High quality instruction and learning for EVERY child, EVERY day in EVERY classroom and environment Continuous Improvement Plan
2012‐2016 Revised July 2014
June 16, 2014 Table of Contents Page Vision and Theory of Action 2 RSD Continuous Improvement Plan 3 District Mission, Vision, Foundational Beliefs and Goals District Demographic Profile 4 District Achievement Trends 5 Overview of District Goals, Indicators, and Strategies 6 District Improvement Plan – 2012‐2016 Goal 1 Indicators, Targets, Strategies and Evidences 9 Goal 2 Indicators, Targets, Strategies and Evidences 22 Goal 3 Indicators, Targets, Strategies and Evidences 26 District Instructional Leadership Team Members (Goals 1‐3) 33 Revised July 2014 1 Vision: High Quality Instruction and Learning for Every Child, Every Day in Every Classroom and Environment Theory of Action If DLT provides principals and teachers with research based professional learning, tools, and resources  then principals will demonstrate effective leadership by knowing the elements of quality instruction, providing timely and meaningful feedback, and professional learning while holding teachers accountable  which will support teachers in implementing effective and powerful instruction that is aligned with standards while consistently checking for student understanding in order to adjust instruction and provide timely and meaningful feedback to students  which will ensure students learn at high levels and graduate college and career ready Revised July 2014 2 DISTRICT MISSION STATEMENT
In partnership with the community, provide a safe and respectful learning environment for all students to realize academic, social and personal achievement: Launching Learning to Last a Lifetime.
VISION
High quality instruction and learning for EVERY child, EVERY day in EVERY classroom and environment
DISTRICT FOUNDATIONAL BELIEFS
In order to achieve our goals, we believe:
Students
all students will learn at high levels
each student must realize his or her full potential
all students come to us with value, strengths, and assets Adults
all staff are continually building instructional expertise together
achievement and opportunity gaps must be eradicated
each individual brings a lens of expertise to our collective action
data, research, and best practice will drive all decisions
accountability for staff accompanied by the requisite support will lead to increased student learning
Business Operations will Goal 3 Goal 3 Equity and Access
Each student will be Equity and Access
valued, connected and Each student will be achieving – no barriers
valued, connected and achieving – no barriers
will use exemplary practices to recruit, train and retain a diverse, high quality staff for schools and departments across the district
support the educational process, increase student achievement and provide value through efficient and effective allocation of operational resources Revised July 2014 Human Resources Goal 4 Each student will graduate with the necessary skills and appropriate plan to continue to post‐
secondary options
Goal 5 Each student will meet or exceed all state and district standards College and Career Ready
Goal 2 P/K-12 Achievement
Goal 1 Launching Learning to Last a Lifetime
3 DISTRICT DEMOGRAPHIC PROFILE Enrollment (October Headcount) Percent Low Income (FRL) Percent English Language Learners (ELL) Percent in Special Education Percent Students of Color (non‐white) Asian/Pacific Islander Black Hispanic White Other/Multi‐racial Classroom Teachers Students/Teacher Percent with home language not English Percent enrolled entire year in the same school 2005‐06 2012‐13 13,423 14,564 42.1% 54.6% 12.5% 14.9% 12.9% 14.4% 56.8% 71.8% Change 1,141 12.5 2.4 1.5 15.0 22.8% 26.1% 3.3 19.5% 19.0% ‐0.5 13.4% 20.2% 6.8 43.2% 28.2% ‐15.0 1.1% 6.5% 5.4 840 16.0 24% 802 18.2 37% 81% ‐38 2.2 As the district grows, we are becoming more and more diverse. The percentages of students who live in low income homes (those qualifying for government subsidized meals), who are learning English, who have a disability, and whose home language is not English all continue to grow. Our Hispanic, Asian/Pacific Islanders, and multi‐racial student populations have grown the most while the percentage of white students has declined substantially. Frequent moves are a fact of life for many of our students – nearly one in five students was enrolled in more than one school in the school year 2012‐13. Revised July 2014 4 DISTRICT ACHIEVEMENT TRENDS Percent meeting standard
100%
80%
60%
40%
20%
0%
Reading
2006
Writing
2007
2008
Math
2009
2010
Science
2011
2012
Algebra
Geometry
2013
This chart presents the percentage of students meeting standard in each of the subject areas noted during the past seven years. Each bar in the chart reflects the results for all the students in the district (e.g., reading results are for grades 3‐8 and 10, writing results are for grades 4, 7, and 10). Revised July 2014 5 OVERVIEW OF DISTRICT GOALS, INDICATORS, AND STRATEGIES Goal 1: PreK-12 Achievement – Each student will meet or exceed all state and district standards. Indicators (We will review these indicators for ALL students, by program, and by subgroups.) 1.1 Kindergarten students start school ready to learn.
1.2 Each student finishes 3rd grade reading at or above grade level.
1.3 Students meet standard on district and state assessments in each content area.
1.4 Achievement gaps based on income and race/ethnicity are reduced in each content area. 1.5 Students pass algebra by the end of 9th grade.
Strategies A. Design and implement early prevention and school readiness strategies (birth to five) with families and children in partnership with the community. B. Create and align curriculum, assessment, and grading systems to state standards (Common Core State Standards and Next Generation Science Standards). C. Develop and implement a comprehensive PreK‐12 system to ensure high quality, rigorous, standards‐based core instruction in all content areas for all students. D. Continue development and implementation of a comprehensive PreK‐12 Multi‐Tier System of Supports (MTSS) system in reading, mathematics and behaviors that promote learning. E. Create data collection and reporting systems to increase the effective use of data to drive instructional decisions at the district, classroom, school, and student level. F. Provide principals with research‐based professional learning, tools, and resources. Goal 2: College and Career Ready – Each student will graduate with the necessary skills and an appropriate plan to continue to post-secondary options. Indicators 2.1 Renton Scholars will graduate within four years of 9th grade enrollment.
