Washington - Kansas City, Kansas Public Schools

HIGH SCHOOL 

Please submit to: 

Connie Wehmeyer 

State and Federal Programs 

Kansas State Department of Education 

120 SE 10th Avenue 

Topeka, KS 66612-1182 

Due: Thursday, November 01, 2007 

KANSAS STATE DEPARTMENT OF EDUCATION 

2007 – 2008 Consolidated School Action Plan 

(As authorized by PL 107-110, Title I, Subpart A, Section 1116) 

No Child Left Behind 

gfedcb QPA School Action Plan 

(Check All that Apply) 

gfedc Schoolwide Program 

gfedc School on Improvement 

USD 500, Kansas City, Kanas 

USD Name and Number 

Washington High School 09 To 12 

School Name 

Grade Span 

Dr. Greg Netzer 

Building Principal Name 

7340 Leavenworth Road 

Address 

Kansas City 66109 (913) 627-7800 (913) 627-7850 

City Zip Telephone Number Fax Number 

Jim Clevenger 913-279-2289 jicleve@kckps.org 

LCP Contact Name Telephone Number E-mail Address 

Assurances 

gfedcb A peer review committee of representatives from the Local Educational Agency has reviewed and approved the Action Plan. 

gfedcb The LEA assures that the Title I school will spend at least 10% of its Title I allocation for high-quality professional development to 

address the academic issues that contributed to the school being identified for improvement. 

Low Income Data 2006-2007 School Year 

Date (month, day, year) used for official data collection 09/20/2006 Percent of Low Income 46.91% 

Total Number of Students Enrolled in Building 1,102 Total # of Low Income Students 517 

Building Principal’s Signature 

Reviewed Date 

Signature of Authorized LEA Representative 

Reviewed and Approved Date 

Signature of KSDE Official 

Reviewed Date 

An equal Employment/Educational Opportunity Agency 

The Kansas State Department of Education does not discriminate on the basis of sex, race, color, national origin, disability, or age in admission or access to, or treatment or employment in, its program or activities. Any questions 

Regarding the Department’s compliance with Title VI, Title IX, or Section 504 may be directed to the Title IX coordinator, who can be reached at (785) 296-3204, 120 SE Tenth Avenue, Topeka, Kansas 66612-1182, or to the 

Secretary of Civil Rights, U.S. Department of Education. 

-- Kansas City, Washington High School -- 

Page 1 of 50

USD Number 

Building Name 

500 

Washington 

Funding Sources 

Identify the funding sources (excluding Title I and general fund) that will be used to support the schoolwide 

Special Education Fund 

State In-Service Fund 

Title II, Part A Teacher Quality 

Title II, Part D Technology 

Title III, English English Acquisition 

Title IV, Part A Safe & Drug Free Schools 

Title V, Innovative Programs 

Migrant 

ESOL 

At Risk 

Other 

Prep KC 

2007 - 2008 SCHOOLWIDE PROGRAM BUDGET 

(As Authorized by PL 107 - 110, Title I, Subpart A, Sec 114) 

Please complete the budget for Title I funds only 

1000 INSTRUCTIONS 

100 Personnel Services - Salaries $ 

213,826.43 

200 Employee Benefits $ 

33,883.01 

300 Purchased Professional and Technical Services $ 

33,605.00 

400 Purchased Property Services $ 

- 

500 Other Purchased Services $ 

- 

600 Supplies and Materials $ 

24,735.55 

700 Property $ 

15,000.00 

2000 SUPPORT SERVICES 

2100 Support Services - Students $ 

- 

2200 Support Services - General Administration $ 

- 

2320 Executive Administrative Services $ 

- 

2323 State and Federal Relations Services $ 

- 

100 Personal Services - Salaries $ 

- 

200 Employee Benefits $ 

- 

2329 Other Executive Administrative Services $ 

- 

2600 Operation and Maintenance Plant Services $ 

- 

2620 Operation Building Services $ 

- 

2700 Student Transportation Services $ 

15,000.00 

2720 Vehicle Operations Services $ 

- 

3000 OPERATIONS OF NON-INSTRUCTIONAL SERVICES 

3100 Food Service Operations $ 

- 

3300 Community Services Operations $ 

- 

3400 Student Activities $ 

- 

TOTAL 

(must equal Funding allocation in Local Consolidation Plan Application 

$ 

336,050.00 


Page 2 of 50

Part IA. COLLABORATION AND PLANNING 

School Leadership Team - Suggestion to include: principal, Instruction coach, teachers, SPED teacher, ELL teacher, counselor, parents, 

and community members. 

Principal Netzer, Greg S 

Instructional Coach(es) Scarlett Sherretts-Risley 

Assistant Principal Daniels, Rotier L 

Teachers Hamby, Julie A; Johnson, Dane P 

Counselor(s) Daly, Catherine M 

SPED Mcdonald, Cheryl A 

ELL Na 

Parents 

(One Per Line Please) 

Jean Carter 

Community Joe Graham 

Describe the process used to develop this plan. 

We examined the data from our state assessments (math & reading), MAP scores and ACT scores. We saw increases in the 

number of students taking the ACT as well as an increase of 1 point. We examined our state assessment data and looked at 

trends, patterns, and results of groups of students, as well as areas showed improvement, remained at the same level, and 

showed a decrease in student achievement. Some of these areas varied by grade since testing multiple grades was available 

for the first time. 

Small learning communities met and developed recommendations. Representatives from the SLCs then met and made 

further recommendations. Parents and community members also provided recommendations and support. Through study and 

dialogue with consultants in the areas of math and reading, even further revisions were implemented. 

Discuss the annual evaluation process for all measurable objectives. 

Annually, the largest evaluative tools for measuring academic objectives are the Kansas Reading Assessment and the Kansas Mathematics 

Assessments. Prior to these formal assessments, we will measure student progress and instructional emphasis through benchmark 

assessments, formative assessments, and the MAP (Reading Goals Survey 6 + KS V2 and Math Goals Survey 6 + KS V2). Each of these 

assessments will allow instructors to determine student progress, as well as, determine what, if any, instructional changes need to be 

made. Math and English teachers, along with instructional coach and the principal, look at the results of the Kansas assessments. Areas 

that we did well in are highlighted, so this focus in not lost in the next year, but weak areas are also highlighted. We then identify 

weaknesses in our current practices and curriculum and identify how to best address these weaknesses while still teaching within context. 

Through the use of benchmark assessments, classroom observations, MAP testing, and scrimmage tests, continual re-evaluation is done to 

see how well we are doing on the objectives. 

es and the results that they have seen on benchmark assessments, scrimmage tests, and classroom observations of how these practices are 

working. Common methods of instruction are shared for the benefit of all. 

Data on individual students is looked at and students that are struggling Page 3 with of 50 a concept are identified to receive additional instruction in a 

-- Kansas City, Washington High School --

setting with a lower student teacher ratio. In a smaller setting, it is easier to identify the starting point with individual students and work 

from there. Observation and assessment follow again to check the measure of achievement after additional instruction has been received. 

Reading: 

1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 71.9% 

1.3.01 (Vocabulary in Context) - 71% 

1.4.02 (Text Features) - 69.8% 

1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 69.1% 

1.4.9 (Paraphrase/Summarize) - 69% 

1.4.8 (Cause and Effect) - 67% 

1.4.7 (Comparison/Contrast) - 66.9% 

1.4.6 (Text Structure) - 60% 

1.4.5 (Inferences & Conclusions) - 59.3% 

1.4.14 (Persuasive Text) - 59.1% 

2.1.1 (Characters) - 57.5% 

2.1.2 (Setting) - 55.6% 

1.4.11 (Author's Purpose) - 55.1% 

2.1.3 (Plot Elements) - 54.4% 

1.3.4 (Figurative Language) - 53.3% 

1.3.3 (Structural Analysis) - 50.3% 

Math 

4.2.K5 (Line of Best Fit) - 55.0% 

2.3.A2 (Analysis of Real World Linear Functions) - 52.1% 

1.2.K3 (Properties Knowlege) - 50.9% 

3.1.A1 (Applications of the Pythagorean Theorem) - 48.1% 

1.3.A1 (Real World Estimation) - 45.5% 

4.1.K3 (Probability & Odds) - 43.8% 

3.4.K4 (Equations of Parallel & Perpendicular Lines) - 43.3% 

3.4.K6 (Changing Linear Equations to Slope-Intercept Form) - 42.5% 

4.2.K4 (Effects of Outliers) - 41.9% 

2.3.K6 (Knowledge of Graphs of Linear Functions) - 41.5% 

2.2.A2 (Linear Equations & Inequalities Applications) - 38.8% 

4.2.A1 (Data Analysis) - 35.5% 

3.3.A1 (Analysis of Changes made to Perimeter, Area, Volume) - 32.9% 

2.2.K3 (Systems of Equations Knowledge) - 31.2% 

1.4.A1 (Formula Applications) - 27.5% 


Page 4 of 50

IB. DATA ANALYSIS 

READING 

Compare how the different subgroups and grades scored on the assessment. 

Juniors 

In reading, we tested 188 students with 41.42% scoring at or above proficient, 30.76% approaching standard, and 27.81% were on 

academic warning. In the area reading at the 11th grade, we scored best in: 



1.4.02 (Text Features) - 69.8% 


At the junior level, the weakest areas were: 





At the junior level, 44.09% of the students receiving free or reduced lunch scored at the proficient level or higher. 

African-American juniors had 36.64% of the students scoring proficient or higher. 

Female juniors had 43.84% of the students scoring proficient or higher. 

Junior males had 39.58% of the students scoring proficient or higher. 

