everett public schools strategic plan progress report

Everett Public Schools

Strategic Plan Progress Report Mid-Year 2014-15

(19)

Goals

Ends Means

12/60 Month Implementation Process

January 31, 2015

2011-12 2012-13 2013-14 2014-15 2015-16

(19) Goals

(36) Targets

Everett Public Schools Strategic Plan Progress Report Mid-Year 2014-15

January 31, 2015 1

Overview In May 2011, the Everett Public Schools (EPS) board of directors approved a new strategic plan focused on student learning and the vision “Our students will lead and shape the future”. This report presents a summary of the progress made by the district to implement its new strategic plan during the first half of the 2014-15 school year, which is the fourth year of the implementation plan. The time period covered by this report is September 1, 2014 to January 31, 2015. The strategic plan includes five strategic priorities that are further categorized into 19 strategic goals and 36 related strategic targets. Strategic Priorities

1. Teaching and learning 2. Inspiration, innovation, and information 3. People, structure, and systems 4. Resource management 5. Strategic relationships

Each of these strategic priorities, along with corresponding goals and targets, are listed in order in this report, and narrative summaries of the “Highlights of work completed” and “Key board dates completed” are presented for each target. A list of the “Key board dates upcoming” is also included for each target for the remainder of 2014-15.

Report format:

Strategic Priority

Strategic Goal

Strategic Target

Highlights of Work Completed

Key Board Dates Completed

Key Board Dates Upcoming

This format is repeated for each target, goal, and priority.

A List of Abbreviations is included at the end of this report.


January 31, 2015 2

A Word about the Planning Process To better understand the information in this mid-year report, it is important to first understand the planning process used by the district to guide implementation of the strategic plan. After development of the new strategic plan, a 12/60 month implementation plan was developed to show how this work would progress over the next five years. During the first year of implementation, key deliverables were identified for each strategic target area and progress on these key deliverables was monitored regularly. During the second year of implementation, an annual operating plan was developed to guide implementation. This annual operating plan was based on an updated 12/60 month plan, and included action items for each strategic target area. These strategic targets and associated action items became the focus of more detailed annual work plans at the cabinet and department levels, and were ultimately included in school improvement plans for each school. This process was continued into this the third year of strategic plan implementation. The school board is provided regular opportunities at board meetings to monitor strategic progress, make strategic level decisions, and participate in work/study sessions on the work to implement the strategic plan in various strategic target areas. These presentations and this work are summarized in this document.


January 31, 2015 3

Index of Strategic Targets

Teaching and Learning Page 1.1.a 100% of students graduate 4 1.1.b Post-secondary transition plan 6 1.1.c Graduation requires 21st century skills 6 1.1.d Health and fitness instruction leads students to informed choices 7 1.2.a Equitable access to courses 7 1.2.b Increased rigor in curriculum and course offerings 9 1.2.c Common content and outcomes are provided 10 1.3.a Rigorous and engaging instruction is demonstrated 10 1.3.b Students receive personalized instruction 11 1.3.c Student satisfaction with learning 12 1.4.a Curriculum incorporates arts, language, culture, etc. 12 1.4.b Skills and knowledge in world languages, culture, etc. 12 1.5.a Meet state and federal yearly progress requirements 13 Inspiration, Innovation, and Information 2.1.a Innovative methods and ideas are incorporated 13 2.2.a Innovation, communication, and technology 14 2.2.b Communications strengthen understanding of strategic priorities 14 2.3.a Students learn to apply 21st century skills 15 2.3.b Staff apply 21st century knowledge and skills 15 2.3.c Improved access to technology 16 2.3.d Students and staff are technologically literate 16 People, Structure, and Systems 3.1.a Staffing plan supports diversity and future needs 17 3.2.a Practices guide engagement and collaboration 18 3.3.a Professional development plan is created and updated 18 3.3.b Professional development tracking system 19 3.4.a Objective standards-based staff assessment system 19 3.4.b High performing workforce 19 3.4.c Professional growth plans and development 20 3.5.a Organizational effectiveness measures developed 20 Resource Management 4.1.a Student learning priorities drive planning 21 4.1.b Alignment with strategic priorities is assessed 23 4.2.a New resources representing 1% of general fund budget 23 Strategic Relationships 5.1.a Strategic relationships are developed in alignment with strategic priorities 24 5.2.a Family partnering strategies incorporated 24 5.3.a All students ready for first day of kindergarten 24 5.4.a Students take first post-secondary steps 26 5.4.b Graduates are prepared for post-secondary transition 26


January 31, 2015 4

Strategic Priority: 1 Teaching and LearningAlign curriculum, instruction, and assessment to educate, inspire, and prepare each student to graduate, to contribute to our community, and thrive in a global society. Strategic Goal: 1.1 Each student graduates from high school ready for college and career with 21st century skills. Strategic Target: 1.1.a (TB, JS)100% of students graduate. Highlights of Work Completed

The On-Time Graduation (OTG) learning community develops a comprehensive plan for the 2014-15 school year which articulates the theories of action that drive content, process, resource, and goals alignment in order to improve graduation outcomes for students. The plan contains eight goals for 2014-15, including improving 4-year graduation rates to 90.3% and 5-year graduation rates to 92.2% for the Class of 2015. Official OSPI calculations for the 4 and 5-year adjusted cohort graduation rates for the class of 2014 are not available until spring, 2015, but preliminary data show 4 and 5-year graduation goals met. The OTG learning community continues to meet weekly in addressing individual student progress to graduation, processes (e.g., graduation plan streamlining), and data tools.

