was comparable to the district and
the state (1.4% gap between AHS and district and 3.7% gap between AHS and the state).
EOC Science
EOC Science Grade 9th and 10th EOC Biology data was analyzed. Overall data and level data was included for 2012,
2013 and 2014.
9th Grade EOC Biology
A decrease of 4.2% in the percent of students meeting standard has occurred from 90.1% in 2012
to 85.9% in 2014.
AHS 9th grade students meeting standard has consistently been below the district from 2012 to
2014.
The percent of students scoring a Level 4 has decreased from 42% in 2012 to 31% in 2014.
The percent of students scoring a Level 3 has increased from 48% in 2012 to 55%in 2014.
Over the last 3 years the percent of students scoring at Level 1 and 2 has increased from 10% in
2012 to 14% in 2014 with a high of 16% in 2013.
10th Grade EOC Biology
The percent of students meeting standard has increased 23.1% from 42.6% in 2012 to 65.7% in
2014.
The percent of students scoring at Level 4 has increased 8% from 8% in 2012 to 16% in 2014.
The percent of students scoring at Level 3 has increased 14% from 34% in 2012 to 48% in 2014.
The percent of students scoring at Level 2 has decreased 20% from 44% in 2012 to 24% in 2014.
The percent of students scoring at Level 1 has decreased 6% from 13% in 2012 to 7% in 2014.
HSPE Writing
10th Grade HSPE Writing Grade 10 HSPE data was analyzed. Data was disaggregated by ethnicity, SpED, ELL and Low Income.
Level data was included.
Little change over 7 years in the percent of students meeting standard with 86.1% in 2008 and
86.3% in 2014.
Level data for the past 4 years, 2011-2014 has remained static with an average of 38.5% at Level
4, an average of 44.5% at Level 3, an average of 8% at Level 2 and an average of 5% at Level 1
(Each of the years has included a per cent not tested).
The percent of Low Income students meeting standard has increased from 64% in 2008 to 66.8%
in 2014, with an average gap of 19.8% when compared to non low income students.
The percent of SpED students meeting standard has ranged from 40.2% in 2008 to 62.3% in
2014, an increase of 22.1%.
The percent of ELL students meeting standard has increased 12.2% from 22.2% in 2008 to 34.4%
in 2014.
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Parent Involvement – SWT 6
AHS parent involvement opportunities continue to evolve in order to better equip them to
support their students in their high school career. This past year AHS redesigned Open House
and Parent-Teacher Conferences by providing breakout sessions that instructed parents on how
to navigate many school systems and high school graduation requirements. We will continue to
monitor parent participation rates and make adjustments as needed. SMART Goal 3 directly
addresses increased parent engagement and communication.
Writer’s Block Coaching Night: Parents of students in American Literature who were
struggling with writing were invited to learn how to support their student in the writing
process by utilizing the coaching guide.
Future Freshman Night: This is a way to connect with incoming students and their
parents. Students signed up for their electives and breakout sessions were provided on
graduation requirements and AP/Honors information.
Title 1 Parent Involvement and Communication was facilitated at the building level
throughout the year. At Open House parents and guardians completed the Title 1 Program
Parent Survey. End of year Parent Survey was mailed home to parents of students in the
9ith grade SPEAR program. This information will be used to help improve our Title
programs and practices. The Parents Right to Know Letter, Student/Parent/ School
Compact and Title 1 Schoolwide letter were sent home with the Federal Survey forms. In
the fall parents completed the Center for Educational Effectiveness Survey (CEE). Parent involvement was further enhanced by making available to all parents the following
information: AHS School Quarterly Newsletters; Monthly Parent Newsletters from the
Parent Institute, student progress reports, parent-teacher course failure contacts, state
testing score reports and ASD Monthly Newsletters.
Student Transitions – SWT 7
8th-9th Grade Transition:
Individual invitations are made to incoming freshmen by our Troy Crew Leaders (11th
and 12th graders). Troy Crew members are each responsible for facilitating a small group
of incoming ninth graders during Freshmen Orientation.
Future Freshmen Night-March 31, 2015
o Students and parents have the opportunity to meet staff and learn about academic
programs, clubs, activities and athletics and tour the building.
o Incoming freshmen register for their elective classes.
o Transportation is provided for parents and students at Cascade and Olympic
Middle Schools.
Resource Room teachers host a parent night at Olympic and Cascade middle Schools for
incoming freshmen.
SLC teachers host a parent night for incoming freshman at AHS.
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Incoming SLC freshmen visit AHS in June.
9th -10th Grade Transition:
Counselors complete credit checks for students during registration.
LA 9 teachers identify students who would benefit from taking Writing Lab in
conjunction with LA 10. Counselors schedule targeted students.
ELL teachers review WELPA scores and academic progress to determine individual
student’s language placement needs.
10th- 11th grade Transition:
Counselors’ complete credit checks for students during registration; identify students who
have not met standard on state assessments; and identify students who would benefit
from summer school to maintain on–time graduation status.
11th-12th grade Transition: Counselors complete credit checks for students during
registration; identify students who have not met standard on state assessments; and
identify students who would benefit from summer school to maintain on–time graduation
status.
ELL teachers review WELPA scores and academic progress to determine individual
student’s language placement needs.
Career Center Counselor meets with students and families throughout the year regarding
post-secondary options.
12 grade year:
In the fall counselors meet with each senior to complete a credit check, review graduation
requirements and discuss post-secondary plans.
Career Center Counselor meets with students and families throughout the year regarding
post-secondary options.
Seniors and their families participate in ASD College Night
Seniors complete a Post-Secondary Survey in June.
Counselors meet with non-graduating seniors and their families to create a plan to meet
graduation requirements.
12th grade SLC – Post High School Transition:
In the spring the IEP team meets to determine the student’s course of study which may
include transitioning to TAP (18-21 year old program), a blended program (SLC and
Community Lab or SLC and TAP) or graduation.
In August TAP teachers host a parent night (ice cream social) for seniors transitioning to
TAP.
Assessment Decisions – SWT 8
Staff at AHS review and analyze state assessment data in relation to the standards in August and
early fall collectively and by department to identify strengths and challenges. The data is further
discussed and evaluated within PLCs to identify gaps in the curriculum, lesson design,
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instructional practices and assessments. Modifications and adjustments are made to close the
gaps coupled with the regular review of student work.
This is an area which needs to be strengthened to ensure the consistent and ongoing use of
student data by all teachers. We are creating systems to assist staff with collecting and analyzing
student data regularly to inform and guide instructional decisions.