Sophomores 

At the sophomore level, 225 students were tested. Of these students, 26.67% scored at the proficient or above level. In the area 

reading at the 10th grade, we scored best in: 



1.4.02 (Text Features) - 64.5% 


At the sophomore level, the weakest areas were: 

1.4.11 (Author's Purpose) - 48% 

2.1.03 (Plot Elements) - 46.9% 

1.3.03 (Structural Analysis) - 46% 


At the sophomore level, 19% of the students receiving free or reduced lunch scored at the proficient level or higher. 

African-American sophomores had 20% of the students scoring proficient or higher. 

Caucasion sophomores had 50% of the students scoring proficient or higher. 

Female sophomores had 31% of the students scoring proficient or higher. 

Sophomore males had 23% of the students scoring proficient or higher. 

Freshmen 

In reading, we tested 49 students with 8.16% scoring at or above proficient, 22.45% approaching standard, and 69.39% were on 

academic warning. In the area reading at the 9th grade, we scored best in: 

1.3.01 (Vocabulary in Context) - 59.2% 



1.4.02 (Text Features) - 51.5% 

At the freshman level, the weakest areas were: 




2.1.03 (Plot Elements) - 36.7% 


Page 5 of 50

At the freshman level, 3% of the students receiving free or reduced lunch scored at the proficient level or higher. 

African-American freshmen had 8% of the students scoring proficient or higher. 

Female freshmen had 11% of the students scoring proficient or higher. 

Freshmen males had 6% of the students scoring proficient or higher. 

Which subgroups showed the most overall improvement? 

No subgroup showed overall improvement. 

Which subgroups showed the least improvement? 

When comparing the 2006 data with the 2007 data, free and reduced lunch students decreased in proficiency by 4.29%, females 

decreased in proficiency by 6.56%, males decreased by 6.72%, and African-American students decreased in proficiency by 6.36%. 

There was no caucasion subgroup in 2007 to compare with the 2006 results. 

What indicators need more time to master? by grade level 

11th Grade 






Page 6 of 50

10th Grade 

1.4.11 (Author's Purpose) - 48% 

2.1.03 (Plot Elements) - 46.9% 

1.3.03 (Structural Analysis) - 46% 


9th Grade 




2.1.03 (Plot Elements) - 36.7% 

What will you do differently? 

Since the data shows the same indicators being weakest at all three grades, it indicates that instruction in these areas needs to start 

earlier, and be incorporated throughout the year. Bellwork that addresses these will become common practice in all English classes, 

along with incorporating change in other content areas that can help with these weaknesses (i.e. history deals with narrative texts 

and persuasive texts also, so they could help us with plot elements and author's purpose.) We also need to strive to find more ways 

to teach these concepts. Re-teaching struggles to be an area that alludes us. 

What indicators show where students were the most successful? by grade level 

11th Grade 



1.4.02 (Text Features) - 69.8% 


10th Grade 



1.4.02 (Text Features) - 64.5% 


9th Grade 

1.3.01 (Vocabulary in Context) - 59.2% 



1.4.02 (Text Features) - 51.5% 

Summary of local assessments 

Locally we use the NWEA MAP (Measure of Academic Progress), which is administered in the fall, winter, and spring. Freshmen 

are tested the first two weeks of school and then we progress through the other grades. For grades 9-11, a significant number of 

students scored Not Proficient (83.9%, 78.2%, and 72.5%). By gender, which combines all grades, 74.2% of the females were not 

proficient and 80.5% of the males were not proficient. When compared by ethnicity, 75.6% of the caucasan students were not 

proficient and 79.3% of the African-American students were not proficient. Students receiving free or reduced lunch had 72.9% of 

the students who were not proficient. 

MATH 

Compare how the different subgroups and grades scored on the assessment. 

Juniors 

In mathematics, we tested 173 students with 32.37% scoring at or above proficient, 18.49% approaching standard, and 49.13% 

were on academic warning. 

In the area of mathematics at the 11th grade, we scored best in. 


2.3.A2 (Analysis of Real World Linear Functions) - 52.1% Page 7 of 50 




Our juniors scored lowest in: 





At the junior level, 36.11% of the students receiving free or reduced lunch scored at the proficient level or higher. 

African-American juniors had 30.30% of the students scoring proficient or higher. 

Female juniors had 28.75% of the students scoring proficient or higher. 

Junior males had 35% of the students scoring proficient or higher. 

Sophomores 

We tested 182 sophomores in Spring 2007. The sophomores had a proficient rate of 43.4%. This group of students performed best 

in the areas of: 


2.3.A2 (Analysis of Real-World Linear Function Applications) - 61.2% 

1.2.K3 (Properties Knowledge) - 60.7% 


For the sophomores, the areas they found least success with were: 





Of the sophomores tested, 55.83% of the African-American students scored proficient or higher. 

Forty-six percent (46%) of the sophomores receiving free or reduced lunch scored proficient or higher. 

Of the sophomore males, 47.87% scored proficient or higher. 

In the sub-category of sophomore females, 31.48% scored proficient or higher. 

Which subgroups showed the most overall improvement? 

Due to the creation of OTL, this compares students that were sophomores in 2006 to juniors in 2007. 

The subgroup showing the greatest improvment was the students receiving free or reduced lunch which showed an increase of 

14.88% (36.11% in 2007 from 21.23% in 2006). This was followed closely by a 14.07% increase in the percent of female students 

scoring proficient (28.75% in 2007 from 14.68% in 2006). 

Which subgroups showed the least improvement? 

Due to the creation of OTL, this compares students that were sophomores in 2006 to juniors in 2007. 

All subgroups showed improvement, with the least improvment in the category of males. The male students showed an increase of 

10.42% (35% in 2007 from 24.58% in 2006). African-American students showed an increase of 13.29% (30.30% in 2007 from 

17.01% in 2006). 

What indicators need more time to master? by grade level 

Our juniors scored lowest in: 





For the sophomores, the areas they found least success with were: 






Page 8 of 50

Since only 19 freshmen were test in Spring 2007, the sample is too small to consider the information valid. 

What will you do differently? 

Since the data shows the same indicators being weakest at both grades, it indicates that instruction in these areas needs to start 

earlier, and be incorporated throughout the year. Bellwork that addresses these will become common practice in all mathematics 

classes, along with incorporating change in other content areas that can help with these weaknesses (i.e. science involves quite a bit 

of work with formulas and students can then see the transference of indicators from one content to another.) We also need to strive 

to find more ways to teach these concepts. Re-teaching struggles to be an area that alludes us. 

What indicators show where students were the most successful? by grade level 

Juniors scored best in the areas of: 


2.3.A2 (Analysis of Real World Linear Functions) - 52.1% 



Sophomores scored best in the areas of: 


2.3.A2 (Analysis of Real-World Linear Function Applications) - 61.2% 

1.2.K3 (Properties Knowledge) - 60.7% 


Summary of local assessments 

Locally we use the NWEA MAP (Measure of Academic Progress), which is administered in the fall, winter, and spring. Freshmen 

are tested the first two weeks of school and then we progress through the other grades. For grades 9-11, a significant number of 

students scored Not Proficient (87%, 79.8%, and 88.9%). By gender, which combines all grades, 86.6% of the females were not 

proficient and 82% of the males were not proficient. When compared by ethnicity, 71% of the caucasan students were not 

proficient and 89.9% of the African-American students were not proficient. Students receiving free or reduced lunch had 86.7% of 

the students that were not proficient. 


Page 9 of 50

Disaggregated Data Graphs depicting 2007 Kansas Reading and Math Assessments 


Page 10 of 50


Page 11 of 50

Washington High School 

Percent of Students At or Above Proficiency 

on Kansas Reading Assessment 

New KS assessment 

implemented at this 100.0 

time. 

90.0 

Student Gro oups 

2002 2003 2004 2005 2006 2007 

AYP Goal 44.0 44.0 51.0 58.0 58.0 65.0 

F&R 16.4 16.2 30.9 19.1 40.0 44.1 

73 93 97 115 105 93 

Paid 20.0 25.4 44.8 30.5 62.3 38.2 

105 110 105 95 108 76 

ELL 

Disabled 0.0 25.9 13.2 8.7 14.2 26.1 

Migrant 

26 27 38 23 24 23 

White 28.0 31.7 47.1 47.7 61.2 66.7 

50 63 51 44 49 24 

Black 13.3 16.5 32.6 14.9 44.6 36.6 

113 127 132 147 132 131 

Asian 

80.0 

70.0 

60.0 

50.0 

40.0 

30.0 

20.0 

Hispanic 45.5 81.8 

11 12 

Male 12.9 24.0 33.7 26.5 52.1 39.6 

93 108 98 94 108 96 

Female 23.8 17.9 42.3 22.4 50.9 43.8 

84 95 104 116 124 73 

School Total 18.5 21.2 38.2 24.3 50.0 41.4 

Number Tested 178 203 202 210 198 169 

Small font numbers for each group indicate group size. 

Results are not reported for student groups smaller than 10 members. 

10.0 

0.0 

2002 2003 2004 2005 2006 2007 

AYP Goal F&R Paid 

ELL Disabled Migrant 

White Black Asian 

Hispanic Male Female 

School Total 

Page 12 of 50


Page 13 of 50


Page 14 of 50

Washington High School 

Percent of Students At or Above Proficiency 

on Kansas Math Assessment 

New KS assessment 

implemented at this 100.0 

time. 