24 credit plan implementation o Policy 2410 is updated to reflect the new state graduation requirements

and the change from a senior seminar requirement to a college and career readiness course.

o Communication plan is complete and communication has started o Implementation costs are programmed into the upcoming budget cycle o Interventions for students who are at-risk of not making the 24 credit

requirement are in place o A new college and career readiness course is in design o A long-term world language plan is in place and middle schools will

begin implementing world language in 2015-16 Key Board Dates Completed

September 16, 2014, Student Performance Data: EES Trends: This study session provides the board with additional insight into the district’s performance from several perspectives, using multiple data sets. Analysis of organizational and student achievement is viewed from three perspectives: performance (i.e., Where are we as a district and where are our schools?), improvement (i.e., Are we getting better as a system?), and growth (i.e., Student-by-student, are we adding value to student learning? Are we adding value to professional growth?). The analysis examines the recently released 2014 student achievement data, the nature of the district’s continuous quality improvement, and utilize disaggregation techniques, including ethnicity, poverty, gender, language-at-home, and years-in-district.


January 31, 2015 5

October 14, 2014, 24 Credit Diploma Plan Review: This presentation provides the board with an update on the district's progress toward a 24 credit diploma. It also sets the stage for a deeper conversation about the Culminating Project, Culminating Exhibition, and Senior Seminar at an upcoming special board meeting. (1.1.a/1.1.b/1.1.c/1.2.a/1.4.a/2.3.a/ 5.4.a/5.4.b)

October 28, 2014, Summer School Progress Toward Graduation: The board receives a report on 2014 summer learning programs provided to K-12 students this past summer and hears recommendations for the 2015 summer program. Each summer the district provides an array of summer academic offerings for P-12 students. These activities range from elementary library open reading sessions, elementary math and reading support, to credit in high school courses. The district is continuing to offer traditional, online and credit recovery programs for high school students. Students are also able to participate in English Language Learner (ELL), Collection of Evidence (COE) and credit recovery classes. (1.1.a/1.5.a)

October 28, 2014, World Language Program Review: The board receives a review of the world language program in the district, including: consideration of the importance of world language study for the development of 21st century skills and postsecondary success; an assessment of the current status of the world language program in Everett Public Schools; a review of high quality world language programs; and sharing next steps for possibilities for the district’s world language program for grades K-12. (1.1.a/1.1.c/1.2.a/1.2.b/1.4.a/1.4.b)

October 28, 2014, Social Studies Adoption Process: The board is presented information about the process this year to begin to replace previously adopted K-12 social studies instructional materials. In October, the district began the process for the adoption of social studies instructional materials for grades 6-12. Adoption of social studies instructional materials for grades K-5 is scheduled to take place during 2015-16. (1.1.a/1.2.a/1.2.b/1.4.a)

November 4, 2014, Update on the 2013-14 Scorecard Results: The board receives an update on the district’s 2013-14 scorecard results. This scorecard will be the last using the state’s assessment of Measures of Student Progress (MSP). The MSP will be replaced by the Smarter Balanced assessments which measure student performance against the Common Core State Standards (CCSS). (1.1.a/1.2.b/1.5.a/3.1.a/4.1.a/5.4.b)

December 9, 2014, On-Time Graduation Progress: The board hears a status report on the graduation class of 2015 with specific information about how each school is working to help students fulfill their graduation requirements and prepare them for college. In addition, the report includes a deeper look at progress to graduation for special education and ELL students.

Key Board Dates Upcoming February 10, 2015, 24 Credit Plan Update


January 31, 2015 6

April 14, 2015, High School Readiness May 26, 2015, Class of 2014 Progress to Graduation (1.1.a/5.4.a)

Strategic Target: 1.1.b (TB, JS)All graduates exit with a post-secondary transition plan for work, career, and/or college. Highlights of Work Completed

The Naviance program is implemented at grade 11 and includes training of counselors and hiring a facilitator. This college and career planning program assists students in the exploration of individual academic and career strengths and interests, postsecondary exploration, postsecondary application, FAFSA application, High School and Beyond Plan development.

A new college and career readiness seminar is being developed to ensure that students graduate with a High School and Beyond Plan and having completed postsecondary applications.

Key Board Dates Completed October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a October 22, 2014, Senior Seminar:

The board is presented a report on the district’s Culminating Exhibition (CE) requirement, which is designed to meet the state’s graduation requirement for students to complete a High School and Beyond Plan and Culminating Project. CE is currently completed in students’ senior year in the Senior Seminar course. In March 2014, the legislature removed the Culminating Project as a graduation requirement for the class of 2015 and beyond, and proposed revisions to the district’s Senior Seminar course and the Culminating Project as a graduation requirement is also presented to the board.

December 17, 2014, AVID Program Update: The board receives an AVID program update. This program continues to serve students “in the middle” and supports student success toward high school graduation and postsecondary readiness.