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Effective, Timely Assistance– SWT 9
Auburn High School
2014 / 2015 Pyramid Response to Interventions
Support for All Students
Before/after school tutoring
FINAO
9th grade Orientation course
Skyward Online Family Access
School-wide Title I
Progress reports (three each
semester)
PSAT/SAT/Compass/ASVAB
Core Curriculum
All classes meet/exceed state standards
School-wide SMART goals (SIP Plan)
Identified learning standards for every
course
Universal access to electives
Common assessments
School-wide recognition programs
Leveled math courses
School Structures
Safe and orderly campus
9th grade Z
Weekly collaboration (PLC)
Counselor 11th/12th grad plans
Teacher/Parent/Student communication
Increased access to AP/Honors/College
in HS
Summer school APEX electives
(accelerate)
Tier 1: Core Program
Parent contact/progress report
9th grade SPEAR
Summer school course
recapture
12th grade “at-risk” grad plans
10th grade Writing Lab
9th grade Language
Intervention
COE Algebra, Biology Reading
and Writing
ELL Language Arts
APEX/Credit Recapture
Off semester Geometry
Zero and 7th period courses
Tier 2: Supplemental Support
Special Education
Resource Room
Structured Learning
Center
Transition Assistance
Program
Tier 3: Intensive Support
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Prioritized Challenges
Literacy: The data consistently shows that 20% fewer low income students meet standard on the WASL/HSPE
Reading assessment than non-low income students from 2005 to 2014
The range of grade 10 students meeting or exceeding has not changed more than 6-7% (73.4% in 2010) and (79.7%
in 2009) since from 2008-2014.
We are consistently achieving below the State ranging from -3 percent in 2009 to -9 percent less in 2012-2013 and
2013-2014 in the comprehension skills, summarizing, inferring/predicting main ideas and vocabulary.
The strand data for informational text on the Reading HSPE shows that in 2013-2014 Auburn High School scores
were 76.4 passing/exceeding rate, as compared to the state’s score of 84.8. The trend has shown a variance of AHS
scoring between 4-9% below the state average over the last five years.
The per cent of AHS ELL students making progress in language proficiency (AMAO 1) has been below the target
for the last 3 years: -3.7% in 2012, -6% in 2013, and -26.6% in 2014.
Math: The per cent of 9th grade students meeting standard on EOC 1 (Algebra) has been below the State for the last
4 years: – 31.7% 2011, -16.3% 2012, -20.7% 2013,
-22.4% 2014.
The per cent of 9th grade students scoring at Level 1 on EOC 1 (Algebra) has increased over the last 3 years 14% in
2011 to 30% in 2014
The per cent of 10th grade students meeting standard on EOC 2 (Geometry) has been below the District for the last 4
years: -6.4% 2011, -4.2% 2012, -6.5% 2013, -1.4% 2014.
Supportive Learning Environment/ Graduation Rate: The number of 9th grade students with 1 F has increased
from 1st semester to 2nd semester over the school years 2010-11 from 68 to 71; 2011-12 from 74-79 and 2013-14
from 46-54.
Between 2012-13 and 2013-14 school years attendance percentage for Native American students rose 12 percent.
In 2014-2015 the number of low income students taking 1+ AP classes increased from 2013-2014 in all represent
races. The Black/African American group increased from 7 to 12 students, the Hispanic/Latinos group increased
from 18 to 43 students and the White and Asian group increased from 22 to 70 students.
The adjusted 4 year graduation rate at AHS decreased from 81.3% for the Class of 2012 to 74.7% for the Class of
2013.
Other than the class of 2012, our graduation rate has decreased at least 5% since 2010.
SIP Template
18 | P a g e 1 1 / 1 9 / 2 0 1 3
Rationale for SMART Goals:
Using components from your Executive Summary, write a rationale including the research, resources, and achievement gap analysis that determined your SMART Goals.
SMART Goal 1: The gap between Auburn High School 11 t h grade students and the state will decrease by at least 2% per year from -6.9% in 2014 (based on 10 t h grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11 t h grade.
SMART Goal 2: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in 2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).
SMART Goal 3: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from 56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).
SIP Template
19 | P a g e 1 1 / 1 9 / 2 0 1 3
Needs Assessment Data Documents
In this section include all supporting documents you used to write your SMART GOALS and ACTION STEPS. These documents include but are not limited to:
o DIBELS Dashboard
o MAP Data Dashboard
o WELPA results
o Credit Attainment Dashboards
o Honors/AP Dashboards
o CEE Spider chart
o SAT/ACT results
o Discipline Dashboards
o Demographic charts
o AYP Results
o MSP/HSPE/EOC Results and trend charts
o Other data
SIP Template
20 | P a g e 1 1 / 1 9 / 2 0 1 3
AHS AMAO Trend Data (WELPA)
Met All 3 AMAO 1 Target/ Met AMAO 2 Target/ Met AMAO 3
Reading Math
2013-14 NO 63
41.2%
67.8% NO
0
0%
7.7% NO
NR*
NR
2012-13 NO 52
61.5%
67.5% NO
3
4.1%
7.4% NO
NO
NO
2011-12 NO 66
54.5%
67.2% NO
9
11.4%
7.1% YES
NR
NR
2010-11 NO 96
95.8%
66.7% YES
26
24.8%
13.3% YES
NO
NO
AMAO 1 – Students making progress in language proficiency as measured by Spring
WELPA
AMAO 2 – Students attaining English proficiency by scoring at Language Level 4 on
WELPA
AMAO 3 - ELL Students meeting participation/proficiency on State Assessments
(Reading and Math)
*NR – “number less than required” (fewer than 30 students in the AYP cell)
Graduation and Drop Out Data
4-Year Cohort Data—All Students Group
Auburn HSBegan in Gr.
9
Transferred
In
Transferred
OutDropouts
Adjusted
CohortGraduates Grad Rate
Continuing
to 5th Year
Class of 2011 528 205 329 73 404 290 71.8% 41
Class of 2012 446 241 350 76 337 243 72.1% 18
Class of 2013 357 64 63 62 358 258 72.1% 38
Class of 2014 342 34 45 54 331 249 75.2% 28
SIP Template
21 | P a g e 1 1 / 1 9 / 2 0 1 3
52
8
44
6
35
7
34
240
4
33
7
35
8
33
1
29
0
24
3
25
8
24
9
0
100
200
300
400
500
600
Class of 2011 Class of 2012 Class of 2013 Class of 2014
4-Year Adjusted Cohort Size: All Students
Began in Gr. 9 Adjusted Cohort GraduatesCopyright © Center for Educational Effectiveness, Inc., 2014
4-Year Cohort Data—Low Income Students
Auburn HSBegan in Gr.