90.0 

Student Gro oups 

2002 2003 2004 2005 2006 2007 

AYP Goal 29.1 29.1 38.0 46.8 46.8 55.7 

F&R 4.7 4.0 9.6 3.5 22.9 36.1 

127 125 134 144 122 108 

Paid 12.6 10.5 6.8 7.5 17.3 26.2 

135 105 104 95 80 65 

ELL 20.0 

10 

Disabled 5.6 0.0 12.2 7.4 4.0 13.0 

Migrant 

36 35 33 27 31 23 

White 16.7 8.1 18.1 4.6 24.2 37.0 

78 62 61 65 33 27 

Black 5.5 5.4 5.1 6.2 19.0 30.3 

164 148 158 145 147 132 

Asian 

80.0 

70.0 

60.0 

50.0 

40.0 

30.0 

20.0 

Hispanic 9.1 7.7 0.0 30.7 

11 13 17 13 

Male 14.8 9.1 10.7 6.1 26.4 35.0 

128 110 113 132 117 100 

Female 3.0 5.0 6.4 3.7 15.3 28.8 

134 120 125 107 109 73 

School Total 8.8 7.0 8.3 5.0 20.8 32.4 

Number Tested 262 230 238 239 197 173 

Small font numbers for each group indicate group size. 

Results are not reported for student groups smaller than 10 members. 

10.0 

0.0 

2002 2003 2004 2005 2006 2007 

AYP Goal F&R Paid 

ELL Disabled Migrant 

White Black Asian 

Hispanic Male Female 

School Total 

Page 15 of 50

Kansas City, Kansas School Improvement Plan 

School Washington High School 

Reading 

II. Data Disaggregation by Demographics 

Groups 

% at Academic 

Warning 

% at Approaches 

Standard 

State Assessment 

% at Meets 

Standard 

% at Exceeds 

Standard 

% at Exemplary 

Local Assessment 

% at Proficient or 

above 

All Students 27.81 30.76 26.03 9.46 5.91 22.7 

Caucasion 25 8.33 41.66 16.66 8.33 24.4 

African American 28.24 35.11 23.66 8.39 4.58 20.7 

Hispanic 27.3 

Asian 60 

American Indian 

Male 30.2 30.2 26.04 6.25 7.29 19.5 

Female 24.65 31.5 26.02 13.69 4.10 25.8 

Free/Reduced 24.73 31.18 30.1 8.6 5.37 27.1 

Paid 15.8 

SPED 65.21 8.69 4.34 0 21.73 3.7 

ESL 

Migrant 

Data Disaggregation by Grade Level (all which apply to this building) 

Grade 

% at Academic 

Warning 


Standard 


% at Meets 

Standard 

% at Exceeds 

Standard 




above 

9 69.39 22.45 8.16 16.1 

10 39.4 33.5 27.1 21.8 

11 27.81 30.76 26.03 9.46 5.91 27.5 

12 50 


Page 16 of 50

II. Data Disaggregation by Demographics -- continued -- 

Based on the site data, identify your building Reading Goal 

A minimum of 72.0% of the whole population and each of the subgroups will perform at least at the proficiency level 

or show gains to make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the African American students will perform at least at the proficiency level or 

show gains to make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the caucasian students will perform at least at the proficiency level or show 

gains to make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the male students will perform at least at the proficiency level or show gains to 

make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the female students will perform at least at the proficiency level or show gains 

to make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the students with IEPs will perform at least at the proficiency level or show 

gains to make safe harbor or the confidence levels on the Kansas State Reading Assessment. 

A minimum of 72.0% of the students receiving free or reduced meals will perform at least at the 

proficiency level or show gains to make safe harbor or the confidence levels on the Kansas State 

Reading Assessment. 

Identify the relevant State Standards and Indicators the site will focus on based on the building Reading Goal 


Page 17 of 50

R.HS.1.3.1 determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, 

comparison-contrast, clue words,cause-effect) from sentences or paragraphs.R.HS.1.3.3 determines meaning of words through 

structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to complex words, including 

words in science, mathematics, and social studies.R.HS.1.3.4 identifies, interprets, and analyzes the use of figurative language, 

including similes, metaphors, analogies, hyperbole, onomatopoeia, personification,idioms, imagery, and symbolism.R.HS.1.4.2 

understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, 

italics, glossary,index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted 

lists, footnotes, annotations) and uses suchfeatures to locate information in and to gain meaning from appropriate-level 

texts.R.HS.1.4.5 uses information from the text to make inferences and draw conclusions.R.HS.1.4.6 analyzes and evaluates how 

authors use text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their 

purposes.R.HS.1.4.7 compares and contrasts varying aspects (e.g., characters’ traits and motives, themes, problem-solution, causeeffect 

relationships, ideas and concepts,procedures, viewpoints, authors' purposes, persuasive techniques, use of literary devices, 

thoroughness of supporting evidence) in one or more appropriate-level texts.R.HS.1.4.8 explains and analyzes cause-effect 

relationships in appropriate-level narrative, expository, technical, and persuasive texts.R.HS.1.4.9 uses paraphrasing and 

organizational skills to summarize information (stated and implied main ideas, main events, important details, underlying 

meaning) from appropriate-level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly 

preserving the author's intent.R.HS.1.4.10 identifies the topic, main idea(s), supporting details, and theme(s) in text across the 

content areas and from a variety of sources in appropriate-level text.R.HS.1.4.11 analyzes and evaluates how an author’s style (e.g., 

word choice, sentence structure) and use of literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, imagery, 

satire, point of view, allusion, overstatement, paradox) work together to achieve his or her purpose for writing the text.R.HS.1.4.14 

identifies the author's position in a persuasive text, describes techniques the author uses to support that position (e.g., bandwagon 

approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and 

evaluates the effectiveness of these techniques and the credibility of the information provided.R.HS.1.4.15 distinguishes between 

fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of 

appropriate-level texts.R.HS.2.1.1 identifies and describes different types of characters (e.g., protagonist, antagonist, round, flat, 

static, dynamic) and analyzes the development of characters.R.HS.2.1.2 analyzes the historical, social, and cultural contextual 

aspects of the setting and their influence on characters and events in the story or literary text.R.HS.2.1.3 analyzes and evaluates 

how the author uses various plot elements (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, 

parallel episodes) to advance the plot and make connections between events. 


Page 18 of 50

Reading Targets based on the Kansas City, Kansas Literacy Model (based on data analysis check no more than two targeted 

strategies) 

A. Phonological/Phonemic Awareness 

B. Phonics Instruction 

C. Vocabulary 

We will improve Vocabulary skills for the following tiers (check all that apply) 

gfedcb All Students 

gfedc Some Students 

gfedc Few Students 

gfedcb Gender 

gfedcb African Americans 

gfedcb SES 

gfedcb Hispanics 

gfedcb ELL 

gfedcb Whites 

gfedcb SPED 

gfedcb Asian Pacific Islanders 

gfedcb American Indians 

gfedcb Mulit-Ethnic and Undeclared 

gfedc K gfedc 1 gfedc 2 gfedc 3 gfedc 4 gfedc 5 gfedc 6 gfedc 7 gfedc 8 gfedcb 9 gfedcb 10 gfedcb 11 gfedcb 12 

The student will improve Vocabulary skills through scaffolded instruction using: 

Strategy Research Resources Person Responsible 

Active Engagement Egawa, K. & Harste, J. C.. 

Allen, J.. 

Greg Netzer 

(October 2001). Balancing the literacy (1999). Words, Words, 

Joe Graham 

curriculum: A new vision. . School 

Words: Teaching 

Dane Johnson 

Talk, (7)1), 1-8 

Vocabulary in Grades 4 – 

12. Portland, ME. 

Stenhouse Publications.. 

Beers, K.. 

(2003). When Kids Can’t 

Read: What Teachers Can 

Do. Portsmouth, NH, 

Heinemann. 

Blachowicz, C. and Fisher, P.. 

(2002). Teaching 

Vocabulary in All 

Classrooms. Upper Saddle 

River, NJ. Merrill Prentice 

Hall.. 

Kagan, S.. 

(1998). Cooperative 

Learning. San Juan 

Capistrano, CA: Resources 

for Teachers, Inc.. 

Wilhelm, J.. 

(2001). Improving 

Comprehension with Think 

Aloud Strategies: Modeling 

What Good Readers Do. 

New York, Scholastic 

Books. 


Page 19 of 50

D. Fluency 

E. Comprehension 

We will improve Comprehension skills for the following tiers (check all that apply) 




gfedcb Gender 


gfedcb SES 

gfedcb Hispanics 

gfedc ELL 

gfedcb Whites 

gfedcb SPED 

gfedc Asian Pacific Islanders 

gfedc American Indians 

gfedc Mulit-Ethnic and Undeclared 


The student will improve Comprehension skills through scaffolded instruction using: 


Metacognitive and 

Self-Monitoring 


Joe Graham 

Pressley, M. & Afflerbach, P.. 

(1995). Verbal protocols of reading: The 

nature of constructively responsive 

reading. Hillsdale, NJ: Erlbaum. 

Beck, I.. McKeown, M., Hamilton, 

R., and Kucan, L.. 

(2004). Questioning the 

Author: An Approach for 

Enhancing Student 

Engagement with Text. 

Newark, DE. IRA. 

Beers, K.. 

(2003). When Kids Can’t 

Read: What Teachers Can 

Do. Portsmouth, NH, 

Heinemann. 

Keene, E. O. & Zimmerman, S.. 

(1997). Mosaic of 

Thought : Teaching 

Comprehension in a 

Reader's Workshop; 

Portsmouth, NH: 

Heinemann. 

Wilhelm, J.. 

(2001). Improving 

Comprehension with Think 

Aloud Strategies: Modeling 

What Good Readers Do. 

New York, Scholastic 

Books. 

Zwiers, J. 

(2004). Building Reading 

Comprehension Habits in 

Grades 6-12: A Toolkit of 

Classroom Activities. 

Newark, DE, International 

Reading Association.. 

English and Reading Teachers 


Page 20 of 50

F. Motivation 

G. Other 

SCIENTIFICALLY BASED RESEARCH for Reading 

Describe how the selected strategies are supported by scientifically based reading research to address your targeted student needs. 

