Washington - Kansas City, Kansas Public Schools
Washington - Kansas City, Kansas Public Schools Washington - Kansas City, Kansas Public Schools
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. -- Kansas City, Washington High School -- Page 42 of 50
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. -- Kansas City, Washington High School -- Page 43 of 50
- Page 1 and 2: HIGH SCHOOL Please submit to: Conni
- Page 3 and 4: Part IA. COLLABORATION AND PLANNING
- Page 5 and 6: IB. DATA ANALYSIS READING Compare h
- Page 7 and 8: 10th Grade 1.4.11 (Author's Purpose
- Page 9 and 10: Since only 19 freshmen were test in
- Page 11 and 12: -- Kansas City, Washington High Sch
- Page 13 and 14: -- Kansas City, Washington High Sch
- Page 15 and 16: Washington High School Percent of S
- Page 17 and 18: II. Data Disaggregation by Demograp
- Page 19 and 20: Reading Targets based on the Kansas
- Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
- Page 23 and 24: Kansas City, Kansas School Improvem
- Page 25 and 26: GEOMETRY Figures Applications of th
- Page 27 and 28: G. Other SCIENTIFICALLY BASED RESEA
- Page 29 and 30: Describe what your school will impl
- Page 31 and 32: V. PROFESSIONAL DEVELOPMENT FOR SCI
- Page 33 and 34: By having Wednesday in-service time
- Page 35 and 36: Describe the school’s teacher-men
- Page 37 and 38: VI. HIGHLY QUALIFIED STAFF How wil
- Page 39 and 40: District Policy - Parent/Community
- Page 41: VIII. TEACHER INVOLVEMENT Describe
- Page 45 and 46: XII. COLLABORATION AND INTEGRATION
- Page 47 and 48: Parents were encouraged to become a
- Page 49 and 50: opportunities to connect their lear
X. ASSISTANCE TO STUDENTS IN NEED<br />
<br />
<br />
<br />
Describe the strategies to address the needs of all children, particularly the needs of low-achieving children and those at<br />
risk<br />
Students who need assistance with English/Math benchmarks may request additional help during advocacy time. Student<br />
tutors are set up to help with specific skills, along with computer programs. Students may refer themself or be referred by<br />
an instructor.<br />
Explain how the school will determine if the needs of low achieving students have been met<br />
We will determine our success at meeting the needs of low achieving students via growth and performance on benchmark<br />
assessments, core class grades, formative assessments, local assessments, national standardized assessments and state<br />
assessments.<br />
Describe how students in need of assistance will be identified in a timely manner. Describe how a diagnosis of individual<br />
student needs will be made; and how such students will be provided additional assistance.<br />
Within the first six weeks of school, all ninth and tenth graders are assessed with the NWEA MAP in reading and math.<br />
This allows us to identify students with low scores and specifically in targeted areas (number sense, data, algebra,<br />
geometry, phonics/word analysis/vocabulary, identify text/locate information, read & comprehend, evaluate<br />
validity/credibility, and respond to text.) Additional supports for students in mathematics are provided once a week during<br />
advcocy.<br />
-- <strong>Kansas</strong> <strong>City</strong>, <strong>Washington</strong> High School --<br />
Page 43 of 50
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