2.2 Renton Scholars are eligible to attend a 4‐year college following high school graduation. 2.3 Renton Scholars are on‐track and prepared to attend college or an apprenticeship program without remediation. 2.4 Renton Scholars will attend college, attend a state‐approved apprenticeship program, or enlist for military service after graduation. 2.5 Renton Scholars will graduate from high school with an industry certification. Strategies A. Create, communicate, and implement a PreK‐12 Renton Early Warning Indicators System (EWIS) based on College and Career Readiness indicators. B. Create, communicate, and implement a PreK‐12 system of support to address educational planning, exploration of post‐secondary options, access to post‐secondary options, and enrollment in a post‐secondary program. Revised July 2014 6 Goal 3: Equity and Access – Each student will be valued, connected and achieving - no barriers. Indicators 3.1 Achievement gaps based on income and race/ethnicity are reduced in each content area. 3.2 Students experience fewer interruptions in their education based on disciplinary actions. 3.3 Students experience fewer interruptions in their education due to excessive absences. 3.4 Enrollment in accelerated programs increases among under‐represented student groups. 3.5 Parents/guardians are provided meaningful opportunities to engage in their child’s education. 3.6 Student engagement and motivation increases. Strategies A. Create, communicate, and implement a district‐wide professional development plan for using culturally responsive pedagogy. B. Ensure access to rigorous core instruction for ALL students. C. Create, communicate, and implement a system that increases student access to core instruction by decreasing time out of class and/or school. D. Create, communicate, and implement more opportunities for students to access advanced/accelerated options. E. Create meaningful opportunities for parents/guardians to engage in their child’s education. F. Create opportunities to increase student voice. Goal 4: Business Operations – Business Operations will support the educational process, increase student achievement and provide value through efficient and effective allocation of operational resources. Indicators 4.1 Annual and monthly financial reports are timely and accurate. 4.2 The general fund reflects a minimum 5% unreserved/undesignated fund balance. 4.3 Annual audit reports indicate compliance with financial and other legal requirements. 4.4 The district’s budget preparation and monitoring process are responsive to the needs of district stakeholders. 4.5 Business operations systems are designed and monitored to ensure maximum effectiveness and efficiency in the various departments, including compliance with legal requirements:  Nutrition Services – Meals served meet required nutrition standards; the department is financially self‐
sustaining.  Transportation – Buses are maintained to ensure safe and efficient operations; bus routing balances service level needs and efficient use of resources.  Information Management Services – District technology systems provide courteous, timely and professional customer service, and provide reliable access to stable and robust district technology resources.  Facilities – Construction and maintenance of district facilities provide safe, comfortable and attractive learning environments, with efficient use of resources. Revised July 2014 7 Strategies A. The Business and Operations Department will use and meet industry and government service standards, gather relevant data, apply appropriate analysis, and take necessary action to implement processes and procedures to maintain and increase efficiency. B. Business Operations staff will seek stakeholder input to enhance transparency and responsiveness to customer needs. C. Key Performance Indicators will be developed and utilized in each department to identify and monitor service levels, legal compliance, efficiency, and responsiveness to customer needs. Goal 5: Human Resource – Human Resources will use exemplary practices to recruit, train, and retain diverse, high-quality staff members for schools and departments across the district. Indicators 5.1 Staff demonstrate high quality practices as noted in year‐end evaluations. 5.2 Staff retention rates are high. 5.3 Orientation activities clearly present district expectations regarding practice. 5.4 School and departmental hiring practices result in the selection of high‐quality staff. 5.5 School and departmental administrators demonstrate effective leadership practices. 5.6 Professional development is provided that leads to improved practices and the implementation of a rigorous evaluation system. 5.7 Negotiated contracts reflect joint interests in bargaining that seek positive outcomes for student achievement and staff performance. Strategies A. Human Resources (HR) will assess district hiring practices, including recruitment of new staff, and plan improvements based on established best practices. B. HR will solicit information and feedback regarding building and district support systems that are effective in retaining quality staff. C. HR will review current mentoring programs for new staff and will collaborate with specific departments to provide effective building‐ and department‐based mentoring programs. D. HR, working in collaboration with other departments, will provide professional development for school and department leaders. E. HR, working in collaboration with the Department of Learning and Teaching and the Renton Education Association, will develop and adopt a teacher and principal evaluation system based on revised OSPI/State requirements. F.
Negotiated contracts will support staff in improving student achievement. Revised July 2014 8 DISTRICT IMPROVEMENT PLAN – 2012-2016 GOAL 1: PK-12 Achievement – Each student will meet or exceed all state and district standards.* Indicator 1.1 Kindergarten students start school ready to learn. 1.2 Students finish 3rd grade reading at or above grade level. Targets (Specific, Measurable, Attainable, Relevant, Time-bound) 10% reduction in the percentage of all kindergarten students who do not score at the benchmark level on the Fall DIBELS reading test from the previous year (composite score, compounded annually). 10% reduction in the percentage of all 3rd graders not meeting the state standard on the reading MSP and not scoring at the benchmark level on the Spring SRI and DIBELS Next reading tests (composite scores, compounded annually). 2011-12
MSP
DIBELS SRI Revised July 2014 10% reduction in the percentage of all students within each grade band who do not meet the state standard from the previous year (compounded annually). 2013-14 2014-15 2015-16
51%