Key Board Dates Upcoming Strategic Target: 1.1.c (TB) Graduation requirements integrate 21st century skills. Highlights of Work Completed

The district’s 24 credit implementation team has been meeting to identify staffing and budgetary needs for the implementation of 24 credits for the class of 2019.


January 31, 2015 7

World language administrators are in the process of implementing World Language Day in the spring. This program would allow bilingual students to substantiate credit in World Language.


October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a October 28, 2014, World Language Program Review Report: See target 1.1.a

Key Board Dates Upcoming Strategic Target: 1.1.d (TB, JS)Students receive and apply health and fitness instruction and make informed choices to improve their health and fitness. Highlights of Work Completed

A district committee is developing a multi-year plan for an effective health and fitness program.

30 physical education teachers across the district are registered to attend the National Physical Education Conference in Seattle.

Staff are supporting the 5210 program – which stands for 5 fruits and vegetables, 2 hours of screen time, 1 hour for exercise, and 0 sugary drinks.


November 4, 2014, Healthy Youth Plan: The board of directors is provided an overview of the district’s Healthy Youth Plan, outlining efforts currently underway in the district and options for broadening health and wellness services and education for the students in the future.

Key Board Dates Upcoming April 14, 2015, Snohomish Health Leadership Coalition

Strategic Goal: 1.2 Each student has equitable access to rigorous curriculum content with common learning outcomes and assessments. Strategic Target: 1.2.a (TB) Each student has equitable access to courses across the district. Highlights of Work Completed

Screening continues of all grade 1 students for highly capable programs Research continues to identify students who might not be screened into the

program in an effort to increase the diversity of students in the program. Common instructional materials in literacy adopted and implemented across

all secondary schools


January 31, 2015 8

Highly Capable programs added at Whittier Elementary and Forest View Elementary

High Capable team study barriers to enrollment of diverse students Expansion of middle school advanced course options through literacy

pathways program Increases in Advanced Placement (AP) enrollment via AP Equal Opportunity

Program Year two implementation of middle school compacted math 6/7 and 7/8

programs occurs at all five middle schools Robotics clubs are added to or expanded in all elementary schools


September 23, 2014, SpringBoard Implementation Plan: The board is presented information about implementation of SpringBoard, the College Board’s college and career readiness program for all students in grades 6-12. The program’s framework integrates rigorous instruction, performance-based assessment, and exemplary professional development. SpringBoard is built on primary and secondary research, and it is supported by comprehensive longitudinal studies as well as case studies. This report highlights the components of SpringBoard, the implementation process, professional learning plan, and how the program impacts teaching and learning practices. (1.2.a/1.2.b/1.2.c/1.3.a)

October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a October 28, 2014, World Language Program Review Report: See target 1.1.a October 28, 2014, Social Studies Adoption Process: See target 1.1.a December 9, 2014, Highly Capable and Challenging Options Program Review:

Curriculum, assessment and special programs staff conducted a review of the Highly Capable program and the Challenging Options program in Everett Public Schools. This review included consideration of the importance of Highly Capable programs; recent legislative changes to Highly Capable programs; the current status of the Highly Capable and Challenging Options programs in the district; and next steps and implications for the Highly Capable program for grades K-12. This presentation provides the board of directors with an overview of the Highly Capable program review. (1.2.a/1.2.b)


March 10, 2015, Elementary Literacy Program Update (1.2.a/1.2.b) March 24, 2015, Math Common Core Implementation Update March 24, 2015, Equal Opportunity Schools Program Update (1.2.a/1.2.b) April 14, 2015, Social Studies Adoption May 12, 2015, Social Studies Adoption, 2nd Reading June 10 & 13, 2015, Commencements


January 31, 2015 9

Strategic Target: 1.2.b (TB, JS)Increased rigor is implemented throughout the curriculum and rigorous course offerings are provided equitably across schools. Highlights of Work Completed

SpringBoard is implemented in all secondary schools. The Pre-AP program is aligned to the CCSS and includes a rigorous curriculum and formative assessments.

Robotics clubs are expanded in elementary schools and participation in the FIRST Robotics competition is increased.

The curriculum portal is launched in September and includes scaled standards, CCSS units of study, and assessments for core content areas.

Teams of AP teachers work collaboratively to share instructional strategies from AP training; peer AP mentors; AP test prep; and after school support.

Cascade and Jackson high schools implement AP summer math and literacy support classes.

A Letter of Agreement between Jackson High School and the CollegeBoard is officially processed to implement the AP Capstone program for the 2015-16 academic year. AP Capstone is an innovative diploma program that provides students with an opportunity to engage in rigorous scholarly practice of the core academic skills necessary for successful college completion. It is built on the foundation of two courses – AP Seminar and AP Research – and is designed to complement and enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions.

A science course in principles of engineering is added at Eisenhower Middle School.