The selected strategies represent current scientific based research in the field of literacy. They reflect the dimensions of reading as outlined by 

the National Reading Panel report. These strategies are effective with all students as reported by the National Reading Panel. Therefore, the 

selected strategies address the targeted student needs. 


Page 21 of 50

Formative Assessments for Reading 

For each target selected, identify the formative assessments that will be used to monitor effectiveness and success of strategy. 

Target 

Formative Assessment 

A. 

Phonological/Phonemic 

Awareness 

B. Phonics 

C. Vocabulary NWEA Map Survey 6.2 + KS; Benchmark Assessments; Walk Through Observations by Principal & 

Instructional Coach;Walk Through Observations by English Consultant; On-line formative assessments 

D. Fluency 

E. Comprehension NWEA Map Survey 6.2 + KS; Benchmark Assessments; Walk Through Observations by Principal & 

Instructional Coach;Walk Through Observations by English Consultant; On-line formative assessments 

F. Motivation 

G. Other 

Results-Based Staff Development Plan For Reading 

(Complete for each target selected) 

Knowledge Level 

Activities (for example: 

workshops, study groups, 

classes, professional 

reading) 

A. 

Phonological/Phonemic 

Awareness 

B. Phonics 

Weekly Content Team 

C. Vocabulary 

Study around Mike 

Schmoker Model - 

planning a lesson, 

implementing a lesson, 

sharing results and refining 

to re-teach 

lesson 

Work with KU Gear 

Up program on 

graphic organizers to 

aid in instruction of 

math 

D. Fluency 

Weekly Content Team 

E. Comprehension 

Study around Mike 

Schmoker Model - 

planning a lesson, 

implementing a lesson, 

sharing results and refining 

to re-teach 

lesson 

F. Motivation 

G. Other 

Staff Development 

Resources Needed 

Work with KU Gear 

Up program on 

graphic organizers to 

aid in instruction of 

math 


Modeling and/or 

Demonstration Activities 

(for example: jobembedded 

sample lessons, 

observations) 

Practice with Feedback 

Activities (for example, 

job-embedded walk-thru, 

peer observations and 

conferences) 

Follow-up Activities 

(for example, jobembedded 

studying 

student work, data 

analysis) 

Dates Dates Dates Dates 

on-going 

on-going 

Lesson plans created 

during weekly content 

study time 

Lesson plans created 

during weekly content 

study time 

on-going 

on-going 

Benchmark 

assessments with item 

analysis done by 

student to further 

understand weaknesses 

in instruction 

Benchmark 

assessments with item 

analysis done by 

student to further 

understand weaknesses 

in instruction 

on-going 

on-going 

KU Gear Up Personnel Time Time Time 

Page 22 of 50 

Data analysis of 

student work to 

identify remediation as 

well as other methods 

of instruction 



identify remediation as 

well as other methods 

of instruction 

Observation by 

instructional coaches, 

principal and viceprincipals 

ongoing 


instructional coaches, 

principal and viceprincipals 

ongoing

Kansas City, Kansas School Improvement Plan 

School Washington High School 

Mathematics 

III. Data Disaggregation by Demographics 

Groups 

% at Academic 

Warning 


Standard 


% at Meets 

Standard 

% at Exceeds 

Standard 




above 

All Students 49.13 18.49 25.43 5.2 1.73 16 

Caucasion 44.44 18.51 25.92 7.4 3.7 29 

African American 53.78 15.9 25 3.78 1.51 10.1 

Hispanic 

Asian 

American Indian 

Male 51 14 28 6 1 18 

Female 46.57 24.65 21.91 4.1 2.73 13.4 

Free/Reduced 44.44 19.44 27.77 6.48 1.85 13.3 

Paid 20.5 

SPED 73.91 13.04 0 4.34 8.69 4.8 

ESL 

Migrant 

Data Disaggregation by Grade Level (all which apply to this building) 

Grade 

% at Academic 

Warning 


Standard 


% at Meets 

Standard 

% at Exceeds 

Standard 




above 

9 13 

10 22.9 20.8 24.6 7.6 1.3 20.2 

11 49.13 18.49 25.43 5.2 1.73 11.1 

12 


Page 23 of 50

III. Data Disaggregation by Demographics -- continued -- 

Based on the site data, identify your building Mathematics Goal 

A minimum of 64.6% of the whole population and each of the subgroups, to include Free/Reduced Lunch students, students 

with IEPs, African-American students, caucasian students, males, and females, will perform at least at the proficiency level or 

show gains to make safe harbor or the confidence levels on the Kansas State Mathematics Assessment. 

Identify the relevant State Standards and Indicators the site will focus on based on the building Mathematics 

Goal 

NUMBER 

Number Systems 

Properties Knowledge: The student names, uses, and describes these properties with the real number system and demonstrates 

theirmeaning including the use of concrete objects: 

a. commutative, associative, distributive, and substitution properties 

b. identity properties for addition and multiplication and inverse properties of addition and multiplication 

c. symmetric property of equality 

d. addition and multiplication properties of equality 

e. zero product property 

Estimation Real World Estimation: The student adjusts original rational number estimate of a real-world problem based on additional 

information (a frame of reference) 

Computation 

Formula Applications: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions 

using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical 

concepts with: 

a. applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots 

when the formulas are given as part of the problem and variables are defined, 

b. volume and surface area given the measurement formulas of rectangular solids and cylinders, 

c. application of percents 

ALGEBRA 

Variables 

Systems of Equations Knowledge: The student solves systems of linear equations with two unknowns using integer coefficients and 

constants. 

Linear Equations and Inequalities Applications: The student represents and/or solves real-world problems with linear equations and 

inequalities both analytically and graphically. 

Functions 

Knowledge of Graphs of Linear Functions: The student recognizes how changes in the constant and/or slope within a linear function 

changes the appearance of a graph. 

Analysis of Real-world Linear Function Applications: The student interprets the meaning of the x- and y- intercepts, slope, and/or points on 

and off the line on a graph in the context of a real-world situation 

Page 24 of 50 


GEOMETRY 

Figures 

Applications of the Pythagorean Theorem: The student solves real-world problems by applying the Pythagorean Theorem 

Tranformational 

Analysis of Changes Made to Perimeter, Area and Volume: The student analyzes the impact of transformations on the perimeter and area 

of circles, rectangles, and triangles and volume of rectangular prisms and cylinders, 

Algebraic 

Perspective Equations of Parallel and Perpendicular Lines: The student finds and explains the relationship between the slopes of parallel 

and perpendicular lines 

Changing Linear Equations to Slope-Intercept Form: The student recognizes the equation of a line and transforms the equation into slopeintercept 

form in order to identify the slope and y-intercept and uses this information to graph the line. 

DATA 

Probability 

Probability and Odds: The student explains the relationship between probability and odds and computes one given the other. 

Statistics 

Effects of Outliers: The student explains the effects of outliers on the measures of central tendency (mean, median, mode) and range and 

interquartile range of a real number data set. 

Line of Best Fit: The student approximates a line of best fit given a scatter plot and makes predictions using the graph or the equation of 

that line. 

Data Analysis: The student uses data analysis (mean, median, mode, range, quartile, interquartile range) in real-world problems with 

rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to 

develop convincing arguments from these data displays: 

a. frequency tables; 

b. bar, line, and circle graphs; 

c. Venn diagrams or other pictorial displays; 

d. charts and tables; 

e. stem-and-leaf plots (single and double); 

f. scatter plots; 

g. box-and-whiskers plots; 

h. histograms. 


Page 25 of 50

Mathematics Targets based on the Kansas City, Kansas Mathematics Model 

(based on data analysis check no more than two targeted strategies) 

A. Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem Solving); Adaptive 

Reasoning; Positive, Production Disposition 

We will improve Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem Solving); 

Adaptive Reasoning; Positive, Production Disposition skills for the following tiers (check all that apply) 




gfedcb Gender 


gfedcb SES 

gfedc Hispanics 

gfedc ELL 

gfedcb Whites 

gfedcb SPED 

gfedc Asian Pacific Islanders 

gfedc American Indians 

gfedc Mulit-Ethnic and Undeclared 


The student will improve Conceptual Understanding; Computational and Procedural Fluency; Strategic Competence (Problem 

Solving); Adaptive Reasoning; Positive, Production Disposition skills through scaffolded instruction using: 


Vocabulary 

Acquisition 

Baker, S.K., Simons, D.C. & Kameenui, E.J.. 

(1995). Vocabulary acquisition: Synthesis 

of the research. Eugene, OR: University 

of Oregon, . Technical Report, No. 13), 

Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). 

(2001). Adding it up: Helping children 

learn mathematics. Washington, DC: 

Mathematics Learning Study Committee, 

Center for Education, Division of 

Behavioral and Social Sciences and 

Education, National Academy Press.. 

Monroe, E. E. . 

(1998). Using graphic organizers to teach 

vocabulary: Does available research 

inform mathematics instruction? . 

Usiskin, Z.. 

(1996). Communication in mathematics, 

K – 12 and beyond (1996 Yearbook). 

Reston, VA: National Council of 

Teachers of Mathematics.. 

Barton, M.L., & Heidema, C.. 

(2002). Teaching reading in 

mathematics, (2nd ed.). 

Aurora, CO: Mid-continent 

Research for Education and 

Learning.. 

Murray, M.. 

(2004). Teaching 

mathematics vocabulary in 

context. Portsmouth, NH: 

Heinemann.. 

Readence, J.E., Bean, T.W., & 

Baldwin, R.S.. 

(2001). Content area 

literacy: An integrated 

approach, (7th ed.). 

Dubuque, IA: Kendall 

Hunt.. 


Scarlett Sherretts-Risley 

Math Instructors 


Page 26 of 50

G. Other 

SCIENTIFICALLY BASED RESEARCH for Mathematics 

Describe how the selected strategies are supported by scientifically based research to address your targeted student needs. 

