Edmonds School District

School Improvement Planning Process

Each Student Learning, Every Day!
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Continuous Improvement Process
The continual improvement of public schools is essential in providing increased student performance and quality results.
Innovative, exemplary, and research-based programs, coupled with professional development, focused and aligned
resources, and community participation in decision making and planning are essential elements in improving schools.
The improvement process assesses the current reality of a school. It provides space for a school to identify its strengths
as well as its opportunities for growth and improvement. The continuous improvement cycle allows for implementation
of strategies, activities and assessments and continually evaluates the schools progress toward achieving its focus and
meeting its goals.
This tool is designed to be a living, breathing document that can be easily accessed, monitored and adjusted and
emphasizes continuous growth allowing educators an opportunity to address immediate instructional and management
issues by helping define and manage the variety of connections among people, resources, information and data. This
process empowers educators and stakeholders to collaborate in order to help schools make data-driven, research-based
decisions focused on making an unmistakable impact on how teachers teach and how students learn.
A Schools Learning Improvement Process
Must have commitment by all involved: students, staff, parents, administrators, and the community
Is continual and recursive. Components of the process must be revisited time and time again, for the school
improvement process to be a continuous cycle.
Reveals where a school is and where it must go. Knowing this information involves repeated analysis and periodic
checks, both of which call for time, patience, understanding, energy and direction.
Is led by the principal and a buildings professional learning/leadership team. However, all members the staff and
community are involved in both the design and implementation, because they are stakeholders in the improvement
of student learning.
Expects collaboration with the district office.
Is driven from data, and as the data change, the implementation of the plan reflects that change.
Involves change, which takes time and tends to be challenging.
Requires commitment to the vision of what the school can become.
Guiding Principles of School Improvement Planning
All members of a school staff, and representatives of as many other stakeholders as possible should participate in the
planning process.
Participants should review a broad set of data when determining focus and goal areas.
School improvement planning is a journey of continuous improvement and the plan is a road map for an ongoing
discourse on school improvement.
The school improvement document is only as good as the quality of thought that goes into it and the time and
commitment that is given by everyone who has a stake in the plan.
Regardless of the plan, the real improvement must occur in the classroom. School staff must be reflective about their
practice and tenacious in their attempt to fine tune the art of teaching to meet the needs of every student.

Edmonds School District

STRATEGIC DIRECTION

Each Student Learning, Every Day!

Our Strategic Direction (Our True North)

Effective Learning for All Students

Each student is engaged in meaningful and relevant learning, every day. We provide comprehensive
educational programs and a wide variety of activities that build a solid foundation of knowledge and
skills, encourage mindful higher-level thinking, and inspire all students to pursue their interests.

Equity of Opportunity
Each student experiences a diverse, inclusive culture where all people are valued. Adults work to
meet students individual needs and remove institutional and social barriers to their personal success.

P 3rd Grade Early Learning

Each student has a supportive, equitable educational foundation and is on track to be performing at
grade level by third grade. We work closely with families and community partners to connect and
align our schools with local resources to maximize early learning.

Graduates Who Are Ready for Life

Each student is equipped with the knowledge and skills needed to be resilient, participating citizens
who are prepared to pursue and accomplish educational, life, and work-related interests after high
school.

Our Work (Areas of focus to move us forward)

We educate our students for the world they will live in staying up-to-date with developments in
global realities, workforce expectations, and appropriate technologies.
We respect and empower families as our most important partner in each students education.
We create and maintain vibrant, collaborative partnerships throughout our larger community to
support all students academic, mental, emotional, social, and physical well-being.
We utilize what we know (data) about our school district, community, students, and effective
teaching practices in order to improve our work with all students.
We hire quality people who care deeply about students and learning, and mirror the diversity of our
students, families, and community.
We engage staff in meaningful, relevant, and collaborative professional development to better
inspire, empower, and engage our students.
We treat all people with dignity and respect, and we are responsive in our service.
We manage and develop our financial and human resources, facilities, and capital projects in ways
that support student learning and community values.

Edmonds School District Strategic Direction 7.8.14

STRATEGIC DIRECTION Each Student Learning, Every Day!

Effective
P-3rd Grade
Graduates
Equity of
Learning for
Early
Who are
Learning
All Students
Learning
Ready for Life
Columns reflect which indicators were identified by each area

INDICATORS

Edmonds School District 2.6.2015

X- grad rate
effected by
performance
on state
assessment

X proportionality on each indicator

Academic Achievement

% of students in our WaKIDS schools who are entering kindergarten with kindergarten readiness skills

% of 1st graders reading on grade level in the fall and spring

Students meeting or exceeding grade-level standards in English Language Arts (2nd grade reading and state
assessment grades 3-8 and high school), and growth over time

Students meeting or exceeding grade-level standards in math (2nd grade math and state assessment grades 3
and up), and growth over time

Students meeting or exceeding grade-level standards in science (grades 5, 8, and high school)

% of ELL students making progress in learning English in grades K-12

College and Career Readiness

% of students enrolled in Advanced Placement (AP), International Baccalaureate (IB), College in the High
School (CHS), CTE Tech Prep (TP)

% of students achieving a passing score on the AP/IB exams or earning an industry certification

% of students enrolling in post-secondary education *

Graduation rate

On-time graduation rate

Extended graduation rate

Percentage and proportionality of 9th-12th graders on track for graduation

o % of 9th graders with at least 5 credits by the end of the year
o % of 10th graders with at least 10 credits by the end of the year
o % of 11th graders with at least 16 credits by the end of the year
o % of 12th graders with at least 22 credits by the end of the year
o % of 9th graders who have completed Algebra 1 by the end of the year
Student engagement in school