September 23, 2014, SpringBoard Implementation Plan: See target 1.2.a October 28, 2014, World Language Program Review Report: See target 1.1.a October 28, 2014, Social Studies Adoption Process: See target 1.1.a November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a December 9, 2014, Highly Capable and Challenging Options Program Review:

See target 1.2.a Key Board Dates Upcoming

March 10, 2015, Elementary Literacy Program Update (1.2.a/1.2.b) March 24, 2015, Equal Opportunity Schools Program Update (1.2.a/1.2.b)


January 31, 2015 10

Strategic Target: 1.2.c (TB) Common content and outcomes are provided across all like classes. Highlights of Work Completed

SpringBoard is implemented across all secondary schools All science courses have common syllabi Curriculum portal is launched, and includes common instructional maps and

assessments Key Board Dates Completed

September 23, 2014, SpringBoard Implementation Plan: See target 1.2.a Key Board Dates Upcoming Strategic Goal: 1.3 Each student receives relevant, rigorous, personalized, and engaging standards-based instruction. Strategic Target: 1.3.a (PS, JS, MR)Rigorous, relevant, and engaging instruction is demonstrated in all classrooms. Highlights of Work Completed

Principals use the Danielson Framework for Teaching to monitor and drive instructional improvement and provide direct and timely feedback to teachers.

Collaborative sessions in expanding Common Core standards scaling and assessment leveling are provided.

The instructional leadership team and teacher leaders are engaged in studying practices and strategies that engage students in deeper learning experiences. The team works with Myron Dueck, Jeff Zwiers, SpringBoard trainers, and district AP teachers.

OEL implementation occurs in math and science Using SpringBoard criteria, literacy curriculum specialists and building

administrators participate in SpringBoard learning walks. Deeper Learning workshop of Curriculum, Assessment and Special Programs

and Teaching and Learning administrators define deeper learning and the underlying concepts of 21st century skills and growth mindset.

Implementation of the 21st century skills assessment plan begins with a comprehensive process involving the Curriculum, Assessment and Special Programs and Teaching and Learning teams. This team will create a developmentally appropriate continuum of 21st century skills, conduct a gap analysis and integrate skills throughout the curriculum including formative and summative assessments.


January 31, 2015 11

Key Board Dates Completed September 23, 2014, SpringBoard Implementation Plan: See target 1.2.a November 4, 2014, Teacher Principal Evaluation Strategic Progress Report:

This report to the board provides an overview of the teacher/principal project, explains the schedule for implementation, describes components of the professional learning plan, and highlights how the Danielson Framework impacts deeper learning practices. Eighty percent (790 teachers) of our classroom teaching force and all school administrators have transitioned to the new teacher/principal evaluation project. (1.3.a/3.4.a/3.4.b)

Key Board Dates Upcoming May 13, 2015, Equity & Access Advisory Council (1.3.a/3.2.a)

Strategic Target: 1.3.b (PS, JS, MR)Based on assessment data, students will receive personalized instruction to meet the identified course standards. Highlights of Work Completed

The eight-step continuous improvement cycle is evident in school improvement plans. This is evident in data disaggregation, setting an instructional focus and timeline, employing common assessments and instructional interventions based on assessments; maintaining the instructional focus and monitoring results collaborative in teams.

Collaborative teams use data management tools (e.g., Insight and Excel) to monitor student progress and provide additional time and support for students to meet standard and enrichment to those who have met or exceeded standard. Teachers use high leverage instructional strategies (e.g., SpringBoard analytical devices; GLAD, AVID strategies; formative assessments, etc.) during lessons and in tutorial sessions to assist all students, but particularly those who have not yet met standard.

Collaborative teams and principals use guiding questions based on best practice to frame collaborative time during Learning Improvement Fridays (LIF).

Assessment team creates a series of webinars to help administrators, teachers and parents understand how to use and analyze data. For example, a webinar is created to explain how to create data monitoring spreadsheets using Excel and AbleBits.

Eight schools, and the maintenance department, engage in a review of their continuous improvement processes in consultation with Pat Davenport this fall. Best practices and next steps are implemented.

Key Board Dates Completed Key Board Dates Upcoming


January 31, 2015 12

Strategic Target: 1.3.c (PS, JS, MR)Student satisfaction with learning improves. Highlights of Work Completed

Equal Opportunity Schools measure growth mindset and student aspiration, matching aspiration with advanced courses access, particularly for students of color and those from low-income families.

Parallels are drawn to other longitudinal Educational Effectiveness Survey (EES) items related to student engagement and motivation.

Principals and Equity and Access Advisory Council continue to analyze EES perceptual data on student motivation and engagement by ethnicity.

Key Board Dates Completed Key Board Dates Upcoming Strategic Goal: 1.4 Each student demonstrates cultural proficiency and is prepared to live in and contribute to a world economy. Strategic Target: 1.4.a (TB) Our curriculum incorporates arts, language, culture, and history at all levels. Highlights of Work Completed

World Language Day implementation is planned for spring of 2015

Key Board Dates Completed October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a October 28, 2014, World Language Program Review Report: See target 1.1.a October 28, 2014, Social Studies Adoption Process: See target 1.1.a

Key Board Dates Upcoming Strategic Target: 1.4.b (TB) At graduation, students have skills and knowledge in world languages, comparative history or culture, global economics, the arts, and social justice. Highlights of Work Completed

Multi-year plan to implement world language programs K-12 is completed New middle school schedule that will allow for world language

implementation in 2015-16 is created


January 31, 2015 13

Key Board Dates Completed October 28, 2014, World Language Program Review Report: See target 1.1.a