The selected strategies represent current scientific based research in the field of mathematics. They reflect the five 

strands of mathematical proficiency as outlined by the National Research Council. These strategies are effective with 

all students as reported by the National Research Council. Therefore, the selected strategies address the targeted student 

needs. 


Page 27 of 50

Formative Assessments for Mathematics 

For each target selected, identify the formative assessments that will be used to monitor effectiveness and success of strategy. 

Target 

A. Conceptual 

Understanding, 

Computational and 

Procedural Fluency, 

Strategic Competence 

(Problem Solving), 

Adaptive Reasoning, 

Postive, Productive 

Reasoning 

B. Other 

Formative Assessment 

NWEA Map Survey 6.2 + KS; Benchmark Assessments; Walk Through Observations by Principal & 

Instructional Coach;Walk Through Observations by Math Consultant; District Scrimmage Tests; Online 

formative assessments 

Results-Based Staff Development Plan For Mathematics 

(Complete for each target selected) 

A. Conceptual Understanding, 

Computational and Procedural Fluency, 

Strategic Competence(Problem Solving), 

Adaptive Reasoning, 

Postive, Productive Reasoning 

B. Other 

Staff Development Resources Needed 

Knowledge Level 

Activities (for 

example: 

workshops, study 

groups, classes, 

professional 

reading) 

Weekly Content 

Team Study 

around Mike 

Schmoker Model 

- planning a 

lesson, 

implementing a 

lesson, sharing 

results and refining 

to re-teach 

lesson 

Work with KU 

Gear Up program 

on graphic 

organizers to aid 

in instruction of 

math 

Modeling and/or 

Demonstration 


example: jobembedded 

sample 

lessons, 

observations) 

Practice with 

Feedback 


example, jobembedded 

walkthru, 

peer 

observations and 

conferences) 

Follow-up 


example, jobembedded 

studying student 

work, data 

analysis) 

Dates Dates Dates Dates 

On Going 

Lesson plans 

created during 

weekly content 

study time 

Graphic 

organizers 

constructed with 

help from Gear 

Up 

On Going 

Time Support from KU Gear Up 

Personnel 


instructional 

coaches, 

principal and 

vice-principals 

Benchmark 

assessments with 

item analysis 

done by student 

to further 

understand 

weaknesses in 

instruction 

On Going 



identify 

remediation as 

well as other 

methods of 

instruction 

On 

Going 


Page 28 of 50

Describe what your school will implement to support the identified teaching and learning 

needs of students in each content area to bring about increased academic 

achievement. 

Multi-Tiered System of Supports (MTSS) 

RtI 

Third Tier 

Intensive Support 

Second Tier 

Differentiated – Flexible Group 

First Tier 

High Quality – Whole Group 

5 – 10% 

20 – 30% 

100% 

RESEARCH 

Bureau of Exceptional Education and Student Services: Florida Department of 

Education. (2006). The response to intervention (RtI) model (Technical 

assistance paper No. 12740). Tallahassee, FL. 

Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within 

response-to-intervention vernacular: Clarifying meaningful differences. NASP 

Communiqué, 34 (3), 1-8. 

Denton, C. A. (Ed.). (2006, Winter). Responsiveness to Intervention as an Indication of 

Learning Disability [Theme Issue]. Perspectives. 32(1). 

Fletcher, J. M., Lyon, G.R., Fuchs, L..S., & Barnes, M.A. (2007). Learning disabilities: 

From identification to intervention. New York: Guilford Press. 

Jimerson, Shane R.; Burns, Matthew K.; VanDerHeyden, Amanda (Eds.) (2007). 

Handbook of response to intervention: The science and practice of assessment 

and intervention. New York: Springer. 

National Association of State Directors of Special Education (2005). Response to 

intervention: Policy considerations and implementation 

Walpole, Sharon; McKenna, Michael C., Differentiated Reading Instruction Strategies 

for Primary Grades, 2007. The Guilford Press, NY 


Page 29 of 50

Tier 1 

Whole class instruction 

Strategies based on: Phonological/Phonemic Awareness (Elementary only) 

Phonics Instruction (Elementary only) 

See section 

Vocabulary 

on Reading 

Fluency 

Strategies 

Comprehension 

Motivation (Elementary only) 

Strategies based on: Conceptual Understanding; Computational and Procedural 

See section 

on Math 

Strategies 

Fluency; Strategic Competence (Problem Solving); 

Adaptive Reasoning; Positive, Production Disposition 

Tier 2 

More Time: 

Tutoring: After School, Saturday School, Before School, During Lunch 

Benchmark Recovery – Additional time for students struggling in 

passing their benchmarks 

Double Dip 

Pull Outs – from student elective periods and teacher planning time 

Systematic Instruction in Phoneme Awareness, Phonics, and Sight words (SIPPS) 

Read 180 

Differentiated Instruction 

Flexible grouping 

Reading & Math Achievers – students who are at proficient plus percentage of students 

approaching standards 

Outside consultants to set goals and expectations with Leadership team – Reading & 

Math. Consultants recommend specific strategies to improve effectiveness of 

instruction 

Advocates in constant touch with parents on student progress 

Tier 3 

Individualized Instruction 

Same tutoring opportunities as Tier 2 

Differentiated Instruction 

In addition to Tier 1 

Assessment based 

Intensive all day tutoring to selected students who need additional practice (monthly) 

Many of the items listed in Tier 2 are also used as Tier 3 

SPED services – for students who qualify 


Page 30 of 50

V. PROFESSIONAL DEVELOPMENT FOR SCIENTIFICALLY BASED RESEARCH 

STRATEGIES WITH TIME LINE 

 

Describe the high quality and ongoing professional development that will support the schoolwide reform strategies 

Both district in-services and special Wednesday in-services provide all content teachers with strategies to improve reading 

comprehension and problem solving. Math and English instructors benefit from even more focused strategies within their 

contents as they meet weekly during a common planning period for at least 45 minutes to focus on instructional strategies. 

Content teams also meet during Wednesday in-services to focus on improved instruction, specifically benchmark 

instruction for re-teaching. 

 

Describe how the plan is integrated with the school’s results-based staff development plan, including a timeline 


Page 31 of 50

Classroom teachers will begin administering diagnostic tests to students in August in preparation for the state assessment. 

The NWEA MAP will allow classroom teachers to identify strengths and weaknesses of the students within their SLCs. 

Through the use of the MAP, specific strengths and weaknesses in the areas of numbers & computation, algebra, 

geometry, and data are identified. All teachers of a student have access to the information in the MAP. Student progress is 

shared weekly with all staff within the SLC and the teachers then identify specific types of remediation that are content 

specific. As the diagnostic assessments, remediation, and dialogue continue, all SLC members know students' strengths 

and weaknesses and help students. Also, through the use of benchmark assessments within the math classes, and the 

sharing of this information with students, parents, advocates, and SLC teachers, all school members are responsible for 

talking with students around their progress. 

August & Early September 

MAP Assessments in reading and math for grades 9 and 10. 

MAP Information distributed to teachers and parents for each individual student. 

MAP Information studied in content team study sessions to identify weaknesses that are common within all students, 

within classes, and individual student weaknesses. 

Benchmark assessments begin in core content courses. 

Mid-Sept. -On-going 

Benchmarks assessments are continued and strengths and weaknesses of individual students, as well as classes of students, 

are identified. Strengths are celebrated and we use our content team time to identify ways to address the weaknesses of 

individual students. By the first week of September, Advocacy Advantage (a student tutoring program) has begun and 

teachers have recommended students. 

October 

Scrimmage Tests over assessed indicators that have been taught within the classroom are administered. Data is 

disaggregated by student and an item analysis is done. Teachers whose students outperformed others are asked to further 

share differences and observations of these classrooms by other teachers is set up. On-line formative assessments begin 

being used to assess instruction on tested indicators and to familiarize students with the format used on the state 

assessment and the tools available. 

November 

Benchmark assessments continue. On-line formative assessments continue. Content teams continue to focus on the results 

of assessments and what needs to change in instruction. Some students will begin state assessments at the end of 

November to mid-December. 

December - January 

MAP assessments are given again to students in grades 9 & 10 in math and reading and individual results are distributed to 

parents and teachers. Improvements are noted and we look for correlations to adjustments made in teaching. Scrimmage 

tests are given again to students over the assessed indicators that are taught within the content. These are very thoroughly 

studied during content team planning periods to identify specific weaknesses of individual students, interventions for these 

students, and new ways to teach concepts. 

February 

Instruction and assessment over benchmarks continues with reviews of student strengths included as bell work to refamiliarize 

students with skills previously covered. Interventions for students continue and teachers continue to explore 

new ways to teach/re-teach concepts students struggle with. 

March 

State assessments begin for sophomores and juniors. Freshmen in some instances are also assessed. With results from 

these, we will continue to tweak and study concepts. 

April - May 

Information provided from the state assessments continues to drive our instruction and we start looking toward revisions 

that need to be incorporated at a district level. Study groups continue along with interventions for students. 

 

Describe how professional development resources will be sufficient to effectively carry out the schoolwide reform 

strategies 


Page 32 of 50

By having Wednesday in-service time, the district has provided the greatest resource of time to study and share 

collaboratively. As teachers study and practice implementing strategies and studying student work, instructional practices 

improve, more indivudalized increases will be seen in student achievement. 

Time for professional development has also been provided in the form of content plan time during the school day. Each of 

the teachers in the core content areas of science, math, English and social sciences have a common planning period every 

other day. This provides more time within the school day for us to come together to improve our instruction. 

During both of these times, we strive to find ways to teach/re-teach concepts that students struggle with. Participants are 

encouraged to share materials that have been used with students (manipulatives, scaffolding activities, etc.) These are 

posted in schoolloop, but also shared. The goal is success for all students and successful teachers. 