Attendance

% of students in one or more extra-curricular activities in middle school and high school

Survey regarding how well students feel connected to school in grades 4, 7, 10 *

Student and parent perceptions

Post-graduate survey regarding perceptions of how well they were prepared for what they are doing after
high school *

Parent satisfaction survey *

Student discipline

Suspension/expulsion rates
Employee: Equity, Effectiveness, Training

Certificated and classified staff reporting diverse backgrounds are proportionate to our student backgrounds

% of staff engaged in equity and inclusive classroom practices professional development *

% of staff trained in highly effective practices for engaging our students. *

Parent, staff, student satisfaction survey showing: We treat all people with dignity and respect, and we are
responsive in our service. *
*Reviewing/developing measurement instrument

Edmonds School District

Assessment Continuum

Purposes

Classroom Assessments

School or District Assessments

Informal
Assessment

Basic Skills
Assessments

Assessments Given by Teachers in

a Grade Level and/or Subject Area

Regular
checks for
understanding
Instructional
planning

Determine
students
mastery of
content
Diagnostic
for
individual
students
gaps
Instructional
planning

Targets to
be Assessed

Knowledge, skills,
dispositions
(content and/or
process standards)

Who
develops or
selects

Teacher

Who scores

Examples

Not usually scored;

evidence of
learning
Observations
Questioning
Reflections
Homework
checks for
understanding
Exit slips

Classroom
Performances

Knowledge and
skills (discrete
content standards)

Measure
students use of
basic skills in
more applied
contexts
Measure higherlevel thinking
Enhance student
engagement
Instructional
planning

Measure student progress on key

learning targets.

Provide student work that can be

collegially reviewed, scored, and
linked to instructional implications.

Calibrate student learning across the

school and/or district.

Supplement state assessment data for

School Improvement Planning.

Identify students who might need

more in-depth testing and/or special
interventions.

Application and/or
synthesis of
knowledge and skills
(content and process
standards)

Key student competencies

K-12 content and process standards

State Assessments
Teacher-Scored

Provide early
alert to potential
reading
difficulties
Ensure students
are getting key
skills and
knowledge in
social studies, the
arts, and
health/fitness.

State-Scored

Measure student
progress toward
meeting state
standards
Provide public
accountability
Determine ELL
program
placement and exit
decisions

Progress toward key state standards

(content and process standards)

Teacher or school; or might be provided

by district

School-based or district-led teams of

teachers

OSPI with some district

flexibility

OSPI

Teachers

Teachers, with support from district when

possible (workshops and scoring tools)

Teachers, with support

State

TS Gold (WaKIDS)
Gr. 2 Reading
Assessment
CBAs in Social
Studies, the Arts,
and Health/Fitness

Short answer or
selected
response tests
measuring a
body of
knowledge or
skills

Essays
Research papers
Oral
presentations

DIBELS (early literacy)

Grade 2 Math Assessment
Independent Reading Level
Grades 7-10 Science Investigation
Grade 9 Career Exploration

SBA / MSP /
HSPE
EOC exams
WA-AIM
WELPA

Revised 10/13//14; original based on input from Student Learning staff and Assessment Advisory Committee

Charlotte Danielsons FRAMEWORK FOR TEACHING

DOMAIN 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
Content and the structure of the discipline Prerequisite relationships
Content-related pedagogy
1b Demonstrating Knowledge of Students
Child and adolescent development Learning process Special needs
Students skills, knowledge, and language proficiency Students interests and cultural heritage
1c

Setting Instructional Outcomes

Value, sequence, and alignment Clarity Balance Suitability for diverse learners

1d Demonstrating Knowledge of Resources

For classroom use To extend content knowledge and pedagogy Resources for students
1e Designing Coherent Instruction
Learning activities Instructional materials and resources
Instructional groups Lesson and unit structure
1f

Designing Student Assessments

Congruence with instructional outcomes Criteria and standards
Design of formative assessments Use for planning

DOMAIN 2: The Classroom Environment

2a Creating an Environment of Respect and Rapport
Teacher interaction with students, including both words and actions
Student interaction with students, including both words and actions
2b Establishing a Culture for Learning
Importance of content and of learning
Expectations for learning and achievement Student pride in work
2c

Managing Classroom Procedures

Instructional groups Transitions Materials and supplies
Performance of classroom routines
Supervision of volunteers and paraprofessionals

2d Managing Student Behavior

Expectations Monitoring student behavior
Response to student misbehavior
2e Organizing Physical Space
Safety and accessibility
Arrangement of furniture and use of physical resources

DOMAIN 4: Professional Responsibilities

DOMAIN 3: Instruction

4a Reflecting on Teaching
Accuracy Use in future teaching
4b Maintaining Accurate Records
Student completion of assignments Student progress in learning
Noninstructional records
4c Communicating with Families
Information about the instructional program Information about individual students
Engagement of families in the instructional program
4d Participating in a Professional Community
Relationships with colleagues Participation in school and district projects
Involvement in culture of professional inquiry Service to the school
4e Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skill
Receptivity to feedback from colleagues Service to the profession
4f Showing Professionalism
Integrity/ethical conduct Service to students Advocacy
Decision-making Compliance with school and district regulation

3a Communicating With Students

Expectations for learning Directions for activities
Explanations of content
Use of oral and written language
3b Using Questioning and Discussion Techniques
Quality of questions/prompts Discussion techniques
Student participation
3c Engaging Students in Learning
Activities and assignments Grouping of students
Instructional materials and resources Structure and pacing
3d Using Assessment in Instruction
Assessment criteria Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
3e Demonstrating Flexibility and Responsiveness
Lesson adjustment Response to students
Persistence

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Teacher and Observer training by Danielson Group-endorsed consultants is recommended. 20140819