9
Transferred
In
Transferred
OutDropouts
Adjusted
CohortGraduates Grad Rate
Continuing
to 5th Year
Class of 2011 313 136 215 52 234 149 63.7% 33
Class of 2012 270 165 250 56 185 113 61.1% 16
Class of 2013 205 44 39 53 210 129 61.4% 28
Class of 2014 228 26 38 47 216 148 68.5% 21
31
3
27
0
20
5 22
8
23
4
18
5 21
0
21
6
14
9
11
3
12
9 14
8
0
50
100
150
200
250
300
350
Class of 2011 Class of 2012 Class of 2013 Class of 2014
4-Year Adjusted Cohort Size: Low Income Students
Began in Gr. 9 Adjusted Cohort GraduatesCopyright © Center for Educational Effectiveness, Inc., 2014
SIP Template
22 | P a g e 1 1 / 1 9 / 2 0 1 3
4-Year Cohort Data—Students with Disabilities
Auburn HSBegan in Gr.
9
Transferred
In
Transferred
OutDropouts
Adjusted
CohortGraduates Grad Rate
Continuing
to 5th Year
Class of 2011 61 31 46 8 46 18 39.1% 20
Class of 2012 55 36 64 14 27 11 40.7% 2
Class of 2013 52 14 12 16 54 18 33.3% 20
Class of 2014 51 5 11 10 45 17 37.8% 18
61
55
52
51
46
27
54
45
18
11
18
17
0
10
20
30
40
50
60
70
Class of 2011 Class of 2012 Class of 2013 Class of 2014
4-Year Adjusted Cohort Size: Students with Disabilities
Began in Gr. 9 Adjusted Cohort GraduatesCopyright © Center for Educational Effectiveness, Inc., 2014
4-Year Cohort Data—ELL Students
Auburn HSBegan in Gr.
9
Transferred
In
Transferred
OutDropouts
Adjusted
CohortGraduates Grad Rate
Continuing
to 5th Year
Class of 2011 38 19 21 13 36 18 50.0% 5
Class of 2012 30 23 26 11 27 13 48.1% 3
Class of 2013 23 6 9 9 20 4 20.0% 7
Class of 2014 24 3 4 7 23 13 56.5% 3
SIP Template
23 | P a g e 1 1 / 1 9 / 2 0 1 3
38
30
23 24
36
27
20 2
318
13
4
13
0
5
10
15
20
25
30
35
40
Class of 2011 Class of 2012 Class of 2013 Class of 2014
4-Year Adjusted Cohort Size: ELL Students
Began in Gr. 9 Adjusted Cohort GraduatesCopyright © Center for Educational Effectiveness, Inc., 2014
4-Year Cohort Dropout Data—All Students Group
Auburn HS Freshman Sophomore Junior SeniorTotal
Dropouts
Adjusted
Cohort
Dropout
Rate
Class of 2011 9 7 9 48 73 404 18.1%
Class of 2012 4 8 12 52 76 337 22.6%
Class of 2013 1 6 8 47 62 358 17.3%
Class of 2014 1 6 8 47 62 358 17.3%
9 7 9
48
48
12
16 8
47
16 8
47
0
10
20
30
40
50
Freshman Sophomore Junior Senior
4-Year Adjusted Cohort: Dropouts—All Students
Class of 2011 Class of 2012 Class of 2013 Class of 2014
Copyright © Center for Educational Effectiveness, Inc., 2014
SIP Template
24 | P a g e 1 1 / 1 9 / 2 0 1 3
4-Year Cohort Dropout Data—Low Income Students
Auburn HS Freshman Sophomore Junior SeniorTotal
Dropouts
Adjusted
Cohort
Dropout
Rate
Class of 2011 3 5 7 37 52 234 22.2%
Class of 2012 3 8 9 36 56 185 30.3%
Class of 2013 1 4 7 41 53 210 25.2%
Class of 2014 4 3 8 32 47 216 21.8%
3 5 7
37
38 9
36
14
7
41
4 38
32
0
10
20
30
40
50
Freshman Sophomore Junior Senior
4-Year Adjusted Cohort: Dropouts—Low Income Students
Class of 2011 Class of 2012 Class of 2013 Class of 2014
Copyright © Center for Educational Effectiveness, Inc., 2014Copyright © Center for Educational Effectiveness, Inc., 2014
4-Year Cohort Dropout Data—Students with Disabilities
Auburn HS Freshman Sophomore Junior SeniorTotal
Dropouts
Adjusted
Cohort
Dropout
Rate
Class of 2011 0 2 3 3 8 46 17.4%
Class of 2012 1 2 1 10 14 27 51.9%
Class of 2013 1 3 2 10 16 54 29.6%
Class of 2014 0 1 0 9 10 45 22.2%
SIP Template
25 | P a g e 1 1 / 1 9 / 2 0 1 3
0 2 3 31 2 1
10
1 3 2
10
0 1 0
9
0
10
20
30
40
50
Freshman Sophomore Junior Senior
4-Year Adjusted Cohort: Dropouts—Students with Disabilities
Class of 2011 Class of 2012 Class of 2013 Class of 2014
Copyright © Center for Educational Effectiveness, Inc., 2014
4-Year Cohort Dropout Data—ELL Students
Auburn HS Freshman Sophomore Junior SeniorTotal
Dropouts
Adjusted
Cohort
Dropout
Rate
Class of 2011 2 1 2 8 13 36 36.1%
Class of 2012 0 2 4 5 11 27 40.7%
Class of 2013 0 0 0 9 9 20 45.0%
Class of 2014 1 0 0 6 7 23 30.4%
2 1 2
8
0 2 4 50 0 0
9
1 0 0
6
0
10
20
30
40
50
Freshman Sophomore Junior Senior
4-Year Adjusted Cohort: Dropouts—ELL Students
Class of 2011 Class of 2012 Class of 2013 Class of 2014
Copyright © Center for Educational Effectiveness, Inc., 2014
SIP Template
26 | P a g e 1 1 / 1 9 / 2 0 1 3
Demographic Data
Oct May SpEd F/R ELL
2010-11 1714 1605 213 881 112
2011-12 1587 1474 207 782 88
2012-13 1592 1438 218 800 73
2013-14 1458 1404 218 761 65
0
200
400
600
800
1000
1200
1400
1600
1800
Auburn High SchoolEnrollment Data
SIP Template
27 | P a g e 1 1 / 1 9 / 2 0 1 3
NatInd/AlskNat
AsianBlacl/Afr Amer
NatHaw/Pac Isl
WhiteMultiRacial
Hispanic
AllSchool
% Attend 76 92 88 87 89 86 86 88
% Ex 38 62 51 41 60 53 46 55
% Unex 62 38 49 59 40 47 54 54
020406080
100
AHS Attendance2011-12
NatInd/AlskNat
AsianBlacl/Afr Amer
NatHaw/Pac Isl
WhiteMultiRacial
Hispanic
AllSchool
% Attend 76 92 88 87 89 86 86 88
% Ex 38 62 51 41 60 53 46 55
% Unex 62 38 49 59 40 47 54 54
020406080
100
AHS Attendance2012-13
SIP Template
28 | P a g e 1 1 / 1 9 / 2 0 1 3
AmIn/Alaska Nat
AsianBlack/Afr Amer
NatHaw/Pac Isl
White MultiHispani
cAll
School
% Attend 88 92 89 87 91 88 88 90
% Ex 60 53 45 44 57 51 44 51
% Unex 40 47 55 56 43 48 56 49
020406080
100
AHS Attendance2013-14
SIP Template
29 | P a g e 1 1 / 1 9 / 2 0 1 3
675622 630
568
402 412 405375
273
210 225193
0
100
200
300
400
500
600
700
800
2010-11 2011-12 2012-13 2013-14