 

Describe the research behind the scientifically based strategies used by the staff. 


Page 33 of 50

We have adhered to the National Staff Development Council's (NSDC) standards when planning and implementing our 

staff development. Annotated bibliography provides scientifically based research about each standard for professional 

development (www.nfds.org). 

Our goal is based on the NSDC goal that states ..."All teachers and (our) schools will experience high quality professional 

learning as part of their daily work by ": 

-working in learning teams or communities. 

-having effective leadership; staff development is job-embedded, coming from all ranks of the schools; principals and 

instructional coaches as instructional leaders to achieve school and district goals and to engage parents and community 

members. 

-using data from various sources for important staff development purposes. 

-using evaluation that informs staff development and is based on multiple sources of information to guide improvement 

and demonstrate its impact on student achievement. 

-becoming informed consumers of educational research when selecting both content and professional learning processes 

used in staff development efforts. 

-using designs and strategies for staff development that match the intended learning goals of students. 

-collaboratively working to improve the learning of all students; collectively responsible for staff development that meets 

the intended goals of students. 

-providing staff development that helps teachers understand the general cognitive, social/emotional, and backgrounds of 

students in our classrooms (which may be different than our own). 

 

Describe how teachers will use academic assessments to provide information for improved instructional practices 

for supporting individual student achievement. 

Academic assessments allow instructors to identify weaknesses in individual students. Since these are individual results, 

item analysis of skills can be done. Through the use of the NWEA MAP, weaknesses are identified and classroom teachers 

can adapt instructional practices bases on individual students. 

Incentive charts in each math classroom make student progress very public. This allows staff to identify benchmarks that 

teachers to need to improve instruction on, leading to increased conversations how how specific benchmarks are taught. 

 


Page 34 of 50

Describe the school’s teacher-mentoring program. Include written policies and guidelines that specifically address 

how the teacher-mentoring program focuses on scientifically\ based research strategies related to reading and/or 

mathematics. * 

 

* In order to comply with ESEA, scientifically based research strategies must be derived from the five components of reading from the Center for the 

Improvement of Early Reading Achievement (CIERA) and the National Institute for Literacy, drawn from the 2000 report of the National Reading 

Panel. Scientifically based research strategies for mathematics should reflect the five strands of mathematics from the National Research Council, 

Helping Children Learn Mathematics and Adding It Up. 

Describe how teachers will use academic assessments to provide information for improved instructional practices for 

supporting individual student achievement. 

Academic assessments allow instructors to identify weaknesses in individual students. Since these are individual results, 

item analysis of skills can be done. Through the use of the NWEA MAP, weaknesses are identified and classroom teachers 

can adapt instructional practices bases on individual students. 

Incentive charts in each math classroom make student progress very public. This allows staff to identify benchmarks that 

teachers to need to improve instruction on, leading to increased conversations how how specific benchmarks are taught. 

 

Describe the school’s teacher-mentoring program. Include written policies and guidelines that specifically address how 

the teacher-mentoring program focuses on scientifically based research strategies related to reading* and/or 

mathematics.* 

The purpose of the Kansas City, Kansas mentoring program is to provide beginning teachers with a 

supportive, formative process designed to assist their growth as reflective practitioners. The program 

is both structured and flexible, and consists of a series of strategies focused on the process of 

teaching. Designed for beginning teachers with the assistance of trained mentors, the program is 

ground in a developmental view of learning to teach. 

The program combines three essential elements for developing and sustaining teacher quality in 

support of student learning: a common language for talking about and assessing teaching; clear and 

concrete levels of performance for teachers to use in assessing themselves; and structured events 

through which beginning teachers can develop or hone their skills. 

The Kansas City, Kansas mentor program is based on the ASK, Inc. mentoring Program developed 

by Paula Rutherford. Two books will be used by the rookies. Why Didn’t I Learn this in College? 

and Instruction for All Students. A third book Mentoring in the 21st Century will be used by the 

mentors, instructional coaches and administrators. 

The Kansas City Kansas mentoring program is built on five goals: 

 

 

Beginning teachers will work with a mentor to develop or enhance teaching skills. A log sheet 

is turned in at every meeting specifying the topics and time spent in collaboration. The 

Coordinator of Induction makes a minimum visit to the schools (48 in total) twice a semester to 

observe the progress and have individual conversation with the pair to determine progress. 

Beginning teachers will acquire knowledge necessary to become familiar with the district, 

school, and community. An orientation to the district is given the firt two duty days (their 

contract is extended two days) offering classes areas unique to our district and community. The 

guided reading as it is done in primary grades, teaching to diverse students, First Things First 


Page 35 of 50

and how our district does business, computer systems unique to our schools, and BIST 

discipline procedures. 

Beginning teachers will participate in monthly professional development meetings to enhance 

and improve skills effective teaching skills. The beginning teachers are required to attend 

meetings each month to reflect and learn teaching techniques helping them to become better 

instructors and caring advocates for their students. 

Beginning teachers and their mentor will develop and enhance professional and working 

relationships. Our mentors and beginning teachers are asked to spend a minimum of one hour 

weekly in collaborative conversation. They keep a log of topics and time spent. The log is 

turned in at each of the beginning teacher after school meetings. 

Mentors will develop and enhance skills necessary to provide professional and personal 

assistance for their beginning teacher. Because the beginning teachers have a major part to 

play in the selection of his/her mentor, relationships start from the first day of the year. The 

mentors have provided guidance and direction voluntarily before they were even chosen. As 

the relationship develops and conversations between the two teachers become more focused on 

classroom success, the mentors will have opportunity to evaluate their own teaching practices. 

The mentors have the same program books as the beginning teacher and together they can 

study the area topic for the month and reflect on the results of the new teaching from the 

beginning teacher. 

The program involves several distinct types of structure topics, with activities assigned monthly as 

addressed during after school in-services. Attendances at monthly meetings are mandatory. 

The topics addressed are designed to increase the comfort and teaching skills within the classroom. 

There are a total of seven topics required for the beginning teacher to explore and add to their 

professional “tool belt.” The mentor teacher becomes the source of encouragement, reflection, and 

coaching for their success by monthly observations in the beginning teacher’s classroom. 

Basic criteria established for mentor selection meet the standards developed by the State Board of 

Education. Mentors must be licensed with at least three consecutive years teaching with the district. 

Participation is voluntary. 

Each topic enables beginning teachers to explore different aspects of their practice and to become 

increasingly proficient in the components of professional practice. The topics require the 

participation of both beginning teachers and their mentors, thereby encouraging professional 

collaboration and growth for both teachers. 

The syllabus for the training of mentors and administrators include all of the following components: 

 

 

 

 

 

 

Developmental stages of the new teacher 

Roles and responsibilities of the mentor 

Coaching, observation and feedback 

Relationship building 

Collaboration 

Confidentiality 

* In order to comply with ESEA, scientifically based research strategies must be derived from the five components of reading from the Center for the Improvement of Early Reading 

Achievement (CIERA) and the National Institute for Literacy, drawn from the 2000 report of the National Reading Panel. Scientifically based research strategies for mathematics should reflect 

the five strands of mathematics from the National Research Council, Helping Children Learn Mathematics and Adding It Up. 


Page 36 of 50

VI. HIGHLY QUALIFIED STAFF 

 

How will the school ensure instruction by highly qualified teachers? 

Teachers in the district are required to attend district wide training each quarter. Training involves the implementation of 

district-mandated programs. For the middle school, the math department focuses on best practices for teaching Connected 

Math and the reading department focuses on best practices for teaching Read 180, Read XL, and High Point. All of the 

other departments provide support for learning strategies used standards based lessons. All teachers will meet the state 

and NCLB definition of Highly Qualified or will have a plan on file at the Professional Development office on how and 

when they will fulfill that requirement. Teachers who are teaching in an unendorsed area will also file a plan with the 

Professional Development office on how and when they meet those requirements 

Other: 

 

Describe strategies used to attract highly qualified teachers 

The district initiative to First Things First is a major attraction for attracting highly qualified teachers. Lowering pupil / 

teacher ratio through Title I allows for smaller class sizes. Continuity of care allows the teacher to develop relationships 

and work with the same students over a period of years. The high, clear, and fair expectations for academics and behavior 

set an atmosphere conducive to learning. Enriched and diverse opportunities to learn provide the teacher with methods for 

individualizing instruction and meeting the needs of the students. Collective responsibility ensures collaboration among 

the teachers. The small learning community allows time for common planning. Wednesday afternoon staff development 

provides the time needed to be able to work with other teachers in the same department. Instructional autonomy permits 

teachers to be involved with decision-making. Teachers are actively involved with the decisions regarding the master 

schedule and other decisions in their small learning community. Another district initiative is the Teaching Fellows. This 

program is provided for people in the community with degrees who would like to become certified in teaching. During 

the completion of the Master’s program, the Fellow receives training and support from the district and is placed in a 

teaching position. At the end of the program, the Fellow acquires a teaching certificate. 

Ten percent of Title I funds and a portion of Tittle IIA funds are set aside for teachers who do not meet the HQ definition 

to access for tuition and boox expenses. Teachers who do not mee the definition are sent letters and e-mails froim the 

district office encouraging them to take advantage for these funds. 

Other: 

 

If applicable, describe how the school will ensure all paraprofessionals meet the qualifications of highly qualified. 

Paraprofessionals hired prior to No Chlid Left Behind must have passed the Para Pro Test by the end of the 2005 school 

year. Paraprofessionals hired after NCLB must already meet the highly qualified requirements. 

Other: 


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VII. PARENT INVOLVEMENT 

What strategies are you using to promote effective parent involvement? 