55% 56%
60%
64%
68%
68%
61%
62%
74% 71%
70% 65%
65% 66% 74%
68% 69% 76%
72%
72% 79%
74%
75%
73% 73%
63% 63%
67% 66%
61% 66%
75% 66% 69% 70% 75% 78% 62% 73% 82% 88% 79% 80% 67% 78%
70%
72%
73%
80%
73%
75%
75%
77%
80%
66%
76%
79%
82%
69%
78%
84%
89%
81%
82%
70% 86%
90%
83%
84%
73%
87% 67% 84% 65% 88%
71%
85%
69%
89%
74%
87%
72%
Elementary School Reading 70%
Writing 58%
Math 62%
Science 62%
Middle School Reading 69%
Writing 73%
Math 53%
Science 67%
High School Reading 78%
Writing 85%
Algebra 74%
Geometry 76%
Biology 59%
1.4 Achievement gaps based on 10% reduction in the number of students Reading
Not Low Income 84%
income and race/ethnicity are in each group district‐wide who do not reduced in each content area. meet the state standard from the previous Low Income 60%
year, compounded annually. White/Asian/PI 80%
B/H/other 57%
1.3 Students meet standard on state assessments in each content area (reading, writing, math, science). 2012-13 68% 72%
70% 76%
53% 57%
65% 70%
83% 80%
82% 87%
79% 77%
90% 78%
83% 63% 85% 86%
62% 64%
82% 82%
60% 62%
9 Writing
Not Low Income 84%
Low Income 61%
White/Asian/PI 78%
B/H/other 63%
Math Not Low Income 77%
Low Income 51%
White/Asian/PI 76%
B/H/other 45%
Science Not Low Income 77%
Low Income 51%
White/Asian/PI 75%
B/H/other 45% 10% reduction in the percentage of all 9th graders who have not passed algebra (compounded annually). * Data in red are actual results for that year. Results in yellow did not meet the target. 1.5 Students pass algebra by the end of 9th grade. Revised July 2014 83% 85%
62% 65%
82% 81%
59% 66%
88%
72%
84%
73%
89%
75%
86%
75%
84%
64%
82%
60%
86%
68%
84%
64%
85% 79%
60% 56%
82% 78%
56% 51%
87% 69% 83% 70% 82% 60% 80% 55% 81% 60% 80% 56% 83%
64%
82%
60% 85%
68%
84%
64%
69% 61% 72% 75% 77% 80%
83% 80%
59% 56%
82% 78%
53% 50%
10 Strategy 1-A Design and implement early prevention and school readiness strategies (birth to five) with families and children in partnership with the community. Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Timeline Needed Maintain District/Community EL Leadership team
Director of Elementary P‐3 scope of work for September 2014‐June 2016
SBIPL, RTTT 2013‐15 Coordinator, Director of SFSS & SPED Director of Elementary Develop and implement a Renton community early learning State guidelines
September 2014‐ June 2016
SBIPL, RTTT system that supports school readiness, including work with parents of children (Birth‐5) in high poverty schools and early Coordinator, Director of learning community providers SFSS & SPED Refine early learning specialists’ roles and responsibilities (Early Learning Community Liaison, Early Learning Facilitator) Director of Elementary SBIPL, RTTT Coordinator September 2014‐June 2015
Partner with United Way to assist low‐income parents in providing learning activities for their children Director of Elementary Contractual agreement
SBIPL, RTTT Coordinator July 2013‐June 2016
Increase parent and daycare/preschool providers awareness of Director of Elementary District website
SBIPL, RTTT Coordinator Contractual agreement what it means to be “kindergarten ready” in partnership with YMCA Evidence of Implementation September 2014– June 2016
Person(s) Responsible Director of Elementary SBIPL, RTTT Coordinator, Director of SFSS Timeline January 2015, June 2015, January 2016, June 2016 
Action plan for ongoing community partnership work (30‐60‐90 day plan) 
Record of community providers involved in collaboration Early Learning (EL) Community Liaison September 2014‐ June 2016

Number of meetings/trainings/home and community provider visits and sign‐in sheets of participants EL Community Liaison
June 2015, June 2016
Director of Elementary SBIPL, RTTT Coordinator, Director of SPED June 2015

Action plan that identifies early learning standards and curriculum in the areas of early literacy, early numeracy, social and emotional skills, physical skills, communication skills Revised July 2014 11 
YMCA parent facilitators trained and kindergarten readiness classes implemented Director of Elementary SBIPL, RTTT Coordinator June 2015
Evidence of Impact Timeline 
RSD and Community early childhood providers modify their instructional program based on content shared in joint professional development activities (surveys, focus group and walkthrough data) 
Families are surveyed and report an understanding of kindergarten entry expectations and ways to support their Pre and Post K experience
child as a result of a defined RSD and Community early childhood transition process to kindergarten. 
Beginning of Year DIBELS Next scores for incoming kindergarten students reach or exceed targets September 2014, 14, 15, 16

Improvement in students’ kindergarten entrance performance on Teaching Strategies GOLD and RSD PreK exit checklist September 2014, 14, 15, 16
September 2014– June 2016
Strategy 1-B Create and align curriculum, assessment, and grading systems to state standards (Common Core State Standards, Next Generation Science Standards, GLEs). Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Timeline Needed 1. Continue to provide training and resources on CCSS to all Directors of SBIPL, all DLT Extra hours and subs October 2014 – June 2016
PreK-12 teachers , including SPED and ELL Content Facilitators, for meetings and Director of SPED, Director training, CCSS, SFSS curriculum and pacing guides Continue work of District Math, Literacy, Science Directors of SBIPL, DILT, Leadership teams to guide the transition to CCSS and Next Content Facilitators Gen. Science Standards (NGSS); establish communication plan
Learning Management System October 2014 – June 2016
Elementary/Middle ‐ Update course and pacing guides to align with CCSS, NGSS All DLT facilitators Subs for teacher work groups October 2014 – June 2016
Directors of SBIPL,
Director of SPED, DLT Content Facilitators Scheduled time during principal meetings October 2014 – June 2016
High School – Refine course offerings and course guides to align with CCSS, NGSS, new graduation requirements Continue to train principals on CCSS and best practices in math and English/Language Arts Revised July 2014 12 Create technology leadership team to develop and implement plan for students to meet PreK‐12 technology state/national standards (integration, digital citizenship) Director of Instructional Technology, Directors of SBIPL, DLT Content/Tech Facilitators October 2014 – June 2016
Select and align technology‐based instructional and curriculum resources (hardware, applications, subscriptions, etc.) to CCSS and NGS state standards Director of Instructional Technology, Directors of SBIPL, DLT Content/Tech Facilitators, Director SPED October 2014 – June 2016
