School Improvement Plan

Building Leadership Team

• Michael Sanchez – Principal
• Heather Clarey – Office Manager  
• Angela Krol – Lead Para
• Marcus Young – Lead Campus safety and Security
• Becky Pedersen – Lead Connection Coordinator  
• Sheralyn Wiemer – Counselor Department Leader  
• Rachel Wiley – Open Doors Department Leader  
• Michael Quilici – ELA Department Leader  
• Kyle Feely – Science Department Leader 
• Colin Findlay – Social Studies Department Leader  
• Hayley Greico – Math Department Leader

Multi-Disciplinary Team

• Michael Sanchez – Principal
• Marcus Young – Lead Campus Resource
• Heather Clarey – Office Manager
• Becky Pedersen – Lead Connection Coordinator
• Sheralyn Wiemer – Counseling Department Chair
• Angela Krol – Lead Para
• Heidi Kim – Data Processor
• Heather Hall – Attendance Office Professional
• Shannon Jimenez – Enrollment Specialist
• Kara Cardenas – Connection Coordinator
• Doria Hastings – Connection Coordinator
• Gabe Maldonado – Campus Resource
• Lisa Roberts – POD Counselor
• Mental Health Therapist

Parent and Community Partners

• Walker High School Community Advisory Board

• Washington School Improvement Framework
• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Graduation Rate (1 Year, extended, etc.)
• Credit Attainment
• Student Mobility Data
• Discipline Referrals
• Suspension/Expulsion Data (i.e. out of school suspensions/in-school suspensions)
• Restraint and Isolation Data
• Time out of class (e.g., visits to nurse, counselor, etc.)
• Healthy Youth Survey
• School Climate data
• Stakeholder Survey  
• Perceptual Data: (Local/Organization): Click or tap here to enter text.
• English Language Proficiency Data (WIDA)
• Title III Data
• Special Education Eligibility/Disproportionality Data
• Special Education Placement Data (LRE)
• Review of Student Plans (e.g. Written Student Learning Plans, Individualized Education Plans and/or 504 Plans)
• Educator Data (e.g. out of field, retention, School Employee Evaluation Survey, NBCT, etc.)
• Stakeholder Engagement (e.g. focus groups with families)
• Community data (e.g. food pantry visits, calls/texts to crisis centers, hospital visits, homelessness, etc.)
• Extra-curricular activities participation 
• Fiscal and Financial Data

Contributing Factors in Areas of Strengths and Challenges

• Some of the contributing factors to this improvement were:

  • Increase in para staff that allowed for more support in and out of the classroom

  • Change in how we analyze data; we went from using traditional spreadsheets to summaries that pull out targeted students

  • Reestablishing interview meetings

Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

• The current mission and vision statement reads: "Creating Hope, Inspiring Potential, and Changing Lives."

• As a team, we created the graduation profile (listed on the left) and our Walker Staff agreements (listed on the right above).

• Our team uses these two documents, along with our mission statement, to guide the work we do, the culture we create, and the atmosphere that exists at Walker.
   

• This is evident in our:

  • Co-creating classroom expectations

  • Daily culture-building events (e.g., community circle, emotional check-ins)

  • Access to our PAWS system

• Further evidence can be seen in our Panorama data, which shows that 81% of students feel supported by a member of our community

Staff Demographics

• We currently have 9 full-time teachers and 3 part-time teachers

• The average years of teaching experience is 10 years

• Two of the 9 full-time teachers are CTE teachers

Goal 1

By the end of the 2024–2025 school year, Walker Staff will reduce the percentage of students failing two or more classes at the end of each quarter from 37% to 25%. This will be accomplished through a strategic approach that includes targeted interventions, additional support for struggling students, and enhancements in instructional strategies. Utilizing the IPR Summary document, which offers a comprehensive analysis of student progress, we will develop and implement focused strategies to address missing assignments and failed assessments. Structured interventions and targeted support, supported by research, are proven to improve student achievement and reduce disengagement (Hattie, 2009; Black & Wiliam, 1998).

Moreover, addressing issues of student disengagement and absenteeism, which are strongly correlated with academic underperformance (Finn & Rock, 1997), will be a key component of our approach. Progress will be tracked quarterly to ensure the effectiveness of our strategies and to make necessary adjustments.

Goal 2

By the end of the 2024–2025 school year, Walker High School will fully integrate Project-Based Learning (PBL) principles into the core curriculum to enhance collaborative teaching practices and foster a supportive classroom environment. Building on the progress from the 2023–2024 school year, where 10 out of 15 teachers completed PBL 101 training and attended the PBL Works Conference, our objective is to ensure that all teaching staff collaboratively develop Walker-specific curriculum maps aligned with PBL standards. To achieve this, we will conduct quarterly reviews of PBL standards and curriculum maps to assess alignment and implementation effectiveness. Best practices will include structured observations and feedback sessions to monitor the use of PBL methodologies and collaborative teaching practices, supported by research indicating that effective collaborative practices and a positive classroom environment are critical for improving student engagement and achievement (Johnson & Johnson, 1999; Thomas, 2000; Bell, 2010).

Feedback will be gathered from teachers and students through surveys and focus groups to identify strengths and areas for improvement, ensuring that the integration process meets the needs of both educators and learners. We will track professional development activities, measuring participation and the impact of training on classroom practices, to ensure that the PBL approach is being effectively implemented. Additionally, changes in student engagement and achievement will be assessed through academic performance data and student feedback, using insights from research on how structured interventions and supportive learning environments contribute to student success (Hattie, 2009; Black & Wiliam, 1998). This comprehensive approach will support continuous improvement and successful integration of PBL principles into our curriculum.

Goal 3

By the end of the 2024–2025 school year, Walker High School will increase student attendance rates by 15% through the implementation of targeted daily interventions, personalized support, and mentorship programs. This goal will be achieved by leveraging insights from our RTI team and OIRP data to refine our attendance strategies. Specific actions will include developing mentorship opportunities, facilitating community-building activities, and connecting academic content to real-world applications to foster a supportive school culture.

Progress will be monitored monthly through attendance tracking and student engagement metrics to ensure the effectiveness of these strategies in reducing absenteeism and enhancing student involvement (Kearney, 2008; Balfanz & Byrnes, 2012).

• RTI team will use the IPR summary to target one-on-one and small group academic intervention, specifically focusing on course work completion and reassessment.

  • Interim Progress Reports

  • Final reported grades

  • Meeting Notes and reports from members of team

• PACK time – Teacher will advise student every Wednesday and Friday during PACK time.

  • This time is dedicated for students to receive additional support from teachers and complete reassessment.

  • Interim Progress Reports

  • Final reported grades

  • Meeting Notes and reports from members of team

• Targeted academics pull-out intervention

  • Interim Progress Reports

  • Final reported grades

• Fine Art PBL Project and Community connection

  • Student Feedback Survey

• Youish Coaching

  • NSO Workshops and Mentoring Small Group (You are the Bag)

  • OSSI 874

  • $23,200

• Thrive Yoga

  • Meditation Group

  • OSSI 874

  • $4,000

• Professional Development

  • OSSI 874

  • $15,000

• PBL Supports and Supports

  • OSSI 874

  • $8,000

• HI Poverty Case Management

  • HIPov grant

  • .5 staffing ISSFEL Position

• MLL Para Support

  • MLL Funding

  • 3 hours a day, five days a week

• Title Para Support

  • Title Funding

  • 6 hours a day, five days a week