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1. Participating in the Family Advocacy. In this system parents and students are assigned one advocate or contact person for 

the years they attend a particular school. This advocate is their primary support system and source of information. Parents 

are included in goal setting with the student and teachers through this system. This ensures that all the adults in the child’s 

educational experience are on the same page. 

2. Family Math and Literacy Nights. This is another way to get parents involved in their children’s educational growth. When 

parents begin attending these events they become more familiar with the school, which increases a sense of community 

among students, parents, and staff. 

3. Hiring a parent liaison to coordinate the family events such as Family Night, conferences, Information Fairs, as well as 

volunteers and possibly a PTA?PTSA etc. can help promote parent involvement. If it is the main job of a specific person 

housed at the school to coordinate these activities they can happen on a regular basis giving parents and students continuity 

throughout the school year. 

4. Encouraging parents to observe in classrooms – read with the students, or assist teachers helps increase parent ownership of 

their children’s education, the school, and become more aware of the daily workings of the school. Additionally behavior of 

students improves because an additional adult, specifically a student’s parent, has a presence in the classroom. 

5. When teachers contact parents on a minimum of a monthly basis to share achievements and positive feed back on their 

students it establishes a good rapport early on so that when negative issues must be addressed a collaborative relationship 

has already been built. This helps to keep all the adults involved in a student’s education on the same page, reducing 

communication barriers. This also helps to increase attendance at school events and family conferences 

Other Parent Involvement strategies: 

Provide a time line with opportunities for parental involvement. 

Kansas City, Kansas promotes and develops parent involvement through it family advocacy program, which offers a very clear structure 

and regular timeline. 

Family Advocacy is a way to build a bridge betweenschool and home so that students, their families, and the school staff can all work 

together as team. With the ultimate goal of improved student performance, Family Advocacy is designed to engage families in the 

education of their children and create a relationship for every student with a school staff member dedicated to that student's success. 

The Family Advocacy System matches every student, pre K-12, in the district with an adult, his or her Advocate. The Advocate is often, 

but not limited to, a teacher. The Advocate's role is to monitor the student's academic, social, and emotional development on an ongoing 

basis, working in partnership with the family for the student's welfare. they do this in three ways: 

1. All advocates maintain weekly personal contact with their assigned students throughout the year: 

-Check in with each of them in a private face-to-face conversation for five minutes a week. 

-Conduct a weekly 30 minute Family Advocacy session with their assigned students around social and affective issues. 

2. Maintain monthly contact with the family: 

-Keep school and home connected with a phone call, note, email, postcard, newsletter, etc. This 

provides a regular quick update on student progress and develops the home/school relationship. 

3.Hold at least two conferences per year with the sutdent and family: 

-Meet with the family, including the student, once a semester for about 30 minutes. 

-Family conferences include communication between home and school, student goal setting, and 

planning for the future. 


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District Policy – Parent/Community Involvement 

1.2.0.0.0 Participation by the Public 

2.0 Parent/Community Involvement 

The Board of Education is committed to building a strong partnership with parents, families and 

community members to achieve academic success for all children. Although parents and families are 

diverse in culture, language and needs, they share the District’s commitment to the educational success of 

their children. There are many levels of parent involvement, and schools must provide opportunities for 

parents, families, and community members that meet their interests and utilize their talents. To this end, 

the Board will: 

2.1 Provide parents with education and support in setting high expectations for their 

children and in creating a supportive environment at home for children to study and learn. 

2.2 Provide parents, families, and community members with information about school 

programs, opportunities, and expectations and invite their support of the school in its work. 

2.3 Establish effective two-way communication with all parents, respecting the diversity 

and differing needs of families. 

2.4 Develop strategies and programs to empower parents and family members to participate 

actively in their child’s education. 

2.5 Bring together schools, students, parents, families, and communities with resources and 

programming that provide educational enrichment and support for academic achievement. 

2.6 Recognize parents, families, and community members as resources, leaders, and 

advisors on school policy and programs through their membership and participation on 

School Site Councils, advisory committees, and task forces. 

2.7 Provide opportunities for meaningful volunteer participation and recognition of 

contributions in classrooms and the school. 

1.2.0.0.0-A 

Participation by the Public 

2.0 Parent/Community Involvement 

The Board of Education is committed to and supports the mission of promoting life long learners through 

successfully education all students. The Board recognizes that the education of children is a responsibility 

shared by parents, families, school staff, and communities. 

Parent and family involvement requires a two-way communication between home and school. It is an 

ongoing process that will assist parents and families to meet their basic obligations as their child’s first 

educator. Such involvement is accomplished in many ways, from active school participation and presence 

to working with children at home. 

The following goals are outlined to assist in achieving an active parent involvement program. 

2.1 Parent Compacts or Parent Bill of Rights to be developed and instituted within each 

school. 

2.2 Parent and family involvement component to be developed and implemented by parents 

and school staff as part of each school’s improvement plan. 

2.3 Ongoing activities provided by the district and each individual school to promote parent 

involvement in their child’s education. Activities may include those examples identified in 

the Community, Family and Parent Involvement Handbook 


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2.4 Behavior exhibited by district personnel that reflects a genuine interest in and support 

for parent, family, and community involvement. 

2.5 Timely information provided to parents about programs, opportunities, and 

district/school/teacher contact information through school/district newsletters, invitations, 

parent teacher association meetings and/or phone calls. 

2.6 Evaluations on the effectiveness of parent involvement activities will be done 

throughout the year with an annual report reflecting the assets and barriers identified in the 

process. 


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VIII. TEACHER INVOLVEMENT 

Describe how teachers will be involved in using academic assessments to provide information on and improve individual 

student achievement and the overall instructional program. 

Teachers at Washington High School have collaboratively studied assessments. They will continue to study assessments, identify 

prerequisite skills needed for solving the problem, and adjust instruction accordingly. Teachers have also studied learning styles 

and the constructivist approach to education. 

In addition, teachers will target benchmarks and use the results of those assessments to guide re-teaching and further instruction. 

The state provided formative assessments also provide instructors and students with instant feedback. 

Common content planning periods which meet weekly, also provide teachers with an arena to share results and ask for 

suggestions and other teaching strategies over specific skills/benchmarks. 


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IX. POLICIES AND PRACTICES 

 

Please describe any policies that provide opportunities to learn and/ or additional time that the district and school has in 

place to help ensure that all students enrolled in the school will meet the state’s proficient level on the Kansas state 

reading and mathematics assessments. (Examples may include: attendance policies, discipline policies, 

retention/promotion policies.) 

The Achievers program allows Washington High School to honor and reward students who do well on formative, local and 

state assessments. These select students earn admission into to the program which offers college visits, dress-down days 

and special assemblies. Many Achievers are hired by the district to act as student tutors throughout the school year as well 

as during extended school and summer school. 

The Target program allows Washington High School to identify and support students who show potential on formative, 

local and state assessments. These students are selected based on a score that approached proficiency. These students can 

also earn dress-down days and special assemblies with the hope of making them Achievers. 

 

Please describe any practices that provide opportunities to learn and/or additional time that the district and school has in 

place to help ensure that all students enrolled in the school will meet the state’s proficient level on the Kansas state 

reading and mathematics assessments. (Examples may include: student improvement plans, peer tutoring, Saturday 

School, summer school, etc.) 

Washington High School offers tutoring during advocacy for English and Math as well as after-school tutoring for each of 

the core subjects (English, History, Math and Science). Tutors may be Achievers, Instructional Coaches and Teachers. 

Academic Pull-Out Sessions have become a building block for each SLC. They can use Achievers and Teachers to tutor 

Target students for state assessment in English, History, Math, Science and Writing. Each SLC plans the structure and 

content for the interventions. 

Washington High School offers Extended School which is a one-week program that follows the school year and helps 

select students make up benchmarks, so they don't have to attend summer school. This program involves Achievers, 

Instructional Coachers andTeachers. 


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X. ASSISTANCE TO STUDENTS IN NEED 

 

 

 

Describe the strategies to address the needs of all children, particularly the needs of low-achieving children and those at 

risk 

Students who need assistance with English/Math benchmarks may request additional help during advocacy time. Student 

tutors are set up to help with specific skills, along with computer programs. Students may refer themself or be referred by 

an instructor. 

Explain how the school will determine if the needs of low achieving students have been met 

We will determine our success at meeting the needs of low achieving students via growth and performance on benchmark 

assessments, core class grades, formative assessments, local assessments, national standardized assessments and state 

assessments. 

Describe how students in need of assistance will be identified in a timely manner. Describe how a diagnosis of individual 

student needs will be made; and how such students will be provided additional assistance. 

Within the first six weeks of school, all ninth and tenth graders are assessed with the NWEA MAP in reading and math. 

This allows us to identify students with low scores and specifically in targeted areas (number sense, data, algebra, 

geometry, phonics/word analysis/vocabulary, identify text/locate information, read & comprehend, evaluate 

validity/credibility, and respond to text.) Additional supports for students in mathematics are provided once a week during 

advcocy. 


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XI. TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL. 

Decribe the strategies used for assisting students transitioning from middle school to high school. 

1) Counselors and high school student who represent their thematic community come to visit the middle school student at an assembly. 

The high school students provide an overview and benefits of belonging to their community. Eighth grade students have a time to ask 

questions before they begin the enrollment process 

2) The Family Advocacy System is a district-wide program. When students enter high school, they have a teacher that is assigned as 

their advocate for the tme they are in high school. 

3) The middle school and high school math teachers meet over a period of several months reviewing standards and aligning the math 

curriculum so that there would be continuity of instruction from the middle school to high school. The literacy instructional coaches at 

the middle and high school levels also met to create alignment of instruction. Currently, at the district level, two of the middle school 

instructional coaches are working with high school literacy teachers so that continuity of instruction is occurring in literacy. 