Provide students and staff with a flexible learning management system that facilitates access to curriculum, pacing guides, assessments, and resources Director of Instructional Technology, Directors of SBIPL, Content/Tech Facilitators October 2014 – June 2016
Assessment Director, Directors of SBIPL, Assessment/Content Facilitators Extra hours and subs for October 2014 – June 2016
meetings and training, CCSS, curriculum and pacing guides Assessment Director, Directors of SBIPL, assessment/content facilitators Extra hours for subs for teacher teams, curriculum & pacing guides, CCSS, external expert(s) Identify and select assessments (screening, interim, benchmark) aligned to CCSS , NGSS and state standards Assessment Director, Directors of SBIPL, Assessment/Content Facilitators Specifications of current October 2014 – June 2016
and potential assessments Provide training on new assessments and assessment literacy, including creating formative assessments and measures of student growth Assessment Director, Directors of SBIPL Assessment/Content Facilitators, TPEP Facilitator October 2014 – June 2016
Provide students and staff with a flexible system that captures common assessment data for district, building and teacher use Director of Instructional Technology, Assessment Director, Directors of SBIPL October 2014 – June 2016
2. Align assessment system to CCSS Create/revise common district assessments to align with key state standards/CCSS/NGSS and district curriculum using Classroom and Smarter Balanced Assessment Consortium (SBAC) item banks October 2014 – June 2016
Revised July 2014 13 Implement a data dashboard to facilitate use of data at the district, building and teacher level Director of Instructional Technology, Assessment Director, Directors of SBIPL Assessment Director,
Directors of SBIPL, Director of SPED Extra hours and subs for October 2014 – June 2016
grade‐band teams, training materials, time to train teachers Assessment Director, Directors of Elem. SBIPL, Director of SPED, Assessment Facilitator October 2014 – June 2015
Convene Elementary Standards‐Based Grading & Director of Elem. SBIPL, Reporting Committee (SBGRC) to create common Assessment Director, understanding, professional development and a handbook Director of SPED for standards‐based grading October 2014 – June 2015
Revise report card and provide professional development to implement Skyward SBG gradebook at elementary level Additional hours
Elementary :
3. Continue transition to a standards-based grading system (elementary and middle school) Revise all elementary report cards to align with CCSS; update elementary parent resource (tri‐folds) to accompany elementary report card and advice documents Assessment Director, Director of Elem. SBIPL, Director of SPED, District Technology Facilitators, Content Facilitators October 2014 – June 2016
June 2015‐November 2015 Develop parent handbook for elementary standards‐based Assessment Director, reporting and report card Director of Elem. SBIPL, Director of Special Ed September 2014‐June 2015
Complete revision of middle school report card and grade book; create accompanying parent document for report card Middle school: June 2014‐
November 2014 Assessment Director, Directors of SBIPL, Director of SPED Elementary: June 2015‐November 2015 Design and implement a communications plan targeted to teachers, administrators, students, and parents Assessment Director, Middle school: June 2014‐
November 2014 Directors of SBIPL, Director of SPED Elementary: June 2015‐November 2015 Revised July 2014 14 Evidence of Implementation 
Agendas from Leadership teams and trainings on assessment Person(s) Responsible Directors of SBIPL
Timeline Fall 2012 – June 2016

Revised curriculum and pacing guides are available for ELA and math Directors of SBIPL
Spring 2015

100% of affected teachers receive training on CCSS and Next Generation Science Standards (NGSS) Directors of SBIPL
Fall 2012 – Spring 2016

Assessments and teacher scoring guides are available on learning management system for teacher use when instruction on the unit is scheduled to begin Assessment Director and Facilitator Spring 2015

District assessments are developed/implemented according to schedule and viewable DILT, Director of Instructional on the data dashboard Technology 
Training agendas on standards‐based grading, including training on use of Skyward Assessment Director , Assessment and Tech Facilitators September 2014 – June 2015

Report cards and teacher gradebooks reflect standards‐based grading concepts (e.g., separate grades for academic and non‐academic areas) and parent handbook available Building administrators, teachers 2015‐16: Elem. Summer 2014‐June 2016
2014‐15: Middle Evidence of Impact Timeline  Teachers use End of Unit assessments and record results in grade book  Level of academic achievement and non‐academic factors reported separately are reported on report card  Improvement on state and district assessments Revised July 2014 September 2014‐June 2016
15 Strategy 1-C Develop and implement a comprehensive PreK-12 system to ensure high quality, rigorous, standards-based core instruction in all content areas for all students Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Timeline Needed 1. Instructional Framework /Vision of Instruction (VOI)
Provide introduction to Instructional Framework for all teachers new to Renton at orientation Directors of SBIPL Extra days for new hires August Connect VOI to Danielson Framework and publish for all district staff Asst. Sup’t of DLT, Directors of SBIPL October – 2014 Summer 2015
Develop content‐specific VOI for Literacy, Math and Science; incorporate in professional development and adoption committee work Directors of SBIPL, District Leadership Teams November 2012–June 2015
September 2014‐2016
September 2014–June 2016
2. Classroom Walkthroughs Create and provide a matrix of purposes for uses of learning Asst. Sup’t of DLT, AICs, walks principals Continue to calibrate district and school leaders on Danielson Framework Asst. Sup’t of DLT, AICs, principals Create and make available program‐specific and content‐
specific versions of walkthrough tools in order to collect data on district initiatives (i.e., SIOP, SPED, Algebra I) DILT, SpEd, District Tech eWalk Facilitators Examine walk‐through data regularly to determine areas of strength, areas for growth Asst. Sup’t of DLT , DILT, AICs, principals 3. PLCs/Lesson Design Protocol Ongoing September 2014‐June 2016
Refresh expectations for school and district leaders during PLC time, including connection between PLC/LDP Asst. Sup’t of DLT, AICs Written expectations September 2014 Determine PD needed by leaders to move PLCs to higher level of functioning Asst. Sup’t of DLT, AICs, Directors of SBIPL Survey Ongoing
Revised July 2014 16 Evidence of Implementation 