Key Board Dates Upcoming Strategic Goal: 1.5 Each school and the district meet or exceed federal and state performance requirements. Strategic Target: 1.5.a (JS, TB)School improvement plans include strategies to improve student performance to meet state requirements and federal accountability requirements. Highlights of Work Completed

Throughout the fall, school improvement plans (SIP) are developed by teacher and principal teams. The plans include safe harbor goals that, if met, will result in schools meeting adequate yearly progress (AYP). In order to meet the student achievement goals, schools use real-time data to monitor progress and inform instruction. Specific “closing the gap(s) strategies” are outlined in each SIP (e.g., High-leverage instructional strategies, common assessments, common progress monitoring tools, and effective interventions) and serve as the cornerstones of the continuous improvement process which schools are using to ensure all of our students reach and exceed the rigorous learning standards.

Ready reader summer school for 125 third grade students is implemented. Plan for extended parent teacher conferences with parents of 2nd and 3rd

grade students is created.

Key Board Dates Completed October 28, 2014, Summer School Program Update: See target 1.1.a November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a January 27, 2014, Secondary Literacy Implementation Update:


April 14, 2015, State of School Review Analysis Strategic Priority: 2 Inspiration, Innovation, and InformationFoster innovation to serve current and future needs of diverse learners; support innovative approaches to develop, identify, and use information and technology. Strategic Goal: 2.1 Our culture welcomes and celebrates innovative approaches to learning and operations to inspire students and staff. Strategic Target: 2.1.a (MR) Innovative methods and ideas are incorporated into district operations and teaching.


January 31, 2015 14


The Instructional Leadership Team and the Superintendent’s Leadership Team (SLT) engage in integrative professional development sessions focused on the intersection of the optimal use of new technologies (tools, instructional methods, use of physical space) aligned to 21st century learning.

The purchase of and professional development modules for Chromebooks provide staff and students access to collaborative suite of tools (e.g., Google Docs).

Key Board Dates Completed Key Board Dates Upcoming Strategic Goal: 2.2 District-wide systems for managing and communicating information are coordinated, linked, aligned, compatible, and user friendly. Strategic Target: 2.2.a (MR, TB)Annual assessment of district systems and processes for innovation, communication, and technology is developed and implemented. Highlights of Work Completed


June 9, 2015, Technology Action Plan Status (2.2.a/2.3.c)

Strategic Target: 2.2.b (MW) Communications with families, staff, and community strengthen understanding of and support for district strategic priorities. Highlights of Work Completed

Based upon parent survey feedback, Blackboard Connect “texting” feature launches to boost speed and ways to reach families in emergencies.

District “Council” websites are complete. Thoughtexchange launches January 17 as innovative community engagement

tool and a measure of community opinion. Communications audit vendors under consideration. Proposals and cost

options include focus groups and community polling. Peachjar launches in January to streamline connections between community

youth-oriented organizations and families. Peachjar service is free for school-created flyers and newsletters and includes professionally designed templates.


January 31, 2015 15

Key Board Dates Completed Key Board Dates Upcoming Strategic Goal: 2.3 Students and staff have access to and are encouraged to use innovative technological resources and tools to enhance student learning. Strategic Target: 2.3.a (TB) Students learn to apply 21st century skills. Highlights of Work Completed

Assessments of critical thinking, collaboration, communication, and creativity are designed.

Social Studies Adoption Team uses 21st century skills as a foundation piece of their criteria for deciding on new materials.

3400 Chromebooks are in use system-wide as a tool to foster collaboration, creativity, critical thinking, and communication

Professional development is in place to support 21st century learning (e.g. OEL) Catalina Foothills School District is visited to generate better picture of how to

take 21st century skills to scale Board members, superintendent, associate superintendent, principal, and

teacher leader participated in EdLeader21 conference in Atlanta to deepen understanding about the implementation of 21st century skills.


October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a

Key Board Dates Upcoming Strategic Target: 2.3.b (TB) Staff applies 21st century knowledge and skills to improve and enhance productivity and professional practice in support of student learning. Highlights of Work Completed See strategic targets 2.3.c and 2.3.d. This work is linked to multiple target areas in

this report, and to avoid redundancy is not restated here.



January 31, 2015 16

Strategic Target: 2.3.c (TB, JS)Students and staff have improved access to technology. Highlights of Work Completed

3,400 Chromebooks deployed to schools accompanied by a series of modules ranging from basic use of the Chromebooks to advanced use of GoogleDocs. Each school has designated coaches to oversee progress and provide in-building support

Hundreds of teachers enroll in the introductory modules 1-4 with a target completion date of February 2015.

Forty-five teachers complete through the advanced modules. Paraeducators enroll in modules matching their job description. Since launch of Chromebooks use of Google Drive increases from 14,500 to

70,000 megabytes of storage used with a majority of shared collaborative documents.

Efforts increase to go paperless, e.g. online assessments, electronic assignment submission, LIF collaboration.

In the spring 2015, students in Washington will be taking new assessments in math and English Language Arts aligned to the CCSS.


December 9, 2014, Smarter Balance Implementation Progress: The board is presented information about assessment graduation requirements, Smarter Balanced assessment implementation activities, technology deployment, and professional development in Everett Public Schools.