AHS Athletic Participation by Gender
Total
Male
Female
9th 10th 11th 12th Total
Athlete Counts 2010-2011 180 164 175 156 675
Athlete Counts 2011-2012 164 158 179 121 622
Athlete Counts 2012-2013 180 150 159 141 630
Athlete Counts 2013-2014 151 180 114 123 568
0
100
200
300
400
500
600
700
800
AHS Athletic Participation by Grade
SIP Template
30 | P a g e 1 1 / 1 9 / 2 0 1 3
676
15
135
3
829
651
15
150
19
835
0
100
200
300
400
500
600
700
800
900
Regular Fee Reduced Fee Free Muckleshoot orFund a Need
Grant
Total
AHS ASB Cards
2011-12
2012-13
74
49
15
30
96
11 813
0
20
40
60
80
100
120
White/Asian Hispanic/LatinoBlack/African AmericanAll other Races
AHS ASB Cards
Low Income
Med/High Income
SIP Template
31 | P a g e 1 1 / 1 9 / 2 0 1 3
465
411
CTE Participants2011-12
(Students enrolled in one or more courses in any CTE area)
Male
Female
21
6131
49
182
466
66
CTE Participants by Ethnicity2011-12
American Indian
Asian
Pacific Islander
Black
Hispanic
White
Two or More Races
54
547
23337
776
CTE Participants by Program2011-12
Limited English
Low Income
Section 504
Nontraditional Enrollees
Tech Prep
SIP Template
32 | P a g e 1 1 / 1 9 / 2 0 1 3
616
526
CTE Participants2012-13
(Students enrolled in one or more courses in any CTE area)
Male
Female
33
7031
74
275554
105
CTE Participants by Ethnicity2012-13
American Indian
Asian
Pacific Islander
Black
Hispanic
White
Two or More Races
64
713
20577
1,006
CTE Participants by Program2012-13
Limited English
Low Income
Section 504
Nontraditional Enrollees
Tech Prep
SIP Template
33 | P a g e 1 1 / 1 9 / 2 0 1 3
Honors/AP Data
100
6
2
12
22
18
7
10
0 20 40 60 80 100 120
White & Asian
Hispanic/Latino
Black/African American
All other Races
11th/12th Grade AP Participation2012-13
Number of Students taking 1+ AP Classes
Low Income
Med/High Income
74
49
15
30
96
11
8
13
0 20 40 60 80 100 120
White/Asian
Hispanic/Latino
Black/African American
All other Races
11th/12th grade AP Participation2013-14
Med/High Income
Low Income
SIP Template
34 | P a g e 1 1 / 1 9 / 2 0 1 3
SIP Template
35 | P a g e 1 1 / 1 9 / 2 0 1 3
HSPE Reading
79.6%
79.7%
73.4%
75.2%
77.6%
79.0%
76.0%
79.0%
78.1%
76.6%
78.5%
80.7%
83.0%
77.6%
81
.8%
81
.2%
78
.9%
82
.6%
81
.3%
83
.5%
82
.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Reading: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-11% -16% -18% -12% -10% -11% -14%-9% -6% -8% -11% -8% -10% -10%
37% 42% 34% 27% 29% 32% 33%
41% 34% 39% 45% 48% 45% 42%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Reading: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
36 | P a g e 1 1 / 1 9 / 2 0 1 3
Non Special Education vs Special Education
Low Income Vs. Non Low Income
SIP Template
37 | P a g e 1 1 / 1 9 / 2 0 1 3
HSPE Writing
86.1%
87.3%
87.5%
83.8%
83.4%
83.3%
86.3%
83.8%
84.7%
84.9%
85.6%
83.5%
85.0%
83.4%
86
.8%
86
.7%
86
.0%
86
.3%
85
.4%
84
.9%
85
.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Writing: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-8% -7% -9% -7% -7% -10% -8%-5% -5% -3% -8% -3% -7% -4%
45% 47% 43% 41% 47% 46% 43%
39% 38% 44% 40% 35% 33% 41%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Writing: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
38 | P a g e 1 1 / 1 9 / 2 0 1 3
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Writing: Program Gap
Low-Income SpEd ELL Migrant
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008 2009 2010 2011 2012 2013 2014
Grade 10 Writing: Ethnic Gap
African American / Black American Indian / Alaskan Native Asian
Hispanic Nat. Hawaiian / Pacific Islander Two or More
White
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
39 | P a g e 1 1 / 1 9 / 2 0 1 3
EOC Math 1
25.8%
63.1%
58.4%
36.7%
45.9%
70.3%
65.0%
45.5%
57
.5%
56
.5%
53
.5%
59
.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Grade 9 EOC-Math-1: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-29% -23% -27% -34%
-45%
-14% -14%
-30%
24%38% 36% 35%
2%
25% 22%2%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2011 2012 2013 2014
Grade 9 EOC-Math-1: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
40 | P a g e 1 1 / 1 9 / 2 0 1 3
Special ED Vs. Non Special ED
SIP Template
41 | P a g e 1 1 / 1 9 / 2 0 1 3
90.6%
92.1%
92.4%
0.0%
92.5%
93.6%
96.0%
81.8%9
1.2
%
91
.4%
93
.6%
81
.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Grade 9 EOC-Math-2: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-8% -6% -7% 0%-1% -2% -1%
0%
48%38% 40%
0%
42% 54% 52%
0%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2011 2012 2013 2014
Grade 9 EOC-Math-2: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
42 | P a g e 1 1 / 1 9 / 2 0 1 3
46.7%
77.1%
76.4%
75.5%
53.1%
81.3%
82.9%
76.9%
66
.4% 76
.1%
83
.3%
79
.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Grade 10 EOC-Math-2: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-36%-15% -19% -12%
-17%
-7% -5% -13%
40% 46% 47% 41%
7%
31% 29% 35%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2011 2012 2013 2014
Grade 10 EOC-Math-2: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
43 | P a g e 1 1 / 1 9 / 2 0 1 3
Low Income Vs. Non Low Income
Special ED Vs. Non Special ED *
* (No Math EOC 2 Data for Special ED Vs. Non Special ED for last 3 years, 2010-2014)
SIP Template