Other: 

Ninth grade advocates are specifically taught to look for the required courses in which freshmen must be enrolled. This is to 

provide another pair of eyes to look at student schedules and be sure they are enrolled in the correct courses. The first day of 

school is also for freshmen only. These students have an opportunity to visit and meet all of their teachers and advocates. This 

provides an opportunity for them to open lockers, find classrooms, find cafeteria, lunchroom, etc. without the pressure from all of 

the students in the building. They start the day by meeting their advocates in the cafeteria and moving with them to various 

locations within the building. 


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XII. COLLABORATION AND INTEGRATION OF FUNDS 

All funds and resources available are used to support the school improvement plan. That includes at risk and Title I funds to support 

additional staff, in-service, supplies, parent involvement, and after school tutoring. Title II funds are used to support teacher learning. 

Staff members who do not meet the definition of highly qualified can use those funds to earn credit towards becoming highly qualified. 

Titles II and V are also used to support the teacher mentoring program. All state and federal funds go to support the whole school, not 

one part of the school. 


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XIV. DISTRICT COMPONENTS 

School Mission Statement: 

Washington High School is committed to providing a quality education in a safe and academically challenging environment with mutual 

respect and cooperation among students, parents, staff members, administation, and community members. (Revised 2004) 

School Profile/Executive Overview: 

Profile (as described in QPA) 

 

History of School 

Community 

Washington High School is a four-year high school located in the 

northwest area of Kansas City, KS. Attendance boundaries of the 

school include the northeast and northwest section of the school 

district roughly bound on the east by 12th Street, on the west by 99th 

Street, on the north by the Missouri River, and on the south by the 

Kansas River. The community in which the school is located has 

experienced a rise in low income households over the past 10 years 

according to data collected in the 2000 census. The ethnic 

composition of the county has also undergone change in the ten year 

span, 1990-2000, with gains of African-American, Hispanic and 

other minority populations, while experiencing a loss in the 

Caucasian population. The county now has the largest minority 

population in the metropolitan area, with a large portion being 

low income. 

Facilities 

Site Council 

On September 1, 1931, the Rural High School opened its doors, with 

classes held at the Welborn Community Church. On January 4, 

1932, the new Washington High School was ready for use, and 

students came to classes at Washington Rural High School for the 

first time. The name was changed in 1948 to Washinton High 

School. In 1945, a second story was built to create rooms for art and 

journalism classes. A major addition was made in 1952, to include a 

cafeteria, new library, field house, home economics room and more 

classroom space. Another addition was built in 1956, immediately to 

the west of the existing building. A new football field and parking 

lot were also added to meet the needs of the growing school. A new 

library, swimming pool, cafeteria, and auditorium were added in 

1963. The doors of Washington High School opened in the fall of 

2003 with the entire building air conditioned. 

A new site council was established at the beginning of 

the 2007-2008 school year. 


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Parents were encouraged to become a member of the site 

council through the use of fliers at the first FAS day and 

then through a phone master. Parents that wanted to be a 

part of the site council were asked to call the school and 

identify themselves. 

Programs & Resources 

Air Force ROTC was established at Washington High School for the 

1993-1994 school year. The program provides leadership and 

citizenship training, as well as studies in the area of aerospace. This 

program consists of a four-year curriculum. 

Distributive Education Club of America (DECA) is a marketing 

program for high school and college level students. DECA is the 

largest youth organization in the U.S. Marketing and a supervised 

employment experience are part of the curriculum. 

The Foster Grandparents Program aids and supports the special 

education students and teachers by assisting and providing tutoring, 

as needed. 

Free to any student within the state of Kansas with a library card is 

on-line help in a variety of subjects. Students are required to have a 

computer. This has been publicized for parents and students. 

Student Population 

The Intership Program is for seniors who elect to spend half a day 

for a semester in the profession of their interest. They work with a 

professional in the selected area of interest. 

9th Grade (326 students) 

161 females (109 black, 41 white, 10 hispanic, 1 native american) 

165 males (106 black, 39 white, 17 hispanic, 3 asian) 


112 females (77 black, 25 white, 9 hispanic, 1 asian) 




105 males (71 black, 22 white, 9 hispanic, 2 asian, 1 native 

american) 




All Students (944 -- 648 black, 193 white, 78 hispanic, 23 asian, 2 

native american) 

Family Advocacy System 


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How has FAS been implemented to provide continuity of care? 

Each student is assigned, by grade level, an advocate within their small learning community. Students are assignmed to 

this advocate throughout their high school career. This advocate remains with the student throughout their time in high 

school. 

 

What is the building structure for ensuring implementation of the following FAS goals? 

Ensuring each child has an advocate: 

 

 

Advocacy is a scheduled class that meets four days a week for 30-minutes. Through the schedulers, advocates, and SILK, 

we are able to easily identify any student that does not have an advocate. 

Ensuring that all parents receive monthly communication: 

SLCs will hold each other accountable for the monthly communication to parents along with the phone master. 

Ensuring students have an opportunity to meet weekly with their advocate: 

 

The schedule at Washington High School provides 120 minutes weekly, divided into four class sections, for student's to 

meet with their advocate. Attendance is taken in this class, just like any other class. 

What is the school's process for including advocates in important decisions about their assigned students? 

Through the use of Schoolloop, advocates are able to quickly send correspondence around behavior issues and academic 

performance to all teachers of that student. Advocates are informed of interventions such as ISS, ASP, or Saturday/Wednesday 

schools prior to a student receiving an out of school suspension. Advocates may also sit in on B level hearings as a support for 

students/parents, provided it is acceptable with the parent/student. 

 

Describe how your school supports each of the strengthenings 

Strengthening Instruction 

 

 

We are adhere the district's motto "change how we teach!" We now expect to succeed with every child, and to have them 

graduate "college-ready", with the skills necessary to be successful in life. We use our Wednesday and planning time to 

diagnose what our kids know, and how they learn best, so we use that information to teach them what they need to know. 

Thus, we can be targeted in our instruction. We can differentiate our instruction for each individual student, and meet the 

needs of every child in our class. 

(submitted via Dr. Jill Shackelford) 

Strengthening Relationships 

Washington High School has been broken up into small learning communities (SLC). In our high school, this means 150 

to 250 students are in each SLC. Each SLC has a group of teachers who are assigned to that group of students. These 

students and teachers stay together for as long as the students are in the school. Thus, teachers have the time to get to 

know each and every student in their SLC well, and to build a relationship with each student. To help further strengthen 

relationships with students and their families, we have implemented the family advocacy program. This program assigns 

every teacher approximately 15-20 students, for whom that adult will serve as the advocate. This adult meets with those 

students frequently in a scheduled "Advocacy" class, and is responsible for contacting each student's family every month. 

Advocates and their students stay together for multiple years, which allows for deeper, more meaningful relationships 

with the students, and with their families. When advocates meet with their students, they engage students in meaningful 

activities that address social behaviors, character education, academic concerns, relationships and citizenship – this is a 

time for students and advocates to bond, engage, and get to know one another. These sessions have the following goals: 

To develop positive relationships with between advocates and their students To help students develop positive 

relationships and a sense of community among themselves To provide the students with supports and skills they need to 

be successful in school and adult life Advocates contact each student's family every month, in order to share information 

about the student, and to make sure that the school and family are working together on behalf of the student. We have also 

changed our parent teacher conference days into Family Advocacy Conferences. These conferences are designed to share 

much more than grades; they are designed to make sure that the school and family are working together on behalf of the 

student (submitted via Dr. Jill Shackelford). 

Strengthening Community Connections 

Through the Adopt-A-School program, a local church adopted Washington High School, and works directly with us to 

provide support and resources that we need to reach the needs of all our students. Many community members volunteer 

their expertise as members of the district's Career and Technical Education Advisory Committee, where they share their 

business knowledge, and help our students make connections to the world of work. Our students also have many 

Page 48 of 50 


opportunities to connect their learning to practical work experience via DECA. Students in several of 

our Business classes are "job shadowing" at Providence Hospital and KU Medical Center. KCKPS and the Kansas City, 

Kansas Community College have collaborated to create classes by which students can earn high school credit and college 

credit at the same time. 

Strengthening our Belief in Students and Ourselves 

We have, like the rest of USD 500, decided to "Raise the Bar" for our students, and expect more from them than they 

expect from themselves. In our high school core classes, we have instituted a "benchmark" system, where students must 

demonstrate what they have learned in order to receive credit. What this means is that they have complete control over 

their grade: once they demonstrate their learning, they get credit. In these math classes, students get either an "A", a "B", 

a "C", or an "I" (incomplete). When kids get an incomplete, our teachers push them to do what they need to do, in order to 

achieve the benchmarks. Believing in Our Students means saying to them: "I know you can do this, and no matter how 

long it takes, I will be there for you, until you get it done." (submitted via Dr. Jill Shackelford) 


Page 49 of 50

WASHINGTON HIGH SCHOOL 

School – Parent Compact 

A student’s success depends on a strong committed partnership between 

school and home. 

As a parent, I will 

• Get my student to school every day unless he/she is ill. 

• Get my student to school on time every day and pick him / her up on time. 

• Provide current emergency telephone numbers in case of accident or illness. 

• Provide a place for study in our home. 

• Provide a quiet time each evening so my student can study and read. 

• Promote the importance of reading to my student by reading, listening, and 

providing reading materials to him / her. 

• Ensure my student has the supplies he/she needs for each class. 

As a school, we 

• Provide educational activities that are appropriate for your student. 

• Provide a school newsletter. 

• Provide a mid-quarter progress report. 

• Provide a safe, caring environment for children. 

• Provide materials which are appropriate for student’s needs. 

• Communicate regularly with parents. 

Parent’s Signature _______________________________ Date ______________________ 

Teacher’s Signature ______________________________ Date______________________ 


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Washington - Kansas City, Kansas Public Schools

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