Training on Instructional Facilitator provided to all new teachers Updated version of IF published and distributed Schedule of calibration walks Content specific VOIs and walkthrough tools developed Walkthrough data analyzed Templates/protocols developed for LDP Person(s) Responsible Timeline August 14 Directors of SBIPL, Asst. Sup’t of DLT, and January 2014‐2015 DILT, AICs, Principals Ongoing  PD Plan for PLCs developed Evidence of Impact  Walkthrough data indicates improvement of classroom instructional practices Timeline Person(s) Responsible June 2014‐16
Directors of SBIPL, Asst. Sup’t of DLT, AICs, Principals Strategy 1-D Continue development and implementation of a comprehensive PreK-12 Multi-Tier System of Supports (MTSS) system in reading and mathematics. Materials/Resources Needed Scheduled time
Activities to Achieve the Strategy Person(s) Responsible Timeline Re‐establish a district steering committee to lead the implementation of an MTSS model for reading and mathematics at all levels and behaviors that promote learning Asst. Sup’t of DLT, AICs, Directors of SBIPL, Director of SPED, Director of SFSS Analyze student achievement data to determine existing scope of interventions/current success of interventions at all levels Asst. Sup’t of DLT, AICs, Directors of SBIPL, Director of SPED, Director of SFSS, MTSS Committee Extra time for committee work Fall 2014‐ June 2015
Research and communicate best practices; Develop a handbook of procedures for schools to follow for implementation of MTSS and pilot the model at several sites Asst. Sup’t of DLT, Directors of SBIPL, Director of SPED, Director of SFSS, MTSS Committee Extra time for committee work Spring 2015
Create and communicate an assessment system for literacy and math which includes resources for screening, progress monitoring, and benchmark assessments Asst. Sup’t of DLT, AICs, Directors of SBIPL, Assessment Director Extra time for committee work, assessment tools, PD for teachers Ongoing
Fall 2014‐June 2015
Revised July 2014 17 Implement a continuum of interventions at all levels in literacy AICs, Assessment and mathematics and provide system‐wide PD/instructional Director, Directors of materials SBIPL, Director of Instructional Technology Evidence of Implementation  MTSS committee is meeting on a regular basis and minutes are available  Minutes of committee reflects analysis of system needs & potential solutions  The plan and timeline for assessments (screening, progress monitoring, benchmark assessments) is in place and communicated to principals and teachers  Master schedules reflects a continuum of interventions in reading and mathematics  A handbook of best practices and procedures for implementation of MTSS is produced and supported by necessary PD Fall 2016
Person(s) Responsible Asst. Sup’t of DLT, AICs, Directors of SBIPL, Director of SPED, Director of SFSS Asst. Sup’t of DLT, AICs, Directors of SBIPL, Director of SPED, Director of SFSS AICs, Assessment, Director, Directors of SBIPL, Director of SFSS AICs, Director of SFSS, building administrators, counselors AICs, Directors of SBIPL, Director of SFSS, Director of SPED Evidence of Impact
Improvement on district and state measures of academic achievement in reading and mathematics  Ex. SBAC, EOC, SRI, math benchmarks, F & P Benchmark Assessment Increase in number of SPED and ELL students meeting or exceeding standard Timeline Fall 2014 – June 2015
Fall 2014 – June 2015
Spring 2015
Fall 2016
June 2015
Timeline
August 2014‐2016
Revised July 2014 18 Strategy 1-E Create data collection and reporting systems to increase the effective use of data to drive instructional decisions at the district, school, classroom
and student level. Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Timeline Needed Implement Homeroom to provide leading and lagging data for Asst. Sup’t of DLT, April 2014‐2016
building and district leaders for use in monitoring the DIP and Assessment Director , SIPs DILT Collect and analyze data that shows progress towards DIP targets and evidence of implementation/impact Asst. Sup’t of DLT, Assessment Director , DILT Identify student data to be collected, reported and analyzed to Assessment Director, meet the needs of the data users (district, principals, teachers) DILT, Directors of SBIPL Sept 2014‐June 2016
Nov. 2013‐June 2016
Develop systems to capture data at the classroom and building level that can be reviewed at the school and district levels Assessment Director, Data dashboard
Chief Technology Officer Sept. 2013 – Dec. 2016
Develop data‐review protocols for district leaders, principals, other instructional leaders, and teachers Directors of SBIPL, Assessment Director, DILT June 2013‐June 2016
Develop and implement training plan for principals and teachers to improve data and assessment literacy Directors of SBIPL, Assessment Director Sept 2014‐June 2016
Assessment Director, AICs, Assistant Superintendent DLT September 2014‐June 2016
Support principal use of Homeroom with data teams and PLCs
Revised July 2014 19 Evidence of Implementation  Data system is in place  Data review protocols have been created and are being used at district & school level  Training has been provided to district and school staff Person(s) Responsible Asst. Sup’t of DLT, Assessment Director , AICs, Chief Technology Officer, DILT, Directors of SBIPL Timeline June 2014 – June 2016

Evidence of Impact District and state data collected indicates student achievement increases Revised July 2014 Timeline June 2015‐June 2016
20 Strategy 1-F Provide principals with research-based professional learning, tools, and resources. Activities to Achieve the Strategy Materials/Resources Needed Person(s) Responsible Timeline Provide job embedded professional learning for principals in the form of consulting, modeling, and coaching in the eight AWSP criteria AICs
June 2014‐June 2016
Lead principals in utilizing the teacher and principal evaluation through frequent school visits and observation of classroom and leadership practices AICs
June 2014‐June 2016
Ensure schools are aligning school improvement planning and daily practice to the goals in the district improvement plan AICs
June 2014‐June 2016
Schedule regular visits at identified schools with principals and AICs
leadership team to monitor and support implementation of the SIP and the intervention plan June 2014‐June 2016
Evaluate and modify SIP based on current data
Principals, SIP Teams, AICs June 2014‐June 2016
Continue to create tools for principal use to monitor the implementation of district curriculum Directors of SBIPL
September 2014‐June 2016
Person(s) Responsible Directors SBIPL
Timeline August 2014‐June 2016
Evidence of Implementation 