44 | P a g e 1 1 / 1 9 / 2 0 1 3
EOC Biology
90.1%
84.2%
85.9%
93.7%
91.6%
88.2%
81
.3%
82
.0%
84
.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2012 2013 2014
Grade 9 EOC-Biology: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-10% -16% -13%0% 0%
-1%
48% 51% 55%
42% 33% 31%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2012 2013 2014
Grade 9 EOC-Biology: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
45 | P a g e 1 1 / 1 9 / 2 0 1 3
42.6%
61.7%
65.7%
51.6%
67.5%
67.7%
61
.3% 7
1.6
%
77
.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2012 2013 2014
Grade 10 EOC-Biology: Overall
Auburn HS Auburn State
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
-44%-26% -24%
-13%
-12% -7%
34%40% 48%
8%
17% 16%
-100%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
2012 2013 2014
Grade 10 EOC-Biology: Percent of Students by Level
Copyright © 2014, Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
46 | P a g e 1 1 / 1 9 / 2 0 1 3
Staff CEE Survey
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Collaboration and Communication
Clear and Shared Focus
High Standards and Expectations
Effective Leadership
Supportive Learning Environment
Parent and Community Involvement
Curriculum, Instruction, and Assessment
Monitoring of Teaching and Learning
Focused Professional Development
Cultural Responsiveness
District Support for Improvement
Comparison with High-Improving Schools
Auburn HS Schools of Distinction at Your Level
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
47 | P a g e 1 1 / 1 9 / 2 0 1 3
0.000.501.001.502.002.503.003.504.004.505.00
Co
llab
ora
tio
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Cle
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Exp
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nst
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sse
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Comparison with High-Improving Schoolsat Your Level
Auburn HS Schools of Distinction at Your Level
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Collaboration and Communication
Clear and Shared Focus
High Standards and Expectations
Effective Leadership
Supportive Learning Environment
Parent and Community Involvement
Curriculum, Instruction, and Assessment
Monitoring of Teaching and Learning
Focused Professional Development
Cultural Responsiveness
District Support for Improvement
Comparison with High-Performing Schools
Auburn HS High Performing (Top 20%) at Your Level
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
48 | P a g e 1 1 / 1 9 / 2 0 1 3
0.000.501.001.502.002.503.003.504.004.505.00
Co
llab
ora
tio
n a
nd
Co
mm
un
icat
ion
Cle
ar a
nd
Sh
are
d F
ocu
s
Hig
h S
tan
dar
ds
and
Exp
ect
atio
ns
Effe
ctiv
e L
ead
ers
hip
Sup
po
rtiv
e L
ear
nin
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viro
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t
Par
en
t an
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y In
volv
em
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t
Cu
rric
ulu
m, I
nst
ruct
ion
, an
d A
sse
ssm
en
t
Mo
nit
ori
ng
of T
eac
hin
g an
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ear
nin
g
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sed
Pro
fess
ion
al D
eve
lop
me
nt
Cu
ltu
ral R
esp
on
sive
ne
ss
Dis
tric
t Su
pp
ort
for
Imp
rove
me
nt
Comparison with High-Performing Schoolsat Your Level
Auburn HS High Performing (Top 20%) at Your Level
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
49 | P a g e 1 1 / 1 9 / 2 0 1 3
28%
18%
32%
24%
32%
22%
30%
29%
29%
21%
28%
40%
30%
41%
29%
38%
25%
31%
35%
44%
21%
26%
21%
22%
19%
24%
17%
20%
20%
25%
9%
5%
4%
3%
8%
5%
10%
7%
6%
4%
5%
4%
5%
3%
4%
4%
9%
7%
3%
3%
9%
8%
7%
6%
8%
6%
8%
8%
7%
4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Co
lla
bo
ratio
n a
nd
C
om
mu
nic
atio
nC
lea
r a
nd
Sh
are
d
Fo
cu
sH
igh
Sta
nd
ard
s a
nd
E
xp
ecta
tio
ns
Eff
ective
Le
ad
ers
hip
Su
pp
ort
ive
Le
arn
ing
E
nvir
on
me
nt
9 Characteristics of High-Performing Schools—Summary ViewChart 1 of 2
Almost Always True Often True Sometimes True Seldom True Almost Never True Missing
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
50 | P a g e 1 1 / 1 9 / 2 0 1 3
29%
18%
29%
21%
29%
17%
31%
22%
31%
40%
36%
39%
24%
32%
27%
35%
20%
24%
16%
19%
20%
23%
19%
21%
10%
7%
3%
3%
8%
8%
6%
7%
2%
2%
1%
1%
7%
4%
7%
5%
8%
8%
16%
16%
12%
16%
9%
9%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Nov 2014
Nov 2012
Pa
ren
t an
d C
om
mu
nity
Invo
lve
me
nt
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nt
9 Characteristics of High-Performing Schools—Summary ViewChart 2 of 2
Almost Always True Often True Sometimes True Seldom True Almost Never True Missing
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
SIP Template
51 | P a g e 1 1 / 1 9 / 2 0 1 3
Student CEE Survey
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Collaboration and Communication
Clear and Shared Focus
High Standards and Expectations
Effective LeadershipSupportive Learning
Environment
Parent and Community Involvement
Monitoring of Teaching and Learning
Comparison with High-Improving Schools(5% highest improving schools at your grade level)
Auburn HS Top 5% of Schools by Improvement
Copyright © Center for Educational Effectiveness, Inc., 2003-2014.