June 9, 2015, Technology Action Plan Status (2.2.a/2.3.c)

Strategic Target: 2.3.d (TB, JS, DK)Students and staff are technologically literate, and integrate technology into their work. Highlights of Work Completed

As a result of the 2013-14 survey, coordination with other employee groups to plan professional development aligned with their greatest needs in technology is underway.

Ongoing professional development training is offered at the building level as well as to individuals in Google Drive, Google sites, OneNote, and Moodle.

Teacher Insight is launched K-12 in the fall and trainings at building sites throughout the district are underway.


January 31, 2015 17

Work related to grading for learning practices is in initial stages at secondary level.

Key Board Dates Completed Key Board Dates Upcoming Strategic Priority: 3 People, Structure, and SystemsDevelop people, structures, and systems to support student learning in a culture of mutual respect and intellectual engagement. Strategic Goal: 3.1 Our workforce is diverse and reflective of our student population and community. Strategic Target: 3.1.a (DK) Our long-range staffing plan for certificated, classified, and administrative employees supports diversity and future needs. Highlights of Work Completed

Meeting with representative from Teach for America to explore diversity recruitment options for certificated and administrative staff.

Diversity recruitment activities are underway with the reconvening of the Pipeline to Teaching Committee. Committee membership is comprised of EPS staff, leaders from Everett Community College, Western Washington University, YMCA, and Marysville School District. Initial meeting with identified students having diverse backgrounds who have expressed an interest in teaching are scheduled in early February as an outcome of the Pipeline to Teaching work.

For the first time in late January, representatives from EPS administrative staff participated in administrator recruitment opportunities sponsored by Teach for America which focuses on diverse candidates.

Key Board Dates Completed November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a


June 9, 2015, Recruitment, Retention, and Affirmative Action


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Strategic Goal: 3.2 Our culture supports intellectual engagement and mutual respect among all staff, and values the contributions of each employee. Strategic Target: 3.2.a (PS, JS, MR)Create, monitor, and support structures and practices such as professional learning communities, Presidents’ Council, and leadership groups to guide engagement, collaboration, and respectful productive relationships. Highlights of Work Completed

Proactive communications with association leadership from both classified and certificated employee groups is ongoing.

New councils are established to engage community members in district strategic priorities (e.g., special education advisory council).

Teacher leadership model development is underway that better defines the roles and responsibilities of teacher leaders in the continuous improvement process. Pathways to support teachers’ job differentiation include an emerging partnership with the University of Washington, Bothell.

The Work of High Performing Teams framework, which illustrates the 8-step continuous improvement process, continues to guide the collaborative work of local professional learning communities.


May 13, 2015, Equity & Access Advisory Council (1.3.a/3.2.a)

Strategic Goal: 3.3 Our employees are highly proficient and skilled to meet current and anticipated future role needs, and have access to relevant education and cross training. Strategic Target: 3.3.a (JS, DK)A multi-year professional development plan is created and is updated annually. Highlights of Work Completed

A comprehensive, cyclical, and intensive professional development approach to improving teachers’ and principals’ effectiveness in raising student achievement is developed. Due to the shortage of substitute teachers, only portions of the plan are being implemented.

A professional development council is created. Professional development opportunities for classified staff are expanded. Eighty percent of our classroom teaching force and all school administrators

transition to the new teacher/principal evaluation project. Throughout the fall, both teachers and administrators participate in ongoing professional learning, a core principle of the project.


January 31, 2015 19

Key Board Dates Completed Key Board Dates Upcoming Strategic Target: 3.3.b (DK, JS, TB)A system for planning, accessing and tracking comprehensive professional development is created and applied. Highlights of Work Completed

All professional development sessions are entered in Electronic Registrar Online (ERO) which automatically manages registration, approval, tracking, and the awarding of clock hours and professional training hours.


August 25, 2015, Professional Development Systems Progress

Strategic Goal: 3.4 Clear, standards-based systems are used for the assessment and growth of each staff member based on key group and individual success measures. Strategic Target: 3.4.a (DK, JS, TB)An objective standards-based system is implemented for assessment in each role/job. Highlights of Work Completed

Professional growth plan (PGP) feature being tested in January and anticipate implementation in February allowing for the development of individualized learning plans for employees.

Development and implementation of four-tier evaluation model for cabinet members is completed.

Key Board Dates Completed November 4, 2014, Teacher-Principal Evaluation System Implementation

Progress Report: See target 1.3.a

Key Board Dates Upcoming June 9, 2015, Superintendent Evaluation Report

Strategic Target: 3.4.b (DK, JS)Our workforce is high performing as measured by annual appraisals and other metrics.


January 31, 2015 20

Highlights of Work Completed District staff are working collaboratively with association leadership to provide

and monitor struggling teachers individual professional growth.

Key Board Dates Completed November 4, 2014, Teacher-Principal Evaluation System Implementation

Progress Report: See target 1.3.a Key Board Dates Upcoming Strategic Target: 3.4.c (DK) Our staff members develop personal professional growth plans and participate in professional development. Highlights of Work Completed

PGP feature being tested this spring and anticipate a phased in implementation by employee group allowing for the development of individualized learning plans for employees.