Tools for monitoring implementation of district curriculum are completed Evidence of Impact 
SIPs are aligned with the DIP and reflective of leading and lagging student achievement data 
eWalk data reveals robust levels of feedback and observation data Timeline Ongoing
Revised July 2014 21 GOAL 2: College and Career Ready – Each student will graduate with the necessary skills and an appropriate plan to continue to post-secondary options. Indicator Targets (Specific, Measurable, Attainable, Relevant, Time-bound)* 2.1 Renton Scholars will graduate within 4 years of 9th grade enrollment. 2011-12
2012-13 2013-14 7 percentage point increase in the on‐time graduation rate for all students, as reported by OSPI using the new federal formula. 78% 78% 80% 82% 84% 85% 2.2 Renton Scholars are eligible to attend a 4‐year college following high school graduation. 20 percentage point increase in the percentage of all graduates meeting 4‐year state university admission requirements.1 32% 42% 37% 42% 47% 52% 2.3 Renton Scholars are on‐track and prepared to attend college or an apprenticeship program without remediation. 10% annual reduction in the percentage of students not reaching the combined reading & math benchmark score on pre‐college exams – 27% 61% 15% 34% 65% 24% 41%
68%
31% 2.4 Renton Scholars will attend college or a state‐approved apprenticeship program, or enlist for military service after graduation. 13 percentage point increase in the percentage of students enrolled in 2‐ and 4‐year colleges or apprenticeship programs or enlist in the military in the year following graduation. (College Tracker www.collegetracking.com/, military report)** 60% 4% 63% 4% 67%
4% ReadiStep (8th): 8; PSAT (10th): 110; SAT (11th): 1100 ReadiStep PSAT SAT ‐‐ ‐‐ ‐‐ College** Military 55%
3% ‐‐ ‐‐ ‐‐ 57% 57% 4% 4% 2014-15 2015-16 2.5 Renton Scholars will graduate 10 percentage point increase in the percentage from high school with an industry of students who graduate with an industry % % % % % certification. certification. 1
Results are from the previous year due to the time lag in reporting (e.g., 2012 baseline is for the Class of 2011). The 15 required credits—known as the College Academic Distribution Requirements—are 4 in English, 3 in math, 3 in social science, 2 in laboratory science, 2 in world language, and 1 in the arts are for all grades, including students who take the tests while in middle school. ** College enrollment data (indicator 2.4) are 2 years delayed (e.g., baseline is from 2010). * Data in red are actual results for that year. Results in yellow did not meet the target. Revised July 2014 22 Strategy 2-A Create, communicate, and implement a PreK-12 Early Warning Indicators System (EWIS) based on College and Career Readiness indicators. Person(s) Responsible Create indicators for tracking EWIS data based on College and Assessment Director, Career Readiness indicators (e.g., credits attained; attendance; EWIS Task Force discipline; course work; grades; etc.) Activities to Achieve the Strategy Materials/Resources Needed Timeline June 2014
Communicate the RSD EWIS and expectations to leadership team and appropriate stakeholders Asst. Sup’t of DLT, AICs, principals EWIS document, SIP template and expectations Integrate goal and strategies into SIP SIP teams
Supporting HS June 2014‐September 2014
graduation documents Track and document building performance relative to grade‐
level EWIS and provide data to DILT quarterly AICs, principals, SIP teams Student data, district templates, data dashboards Evidence of Implementation  Template for tracking EWIS data for SIP is developed  RSD EWIS communicated to Leadership Team and Schools June 2014‐August 2014
September 2014– June 2015
Person(s) Responsible Timeline Assessment Director, June 2014‐August 2014
AICs, principals, DILT June 2014‐September 2014  EWIS data is tracked by schools Ongoing  EWIS reviewed by semester by DILT January 2015‐ June 2015 Evidence of Impact 

Timeline September 2014 – ongoing
Increase in the number of students who are on track for graduation, college and career ready Students receive services based on the EWIS data/tracking Revised July 2014 23 Strategy 2-B Create, communicate, and implement a PreK-12 system of support to address educational planning, exploration of post-secondary options, access to post-secondary options, and enrollment in a post-secondary program. Person(s) Materials/Resources Activities to Achieve the Strategy Timeline Responsible Needed Review College and Career Awareness Informational and AICs, CTE, principals, Career Cruising and May 2014
Management Programs counselors Provide resources for elementary, middle, and high schools in career awareness and exploration activities DLT, CTE, Science Content Facilitator Facilitate and support career‐exploration activities for grades Counselors, CTE 6‐12 (e.g. Career Days/Impact Days/Apprenticeship Fairs/Field Department Trips/Guest Speakers /Campus Tours/College Awareness) Arrange for participation in Junior Achievement – Enterprise CTE Department
Village & Finance Park, grades 6‐12 Facilitate the recruitment and retention in AP/IB courses to increase the number and percentage of students accessing these courses and passing the associated exams Facilitate implementation and analysis of college and career readiness assessments (ReadiStep, PSAT, SAT, ACT, ASVAB) AICs, principals, counselors, AP/IB Coordinators Counselors, building staff, AIC Encourage and facilitate student participation in COMPASS assessment for two‐year community and technical colleges CTE Department, Career Center staff, HS counselors Career Center staff, HS counselors, CTE Department Facilitate college readiness activities  College Fair  Money Maze (Financial Aid presentation)  College Goal Sunday (FAFSA Completion)  College Application Workshop Promote College Bound Scholars program sign‐up for middle school and monitor progress Provide Handbooks (Junior and Senior Survival Guide, Financial Aid, Guide to Volunteering, ) in order to prepare students for transition to post‐secondary education Revised July 2014 Site licenses, September 2014‐June 2015
instructional materials and professional development Substitutes, release time and transportation Substitutes, release time and transportation September 2014‐June 2015
September 2014
April 2014‐June 2015
Data related to enrollment. Assessment materials,
proctors, financial resources Exam fees Staff, facilities, IMS support, RSD and higher education volunteers AIC, Career Center Staff time staff, counselors, and principals CTE Department
Staff time and printing
October 2014‐ June 2015
September 2014‐June 2015
October 2012 – February 2013
Ongoing
June 2014