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Mean Score Comparison with High-Improving Schools
(5% highest improving schools at your grade level)
Auburn HS High-Improving Schools
Copyright © Center for Educational Effectiveness, Inc., 2003-2014.
SIP Template
52 | P a g e 1 1 / 1 9 / 2 0 1 3
27%
29%
45%
52%
25%
29%
20%
26%
21%
26%
25%
29%
22%
27%
31%
32%
33%
30%
31%
29%
30%
31%
28%
26%
30%
29%
25%
26%
26%
26%
15%
13%
26%
26%
28%
24%
25%
23%
24%
22%
26%
23%
9%
7%
4%
3%
10%
9%
12%
11%
13%
12%
10%
10%
14%
12%
4%
3%
2%
2%
5%
5%
6%
5%
10%
10%
7%
7%
8%
9%
2%
2%
1%
1%
2%
2%
4%
3%
4%
3%
3%
3%
5%
3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Dec 2014
Dec 2012
Cle
ar a
nd
S
ha
red
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s
Hig
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nd
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arn
ing
Student Summary:9 Characteristics of High-Performing Schools
Almost Always True Often True Sometimes True Seldom True Almost Never True Missing
Copyright © Center for Educational Effectiveness, Inc., 2003-2014.
SIP Template
53 | P a g e 1 1 / 1 9 / 2 0 1 3
CEE Comparison Report
Collaboration and Communication
Year Staff Parents Students
2010 49% (61) 64% (29)
*2012 58% (83) 84% (75) 57% (796)
2014 56% (75) 56% (63) 50% (997)
Parent Communication and Involvement
Year Staff Parents Students
2010 46% (61) 53% (29)
*2012 58% (83) 81% (75) 52% (796)
2014 60% (75) 53% (63) 49% (997)
SIP Template
54 | P a g e 1 1 / 1 9 / 2 0 1 3
SMART Goal 1 Subject Area: Literacy
School Name: Auburn High School
Target Population- based on
demographic, discipline and attendance
data analysis:
All students at AHS, with particular focus on at risk students and subgroups, including low income, ELL and Special
Education.
Our Reality-based on assessment
data analysis:
Gap between AHS and the State on the 19th Grade Reading HSPE: 2011- 7.5%, 2012 – 3.7%, 2014 – 6.9%
Our SMART Goal-based on target
population and your reality:
The gap between Auburn High School 11th grade students and the state will decrease by at least 2% per year from -6.9% in
2014 (based on 10th grade HSPE) to a gap of less than 1% by 2018 as measured by the new SBA Literacy assessment at 11th
grade.
Action Plan
Action Step SWT 2 All classroom teacher will use research based strategies to explicitly teach, reinforce, and
assess cross curricular academic vocabulary aligned with the CCSS and Tier II content vocabulary
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Explicit vocabulary instruction will include:
New words introduced weekly with
picture, definition, sentence
Multiple exposures to meaning with
examples/non-examples
Posted in the classroom, i.e. Word Wall
Brief review integrated into daily
instruction
Cumulative assessments (each new
assessment includes words previously
assessed)
Integrate cross curricular academic and
Tier II content vocabulary into CBA’s at
least monthly and into cumulative
assessments quarterly
MAP data, Fall/Winter/Spring
State assessment data
Initial professional
development in explicit
vocabulary instruction
and assessment,
Spring/Summer, 2015
Booster PD Sessions to
be scheduled for
2016/2017
Analyze student data
from monthly and
quarterly assessments
in PLCs
Analysis of Fall and
Spring MAP data
Analysis of state
Cross curricular academic
vocabulary list identified
by department and BLT,
Spring 2015
Title I Funds
Building Hours
Principal Hours
Admin Team to Lead
Implementation &
Impact
All Teachers
Dept. Chairs to lead
PLC work
Building Leadership
Team to Monitor
Implementation &
Impact
SIP Template
55 | P a g e 1 1 / 1 9 / 2 0 1 3
assessment data
August/September
Action Step SWT 2 To increase comprehension of text, all classroom teachers will explicitly teach, model, and assess
summary (summarizing). Aligned to CCSS #2 for Reading, Central Idea and Summary
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Explicitly teach text structure:
Description
Chronology/Sequence
Cause and Effect
Problem and Solution
Compare and Contrast
The following 4 questions will be used
consistently in teaching students to
formulate effective summaries:
1.What is the text mostly about? (Topic)
2.How did the author organize the
information in the text? (Text Structure)
3.What does the author want us to
understand about the topic? (Central Idea)
4.What details help us understand the
central idea? (Key Details/Vocabulary)
Summary brief writes are integrated and
assessed at least monthly into all content
instruction
Quick summary strategies are embedded in
daily classroom lesson design
Students will identify text structure as a
way to organize thinking and monitor
comprehension
Students will orally summarize at regular
intervals during instruction
(formative assessment)
Student summaries are assessed
using a common schoolwide rubric
Student work is analyzed at least
quarterly in PLCs to guide instruction
Initial professional
development in
summary instruction
and assessment,
Spring/Summer, 2015
Booster PD Sessions to
be scheduled for
2016/2017
Consensus on
Schoolwide Summary
Rubric Spring 2015
Title 1 Funds
Building Hours
Principal Hours
PLCs
Admin Team to Lead
Implementation &
Impact
All Teachers
Dept. Chairs to lead
PLC work
Building Leadership
Team to Monitor
Implementation &
Impact
Alignment to District Improvement Plan Objectives: Goal 1:1, 1:2, 1:3 and 1:5 Goal 2:1 Goal 3:1
SIP Template
56 | P a g e 1 1 / 1 9 / 2 0 1 3
SMART Goal 2
Subject Area: Math
School Name: Auburn High School
Target Population- based on
demographic, discipline and attendance
data analysis:
9th Grade students enrolled in Algebra. Success in Algebra supports students in Geometry and other upper level math
courses.
Our Reality-based on assessment
data analysis:
Gap between AHS and the State on EOC I (9th Grade):
2011 -31.7%, 2012 -16.3%, 2013 -20.7%, 2014 -22.4% (4 year average gap -22.8%)
Our SMART Goal-based on target
population and your reality: The gap between Auburn High School 9th grade students and the State will decrease by at least 8% per year from -22.4% in
2014 to +1.6% in 2018 as measured by EOC I (Algebra End of Course exam).
Action Plan
Action Step All Algebra teachers will implement curriculum focused on identified essential core concepts as well as
prerequisite skills for the next course.