Key Board Dates Upcoming August 25, 2015, Professional Development Systems Progress

Strategic Goal: 3.5 Our organization structure, including roles, reporting relationships, decision-making processes, and other organization design elements, supports effective service delivery to students and other constituents. Strategic Target: 3.5.a (MG, MR)Measures to determine organizational effectiveness and an annual process for assessment are developed and utilized. Highlights of Work Completed

Organizational Effectiveness Measures: District-wide Key Performance Indicators (KPI) are identified at the strategic, operational, and tactical levels, and Andrew Tarman with National Express conducts KPI work sessions with cabinet and SLT. Discussions are ongoing in preparation for an upcoming board work session in February. Operational and support departments present their respective KPI’s and work plans at monthly SLT meetings.

Annual Planning Cycles: The annual cycles for budgeting, staffing, facilities, improvement plans, and the annual operating plan continue to be integrated and modified so that student learning drives long-term planning.


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Emergency Response Capabilities: The integrated video security project bid is approved by the board, and installation is well underway with completion slated for May 2015. In addition, RAVE 911, an emergency response application, is tested at Cascade, Penny Creek and district sites in August and November. Emergency drills integrate this tool and 911 emergency response centers. Emergency incident simulation training is provided to district support service teams, and principals. The City of Everett is providing expertise in the operationalization of the district Emergency Response Center with training in January.

Key Board Dates Completed October 8, 2014, Approval of Integrated Video Security Project bid:

The board awards a bid for a District-Wide Video Security system. This contract represents the next phase of the video security system funded in part by the 2010 Capital Levy, and additionally by an OSPI Emergency Response grant written in concert with local law enforcement and emergency response entities.

November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a

Key Board Dates Upcoming February 10, 2015, Board Goal Progress February 24, 2015, Strategic Plan Mid-Year Progress April 14, 2015, Strategic Plan Update May 12, 2015, Board Goals 2014-15 Progress Review June 9, 2015, Strategic Plan Update July 7, 2015, Strategic Plan End of Year Progress

Strategic Priority: 4 Resource ManagementGenerate, align, and coordinate all available resources to serve the best interests of the students. Develop flexibility and adaptability to achieve our mission in a changing economic environment. Strategic Goal: 4.1 Resources are aligned to student learning, and allocation is based on long-term, broad, cross-boundary needs and goals. Strategic Target: 4.1.a (JM, MG)Student learning measures are used intentionally and systematically to drive long-term financial, staffing, and facilities planning. Highlights of Work Completed

Student Growth Management: Student enrollment increases across the district by over 400 students from October 2013 to October 2014. Planning is underway to recommend boundary changes moving between 125 and 150 students from Woodside Elementary School to Silver Lake Elementary School.


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Enrollment and capacity projections are updated and a community engagement process is planned for January to May 2015.

Fund Balance Enhancement Process: The general fund ending balance for 2013-14 ends below 5 percent. Contributing factors included lower tax collections and higher leave cash outs. The cabinet engages in a fund balance enhancement process to identify 2014-15 expenditures that can be avoided or deferred. The plan readjusts expenditures to achieve a target of 5.2%.

2015 Legislative Priorities: The district’s 2015 legislative platform is completed, and includes full funding per the McCleary decision, state assumption of local compensation prior to any reduction in local levy, and school construction funding increases to allow smaller class sizes. These priorities are the focal point of a December 2 special board meeting designed as a community conversation.

Property Management Planning: Community open houses are held in October and November to provide an opportunity for community members to learn about the district’s process to update its property use matrix and the future disposition of the Longfellow Building and Colby Avenue properties. The community was also invited to respond to a survey soliciting input on the issues at hand. As a result of this process, the board voted in December to pursue letters of interest from parties interested in buying or leasing the Longfellow Building, or buying the Colby Avenue property.

2016 Bond Redevelopment: The inventory and assessment of district facilities is updated by district staff and consultants, and school enrollments and capacities are reassessed, in preparation for redevelopment of a capital bond for the February 2016 special election ballot. Community outreach is planned for June to September, 2015.

Key Board Dates Completed October 8, 2014, Student Growth Management:

The board is presented information in this study session about projected student enrollment growth over the next eight years and the multi-year planning processes the district uses for bond planning, boundary changes, and portable classrooms. Possible ways to manage student growth are discussed, as well as some of the assumptions underlying the district’s enrollment and capacity projections.

November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a November 18, 2014, Budget Status and Fiscal Outlook:

The board is apprised on the factors contributing to a lower than expected 2013-14 ending fund balance as well as planned adjustments during the 2014-15 fiscal year to reestablish the fund balance above five percent with a multi-year goal of increasing the balance to a pre-recessionary level exceeding six percent.

November 18, 2014, Legislative Priorities 2015: The board approves their legislative platform for the 2015 legislative session.

November 18, 2014, Property Management Update: District staff provide the board a brief update on the property management


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planning process underway since June 2014. This update includes information about the recent community open house events and results from the recent on-line community survey requesting community input and feedback on the future use of the Colby Avenue property and the Longfellow building property. (4.1.a/4.2.a)

December 2, 2014, Legislative Priorities 2015: The board holds a community conversation at North Middle School with local legislators, Mayor of Everett, County Council members and City Council members to discuss district progress with STEM and programs supporting students of poverty as well as to present the 2015 legislative priorities.