24 Instruct, equip, and enable PreK‐12 students to utilize their technological skills and expertise to increase learning opportunities via providing technical and training support for technology in schools Director of Instructional Technology Evidence of Implementation  College and Career Awareness Informational and Management Program implemented at all Secondary Schools  Activity Book/Resources available at Elementary Schools and Community Resource Fair CTE Advisory Resource Pool:  Guest Speakers  Assist with mock interviews  Judge competitions  Student and Teacher Mentoring Field Trips: (i.e. Construction Career Day, Future of the Law, McKnight MS Career Day, etc.) Special Programs:  First Robotics  J.A.G. (Jobs for America’s Graduates)  R.W.T. (Recruiting Washington Teachers) Student Based Organizations:  DECA  FBLA  FCCLA  Skills USA  ReadiStep data analyzed and used with staff, students and families at each middle school 
PSAT and SAT analyzed and used with staff, students and families implemented at each high school 
Handbooks available through the Career Centers and online on district and high school websites September 2014‐August 2015
Person(s) Responsible Timeline CTE Department
Ongoing
CTE Department
Ongoing
Principals, counselors,
and staff, AICs, Director of Assessment Ongoing
CTE Department
August 2014
Evidence of Impact 
Timeline Ongoing
Improvement seen in each College and Career Readiness indicator Revised July 2014 25 GOAL 3: Equity and Access – Each student will be valued, connected and achieving – no barriers.* Indicator 3.1 Achievement gaps based on income and race/ethnicity are reduced in each content area. Targets (Specific, Measurable, Attainable, Relevant, Time-bound) 10% reduction in the number of students in each group district‐wide who do not meet the state standard from the previous year, compounded annually. 3.2 Students experience fewer interruptions in their education based on disciplinary actions. 50% reduction in the percentage of secondary students suspended 5+ days for each of the various race/ethnic groups, special programs, and income levels. 3.3 Students experience fewer interruptions in their education due to excessive absences. Revised July 2014 60% reduction in the percentage of students who are absent 10% or more of the time among the various race/ethnic groups, special programs, and income levels (student must be enrolled a minimum of 2 weeks). 2011-12
Reading Not Low Income 84%
Low Income 60%
White/Asian/PI 80%
B/H/other 57%
Writing Not Low Income 84%
Low Income 61%
White/Asian/PI 78%
B/H/other 63%
Math Not Low Income 77%
Low Income 51%
White/Asian/PI 76%
B/H/other 45%
Science Not Low Income 77%
Low Income 51%
White/Asian/PI 75%
B/H/other 45% All Students 5.2%
Not Low Income 2.6%
Low Income 7.4%
White/Asian/PI 2.6%
B/H/other 8.7%
ELL 5.7%
Special ed. 10.9% All Students 24%
Not Low Income 17%
Low Income 35%
White/Asian/PI 20%
B/H/other 30%
ELL 21%
Special ed. 33% 2012-13 2013-14 85% 86%
62% 64%
82% 82%
60% 62%
87%
67%
84%
65%
83% 85%
62% 65%
82% 81%
59% 66%
87%
69%
83%
70%
83% 80%
59% 56%
82% 78%
53% 50%
82%
60%
80%
55%
85% 79%
60% 56%
82% 78%
56% 51%
5.2 4.4%
4.2 2.2%
7.2 6.2%
2.3 2.2%
8.9 7.3%
3.5 4.8%
12.3 9.1%
23% 19%
22% 13%
24% 28%
17% 16%
20% 24%
19% 17%
31% 26%
81%
60%
80%
56% 3.7%
1.8%
5.2%
1.8%
6.1%
4.0%
7.7% 15%
11%
22%
13%
19%
13%
21% 2014-15 2015-16 88% 72% 84% 73% 84% 64% 82% 60% 83% 64% 82% 60% 3.1% 1.5% 4.4% 1.5% 5.1% 3.4% 6.4% 12% 9% 18% 10% 15% 11% 17% 88%
71%
85%
69%
26 89% 74% 87% 72% 89% 75% 86% 75% 86% 68% 84% 64% 85% 68% 84% 64% 2.6% 1.3% 3.7% 1.3% 4.3% 2.8% 5.4% 10% 7% 14% 8% 12% 8% 13% 3.4 Enrollment in accelerated programs increases among under‐
represented student groups. 100% increase in the number of low income, Black, and Hispanic students enrolled in AP/IB, Discovery, MS honors, and accelerated math track classes. 3.5 Parents/guardians are provided meaningful opportunities to engage in their child’s education. 3.5 Student engagement and motivation increases. The average student engagement and motivation score increases by .05 each year (on a 5‐point scale using CEE’s student survey in grades 4‐12) Low income Black Hispanic 94% 281 103 69 236
86
58 237 199
94 73
60 49
167 61 41 95% TBD 96% TBD 97% TBD 98% TBD 4.07 4.12 4.17 4.22 * Data in red are actual results for that year. Results in yellow did not meet the target. Revised July 2014 334 122 82 27 Strategy 3-A Create, communicate, and implement a district-wide professional development plan for using culturally responsive pedagogy*. Activities to Achieve the Strategy Materials/Resources Needed Person(s) Responsible Re‐design Equity and Access Advisory Committee to provide a broad based approach in developing cultural competency Representatives from all district departments, school‐based administrators, and School Board. Provide ongoing guidance and professional development to school and district leadership teams regarding cultural competence activities appropriate for use with all staff Equity and Access Advisory Committee , PD planning team, Leadership Team Evidence of Implementation  Assistant Principal professional development plan completed  Assistant Principal professional development strategies shared with Leadership Team  Participation of all certificated and classified staff in foundational experiences that develop a common understanding of our vision of Equity and Access that impact RSD students Timeline September 2014 –June 2015
January 2013 ‐ Ongoing
Person(s) Responsible Timeline January 2014 ‐ Ongoing All RSD staff Evidence of Impact 
Timeline Ongoing
Staff and student surveys compared to baseline data Revised July 2014 28 Strategy 3-B Create, communicate, and implement a system that increases student access to instruction by decreasing time out of class and/or school. Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Timeline Needed Develop strategies for administrator to decrease student AICs with principals and Ongoing
removal from class assistant principals Develop common definitions for infraction reporting codes at AICs with principals and Ongoing
secondary level and review common definitions annually assistant principals, Director of SFSS Monitor suspension/expulsion data with periodic building‐
AICs with principals and Ongoing
based discussions and analysis of data assistant principals Research, develop and implement alternatives to suspension
AICs, Director of SpEd
2014‐15 school year Develop guidance for school review of office referrals and AICs, principals
Research
disciplinary actions (SWIS) 2014‐15 school year Develop and communicate clear expectations for school AICs
2014‐15 response to student non‐attendance Director of SFSS, principals Monitor attendance data with periodic building‐based AICs with principals and Nov, Jan, Mar, June 2014‐15