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Daily note taking template will include:
Topic
Learning Target
Success Criteria
Resources (book and online)
Vocabulary
3 to 4 examples
Assignment completed:
___________________________
All students engaged through
Think-Pair-Share or other group
work
Students demonstrates/articulate
their thinking
Common spiraling assessments will be
analyzed at least every 1 to 2 weeks in
PLCs (each assessment to include
questions on new learning plus questions
on 3 previous sections of learning)
District developed common core aligned
assessments analyzed each semester
Increased achievement as measured by
MAP and EOC I (State assessment)
Identify essential core
concepts – Summer
2015
Develop common
Spiraling assessments –
Summer 2015
Professional
development for the
Note taking template
and student engagement
strategies August 2015
Professional
development in
effective use of MAP
Prioritize use of FTE to
keep Algebra classes
under 25 students
Title 1 Funds (Summer
work)
PLC
Building Hours
Principal Hours
Admin team to Lead the
work
Building Leadership
Team to monitor
Implementation and
Impact
Dept. Chair
Algebra Teachers
SIP Template
57 | P a g e 1 1 / 1 9 / 2 0 1 3
Strategies to formatively assess
used throughout the lesson
Use of multiple strategies to
present skills/concepts
Scaffolding for struggling students
data for math teachers –
Oct 2015
Action Step Provide additional support for at-risk students
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Strategic use of volunteers and peer
tutors:
Up to 2 peer tutors in each
Algebra classroom to work
directly with no more than 3
students at a time
Support for teachers to use peer
tutors and volunteers effectively
Increase support in SPEAR Program:
Additional class time
(intervention)
3 teachers share a common
cohort of students
common plan for the 3 teachers
to collaborate and make parent
contacts
Increased student achievement on
spiraling common assessments
Increased achievement as measured
by MAP and EOC I
Admin team to Lead the
work
Building Leadership
Team to monitor
Implementation and
Impact
Dept. Chair
Algebra Teachers
Alignment to District Improvement Plan Objectives: Goal 1: 1, 1:1, 1:3, 1:4 and 1:5 Goal 2:1 Goal 3:
SIP Template
58 | P a g e 1 1 / 1 9 / 2 0 1 3
SMART Goal 3
Subject Area: Collaboration & Communication
School Name: Auburn Senior High School
Target Population- based on
demographic, discipline and attendance
data analysis:
All students, staff, and parents in the Auburn High School learning community.
Our Reality-based on assessment
data analysis:
CEE perceptual Survey Data: 2014 2012 2014 2012
Collaboration & Communication Parents: 56% 84% Staff: 56% 58%
Parent & Community Involvement Parents: 53% 81% Staff: 60% 58%
Our SMART Goal-based on target
population and your reality: Parent positive perception of Collaboration & Communication and Parent & Community Involvement will increase from
56% and 53% respectively to 85% in both areas by Fall of 2017 as measured by the Educational Effectiveness Survey (CEE).
Action Plan
Action Step Increase frequency and effectiveness of teacher – parent communication
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Each teacher will make a positive contact
with each one of their students (100% at
least one time per semester.)
Each teacher will communicate with
parents of students who are failing after
each interim reporting period (5 week, 9
week, and 12 week.
**Make at least 2 attempts
**Set up interventions
Completed Parent Communication Log
Completed Parent Communication Log
Reduced number of failing grades,
disaggregated by grade level and course
End of December
End of April
At 5, 9, and 12 weeks
each semester
Grade analysis each
semester
Teachers submit
completed logs by end
of Dec and end of April
Administrators review
logs submitted by
teachers and provide
feedback within 4 – 5
school days
BLT to review
attendance, discipline
and grade data each
semester with a focus
on root causes of
failures and next steps
SIP Template
59 | P a g e 1 1 / 1 9 / 2 0 1 3
Each teacher will update Gradebook in
Skyward at least every 2 weeks, by the
end of the day on the 2nd and 4th Friday of
each month.
Track number of Gradebook logins in
Skyward
Reduction in failing grades
Follow up discussion
with Dean of Students,
counselors and Family
Engagement Liaison to
provide additional
support and resources.
All Teachers
Admin check regularly
Action Step Restructure Open House and Conference formats to engage more parents and to communicate more
effectively.
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Open House will include:
1. 9th grade Open House
2. 10th -12th Open House
(Format TBD)
*Curriculum fair prior to opening session
*Parent visits to classrooms
*Breakout sessions –
Graduation requirements
Standards-based grading
Athletic eligibility
College prep
Skyward and how parents
can best support their students
Update Skyward info
Create email account
**Involve students in facilitation of
sessions and bridging language
barriers
**Provide transportation to and from
event at feeder middle schools.
**Provide daycare
** Raffle prizes
Parent Attendance at Open House
Brief survey to get feedback from
parents
Increased student attendance and
decrease in course failures
Planning in the summer
2015September
9th-early September
10th-12th late September
BLT review survey
results by end of
October and make
adjustments as needed
for the next year
Develop brief survey and
adjust format based on
parent feedback
Administrative Team
and BLT develop and
organize plan for Open
House
All staff
SIP Template
60 | P a g e 1 1 / 1 9 / 2 0 1 3
Parent-Teacher Conferences will
facilitate the engagement of more parents
by:
(details TBD)
*
*
*
Attendance at Parent-Teacher
Conferences
Increased student attendance and
decrease in course failures
Planning in the summer
2015September
BLT reviews feedback
and makes adjustments
for April 2016
Develop brief survey to
determine if format of
conferences met needs of
parents (adjust format
based on feedback)
Administrative Team
and BLT develop and
organize plan for
conferences
All staff
Alignment to District Improvement Plan Objectives: Goal 1: 1, 1:2, 1:3, 1:4 and 1:5 Goal 2:1 Goal 3:1
SIP Template
61 | P a g e 1 1 / 1 9 / 2 0 1 3
SIP Template
62 | P a g e 1 1 / 1 9 / 2 0 1 3
Planning Implementation Calendar SWT 3
High Quality and Ongoing Professional Development – SWT4
Implementation and Professional Development Calendar (SWT 4)
Month Building 28+6
principal’s
hours
Staff Meetings BLT Meetings District/Waiver
Days Title extra hours
June 6/25 6 hr PD Math Dept
to launch work on
Goal 2 strategies
(4 part each teacher
for addt’l 18 hrs
application)
6/22 – 7/16 Summer School
Credit deficient Jr &
Sr (APEX)
6/29 – 7/16 ELL Level 1 and 2
Summer
School
August 8/31 3 hrs (Principal Hours
2014-15) School
Culture and
Climate
8/31 31/2 hrs Introduction of
chrome books all
staff
TBD SPEAR
students/families
welcome event
TBD ELL
students/families
welcome event
8/26 3 hrs BLT
finalize 9/1 agenda
and plan data review
September 9/1 6 hrs PD
All staff to launch
Literacy Reform
Strategies
9/3 6 hrs Nuts’n
Bolts; Goal 3
9/30 CEL5D
training on
Student Growth
Goals
9/22 SIP/Title & Bldg
Review 9th Grade Open
House survey results.
