Washington - Kansas City, Kansas Public Schools

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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 -- Kansas City, Washington High School --
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) -- Kansas City, Washington High School -- Page 49 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
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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
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Page 41 and 42: VIII. TEACHER INVOLVEMENT Describe
Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
Page 45 and 46: XII. COLLABORATION AND INTEGRATION
Page 47: Parents were encouraged to become a

Washington - Kansas City, Kansas Public Schools

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