discussions and analysis of data APs, Director of SFSS Enhance and implement a robust credit retrieval program Director of Instructional June 2014‐June 2016
across all high schools with monthly progress monitoring Technology, Secondary Director of SBIPL Evidence of Implementation  All schools implementing alternatives to suspension/expulsion  All schools addressing students with high numbers of absences  Monthly reports on success rates of credit retrieval by school and by district Person(s) Responsible 2014‐15
School staff
Evidence of Impact Timeline Timeline  Reduction in number of days missed due to suspension/expulsion and absences  An increase in the percentage of students enrolled in credit retrieval who have successfully retrieved credit 2014‐15 Revised July 2014 29 Strategy 3-C Create, communicate, and implement more opportunities for students to access advanced/accelerated options. Materials/Resources Activities to Achieve the Strategy Person(s) Responsible Needed Analyze secondary course content/syllabi to determine degree AIC, Directors of SBIPL, of rigor and relevance in district coursework; create district‐
Curriculum TOSAs, DILT wide alignment to CCSS Timeline 2014‐15 Continue to expand Advanced Placement, UW in the Classroom, and International Baccalaureate options AIC, Directors of SBIPL, high school principals or designees Research
2014‐15 Research and plan implementation of programs available for students in grades 6‐10 (e.g., IB Middle Years Programme, Springboard, Pre‐AP, honors courses) AIC, Directors of SBIPL,
secondary principals or reps, Curriculum TOSAs Research, budget capacity, technology resources 2014‐15 Develop and implement a plan to provide ongoing support for AICs, high school students enrolled in Advanced Placement, UW in the Classroom representatives and International Baccalaureate Practice tests, financing for student fees Provide professional development for elementary staff on the identification of gifted students Time with each elementary staff AIC, Director of
Elementary SBIPL, Highly Capable Facilitator Evidence of Implementation  Increase in number of advanced learning options for students based in part on AP capacity indicated by PSAT (AP Potential) data Prior to Highly Capable program referral deadline (Fall, 2014) Person(s) Responsible Timeline 2013‐2014
AICs, Directors of
SBIPL, Assessment Director Evidence of Impact Timeline  Increased number of students participating in advanced learning options  Increased number of students taking PSAT, SAT, etc. 2013‐14
Revised July 2014 30 Strategy 3-D Create meaningful opportunities for parents/guardians to engage in their child’s education. Activities to Achieve the Strategy Research, develop, and implement strategies to engage underrepresented families RTTT Coordinator,
Provide guidance to schools regarding culturally appropriate methods/activities to increase parent/guardian involvement at the school level RTTT Coordinator,
Measure effectiveness of implementation of culturally appropriate methods/activities designed to increase parent/guardian involvement at school level RTTT Coordinator,



Timeline August 2014 – June 2016
January 2014
June 2015
Director of SFSS Director of SFSS Director of SFSS Evidence of Implementation 
Materials/Resources Needed Person(s) Responsible Evidence of strategies described in the school’s SIP and Title I Parent Engagement Policy/Plan Training agendas for ELL, Title I specialist, and building administrators Parent surveys, exit slips, and anecdotal comments for each parent engagement activity District messaging for Family Access (website content and district communication/training handouts) Person(s) Responsible Timeline RTTT Coordinator
August 2014 – June 2016
Director of Student and Family Support Services
Evidence of Impact 


Timeline August 2014 – June 2016
Increased participation in school PTAs and PTOs Increase in the percentage of parents viewing student records through Family Access Increase in the percentage of families attending school events (e.g., open house, conferences, other school events) Revised July 2014 31 Activities to Achieve the Strategy Materials/Resources Needed Person(s) Responsible Increase opportunities for student voice in hiring, school improvement planning, district and school committees Develop and implement plan to conduct student, staff, and parent perceptual survey Analyze and review survey data Guide buildings in developing action plans to respond based on data analysis AICs, principals
Ongoing
AIC, principals,
Assessment Director AIC, principals,
Assessment Director AIC, principals,
Assessment Director Funding for survey, time January 2014 – Ongoing
Evidence of Implementation 
Student, staff, and parent perceptual survey identified 

Student, staff, and parent perceptual survey implemented Principals review survey data Timeline Annually
Person(s) Responsible Timeline January 2014
January 2014 – ongoing
Evidence of Impact 
Timeline May 2014 – Ongoing
Data collected from student, staff, parent perceptual surveys used to inform DIP and SIP AIC: Area Instructional Chief Director of SBIPL: Director of Standards‐Based Instruction and Professional Learning (Elementary and Secondary) DIP: District Improvement Plan/Continuous Improvement Plan DILT: District Improvement Leadership Team EOC: End of Course Assessment EWIS: Early Warning Indicators System MTSS: Multi‐Tier System of Supports SBAC: Smarter Balanced Assessment SFSS: Student and Family Support Services SIOP: Sheltered Instruction Observation Protocol SRI: Scholastic Reading Inventory VOI: Vision of Instruction Revised July 2014 32 DISTRICT INSTRUCTIONAL LEADERSHIP TEAM MEMBERS (GOALS 1-3) Name Title Dr. Tammy Campbell Assistant Superintendent Monica Chandler Director, Secondary Standards‐Based Instruction and Professional Learning (SBIPL) Vickie Damon Director, Student and Family Support Services (SFSS) Karen Finigan Director, Special Education Dr. Shannon Harvey Area Instructional Chief Jay Leviton Executive Director, CTE/Transportation Dr. Jack Monpas‐Huber Director, Assessment/Student Information Services Damien Pattenaude Area Instructional Chief Dani Pfeiffer Area Instructional Chief Dr. Merri Rieger Superintendent Melanie Strey Director, Elementary Standards‐Based Instruction and Professional Learning (SBIPL) Brooke Trisler Director, Instructional Technology 2014-2015 Contributing Members: Kathleen Bailey, Chief Academic Officer Dr. Pete Bylsma, Director, Assessment/Student Services Rebecca Lockhart, Ex. Director, Special Education Dr. Susan Mather, Chief Academic Officer BUSINESS OPERATIONS AND HUMAN RESOURCES TEAM MEMBERS (GOALS 4-5) Name Title
John Knutson Asst. Supt., Business Operations Sheryl Moore Asst. Supt., Human Resources Revised August 2014 33