9/3 TAP/SLC
student/families
welcome event
9/16 9th Open House
9/30 10th -12th grade Open
House
SIP Template
63 | P a g e 1 1 / 1 9 / 2 0 1 3
October 10/14 Parent-
Teacher Conf.
(reformatted per
Goal 3)
10/21 90 min.
Attendance,
Discipline, and
Attendance
(TBD State
assessment analysis)
10/7 Update
on Trojan
Way
Fire Drills
10/13 SIP/Title: MAP and
state assessment data review
( if data is available)
10/27 Bldg Review 10/21
PD feedback and identify
any additional PD.
Review 10th- 12th
Grade Open House and P-T
Conference survey results.
10/19 – 10/30 half
day release or after
school session for
Literacy Goal
differentiated by
department
November 11/4 Trojan
Way-Respect 11/10 SIP/Title dept. chairs
bring student work/data
related to implementation of
action steps. (Postponed
until end 1st sem) Identify
data to share with staff and
next piece of PD to present
to staff
11/24 Bldg
December 12/9 90 min.
Literacy Goal PD
Based on
feedback from
11/10/15 BLT
(Create revise
vocab. and
summary
assessments,
score/provide
results to dept
chairs.)
12/2 Trojan
Way-Overcome 12/8 SIP/Title –Review and
finalize 12/9 PD agenda.
January 1/6 Trojan
Way-Join 1/12 SIP/Title dept. chairs
bring student work/data
related to implementation of
action steps. Identify data to
share with staff and next
piece of PD to present to
staff
1/26 Bldg
1/6 – 1/15 half day
release or after school
session for Literacy Goal differentiated by
dept
February 2/10 90 min.
Literacy Goal PD
Based on
feedback from
Jan. Booster
sessions and 1/12
BLT.
Include data
highlights from
2/3 Trojan
Way-Advocate 2/9 SIP/Title Attendance
Discipline and failing grades
data re view
Review and finalize 2/10 PD
agenda
2/23 Bldg
SIP Template
64 | P a g e 1 1 / 1 9 / 2 0 1 3
2/9 BLT.
March 3/2 Trojan
Way-Nice 3/8 SIP/Title dept. chairs
bring student work/data
related to implementation of
action steps.
Identify data to share with
staff and next piece of PD to
present to staff
3/22 Bldg
3/1 – 3/11 half day
release or after school
session for Literacy Goal differentiated by
dept
April
4/20 3 hrs P-T Conferences
4/27 90 min.
Literacy Goal PD
Based on
feedback from
3/8/16 BLT and
March booster
sessions.
Share P-T survey
results
4/6 Brief Attend. &
Disc update
Trojan Way-
Work
4/5 SIP/Title Attendance and
Discipline data review (10
min)
4/26 Bldg
Review April-P-T Conf.
results/data
May 5/4 Trojan
Way-Attend and
You
5/10 SIP/Title dept. chairs
bring student work/data
related to implementation of
action steps. Identify data to
share with staff, reflections
and next steps.
Identify ongoing PD to
present to staff for the 2016-
2017 school year.
5/24 Bldg Attendance and
Discipline data re view (10
min)
June 6/1 1 hr
Reflection on Year1
Implementation and
Next Steps
6/7 SIP/Title-MAP Spring
Data review (results
pending)
August TBD (8/24/16) ? BLT Retreat to assess
Year 1 progress and
plan forward
SIP Template
65 | P a g e 1 1 / 1 9 / 2 0 1 3
Coordination and Integration of Federal, State, and Local services
and programs – SWT 10
Auburn HS
Title I Budgeting Template
2013-14 LAP Allocation $106,032
2014-15 Title I Allocation $224,700
Increase in Title I funding over LAP $118,668
5110 31 XXXX 401
Title I Professional Development Set Aside (10% of Total Allocation) $22,470
5103 27 2XXX 401 Title I Parent Involvement Set Aside (1% of Total Allocation) $2,247
Total Set Asides $24,717
Staffing Currently Assigned from Title I Funds
TBH Math .3 5102 Second Semester combined with .4 0100 posting $23,410
Callero, Anthony 0.4 5102 $25,670
Jason Capps .2 5102 $19,731
Abe VanDerPuy .2 FTE $14,865
5102 27 2000 401 Salary $83,676
5102 27 42XX 401 Benefits (35%) $29,287
5102 27 3000 401 Salary $0
5102 27 43XX 401 Benefits (30%) $0
5102 31 2200 401 Tri Time $6,819
Total Salary and Benefits Costs $119,782
Professional Development - must follow the supplement not supplant guidelines
5110 31 2110 401 Substitute account for SIP PD purposes (in or out of district - $150/full-day) $3,750
5110 31 2120 401 4-part account extra hours for PD ($50/21hr/20) $21,000
5110 31 42XX 401 Benefits (35 percent) $8,663
5110 31 7450 401 Contract PD Support (SIP Consultant) $20,000
5110 31 7620 401 Conference Registration $0
5110 31 8020 401 Travel for PD $0
Total for PD $53,413
Other Misc. - must follow the supplement not supplant guidelines
5102 27 5000 401 Title I materials and supplies account $1,500
5102 33 5010 401 Supplemental Curriculum Materials (Reading, Math, Writing, Science) $5,000
5107 27 2120 401 4-part account extra hours for tutoring $7,500
5107 27 42XX 401 Benefits (35 percent) $2,625
5105 27 2120 401 4-part account extra hours for Summer School $7,500
5105 27 42XX 401 Benefits (35 percent) $2,625
Total Other $26,750
SIP Template
66 | P a g e 1 1 / 1 9 / 2 0 1 3
2014-15 Total Title I Allocation $224,700
Total Set Asides $24,717
Total Salary and Benefits $119,782
Total for PD (must = $22,407) $53,413
Total Other $26,750
*5102 27 7990 401 Total Unallocated $38
* PO's and 4-parts cannot be paid directly from this account. Funds must be transferred first. Once the budget plan is established, accounts will be created to enable budget transfers to support your plan.