December 9, 2014, Property Use Matrix: The board is presented information of property management planning, the results of a recent community survey, and approves changes to the district’s property use matrix.

Key Board Dates Upcoming February 10, 2015, Budget Development (4.1.a/4.2.a) March 24, 2015, Fiscal Update March 24, 2015, Bond Development April 14, 2015, Facilities Planning Update May 5, 2015, Budget Development May 12, 2015, Property Management Update May 26, 2015, Bond Development July 7, 2015, 2015-16 Budget Hearing, 2nd

Strategic Target: 4.1.b (MG) Benchmarks for analysis and review are used to assess resource alignment with strategic priorities. Highlights of Work Completed See strategic targets 3.5.a and 4.1.a. This work is linked to multiple target areas in

this report, and to avoid redundancy is not restated here. Key Board Dates Completed Key Board Dates Upcoming Strategic Goal: 4.2 Opportunities are pursued to generate resources to fulfill our mission of student learning. Strategic Target: 4.2.a (JM) Strategic priorities drive programs and practices that generate new resources representing 1% of the total annual general fund budget.


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District staff meet with key constituents to coordinate the integration of a resources development plan with a strategic partnership plan.

Key Board Dates Completed November 18, 2014, Property Management Update: See target 4.1.a


February 10, 2015, Budget Development (4.1.a/4.2.a) May 26, 2015, Fiscal Advisory Council Report August 25, 2015, Fiscal Outlook 2014-17

Strategic Priority: 5 Strategic RelationshipsDevelop intentional partnerships and strategic relationships to support student learning. Strategic Goal: 5.1 Our district-wide strategic relationships contribute directly to district goals and student learning; we support community partners whose work is aligned with our student learning mission. Strategic Target: 5.1.a (TB) Key strategic relationships are developed in alignment with district priorities and goals. Highlights of Work Completed

District staff meet with key constituents to coordinate the integration of a resources development plan with a strategic partnerships plan.


April 28, 2015, Community Conversation: Strategic Partnerships Strategic Goal: 5.2 We work together with families and community partners to prepare for and sustain student learning, academic success, and wellness. Strategic Target: 5.2.a (TB, JS)Strategies for working with families and community partners are incorporated into district-level and school improvement plans.


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A family partnership action plan is added to 2014-15 school improvement template and school teams identify key strategies for creating family-school-community partnerships that are focused on advancing student learning.

Natural Leaders (NL) develop parents as leaders, promote culturally responsive learning, and align community outreach that supports the work of school improvement plans and the district’s strategic plan.

o The district contracts with Sandra Mejía to galvanize NL efforts this year among eight schools where NL had a grassroots presence. Ms. Mejía has been involved with NL and the Washington Alliance for Better Schools for many years, and is also an Everett Public Schools parent.

o Parent organization support is also provided through contract services with Michelle Nims for PTAs to grow membership and to develop parent leaders; with a focus on higher poverty schools.

o Strategies are explored to strengthen the complementary work of PTA and NL to reach families that are typically underrepresented in school engagement.

Key Board Dates Completed Key Board Dates Upcoming Strategic Goal: 5.3 Our strategic relationships generate early learning opportunities. Strategic Target: 5.3.a (TB) All students are ready for the first day of kindergarten. Highlights of Work Completed


February 10, 2015, Early Learning Program Review


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Strategic Goal: 5.4 Our strategic relationships contribute to student preparation for transitioning to post-secondary education, training and employment. Strategic Target: 5.4.a (TB) Each student has completed the first steps toward achieving his or her post-secondary goals before graduation. Highlights of Work Completed See strategic targets 1.1.a and 5.4.a. This work is linked to multiple target areas in

this report, and to avoid redundancy is not restated here.

Key Board Dates Completed October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a


March 17, 2015, 21st Century Skills, STEM, Common Core May 26, 2015, Class of 2014 Progress to Graduation (1.1.a/5.4.a)

Strategic Target: 5.4.b (TB) Each graduate is prepared for transition to post-secondary education and career choices. Highlights of Work Completed See strategic targets 1.1.a. This work is linked to multiple target areas in this report,

and to avoid redundancy is not restated here.

Key Board Dates Completed October 14, 2014, 24 Credit Diploma Plan Review: See target 1.1.a November 4, 2014, Update on the 2013-14 Scorecard Results: See target 1.1.a



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List of Abbreviations AP Advanced Placement AVID Advancement via Individual Determination AYP Adequate Yearly Progress CCSS Common Core State Standards CE Culminating Exhibition COE Collection of Evidence EES Educational Effectiveness Survey ELL English Language Learner EPS Everett Public Schools ERO Electronic Registrar Online FAFSA Free Application for Federal Student Aid KPI Key Performance Indicators LIF Learning Improvement Friday MSP Measurement of Student Progress OSPI Office of the Superintendent of Public Instruction OTG On-Time Graduation PGP Professional Growth Plans SIP School Improvement Plan SLT Superintendent’s Leadership Team STEM Science, Technology, Engineering, Math

everett public schools strategic plan progress report

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