School Improvement Plan

Curriculum Leaders / Department Chairs

• Dorrie Coleman – Fine Arts/Music

• Shelley Jellison – CTE

• Katie Akeson – CTE

• Jennifer West – CTE

• Cherokee Ainslie – English

• Rachal Peart – Math

• Lisa Muiznieks – PE/Health

• Kelsey Massey – Science

• Britt Coleman – Social Studies

• Sam Wolfe – Special Education

• Cami Devereux – World Languages

• Sarah Ravindranath – OTGS

• Meg Kozar – Counseling

• Mark Barnes – Assistant Principal

• Nikki Jansen – Assistant Principal

• Cassie Ridenour – Assistant Principal

• Dave Sunich – Principal

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Early Warning Intervention System (EWIS Team)

• Emily Williams – Counselor (A–C)

• Kelsey Wiest – Counselor (D–H)

• Meg Kozar – Counselor (I–Md)

• Jaime Mercer – Counselor (Me–R)

• Kate Pearson – Counselor (S–Z)

• Sarah Ravindranath – On Time Graduation Specialist

• Shelley Jellison – Career Counselor

• Jane Upshaw – Social Worker

• Julian Hilditch – Title I Paraprofessional

• Mark Barnes – Assistant Principal

• Nikki Jansen – Assistant Principal

• Cassie Ridenour – Assistant Principal

• Dave Sunich – Principal

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Parent and Community Partners

• Viking Booster Club

• Immanuel Lutheran Church

• Motion Church

• US Army, Navy, Marines

• Varying groups for Picture Your Future Night

• Numerous groups for College/Career Fair

• Fiesta Taqueria / Karma Indian Cuisine

• Athletic sponsorships from various local businesses

• Student Equity Advisory

• Washington School Improvement Framework
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Discipline Referrals
• Suspension/Expulsion Data
• School Climate data
• Perceptual Data
• English Language Proficiency Data
• Extra-curricular activities participation

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Staff Demographics

2023 Puyallup High School Overall Framework Score by Student Group

Student Group	Framework Score
All Students	7.00
American Indian/Alaskan Native	5.95
Asian	9.65
Black/African American	6.55
Hispanic/Latino of any races(s)	5.80
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	7.45
White	8.10
English-Language Learners	3.40
Low-Income	5.25
Students with Disabilities	3.35

Goal 1

In support of our district-wide efforts toward Aligned Instructional Systems (AIS), each job-Alike team will engage in continuous cycles of goal setting based on identified Problems of Practice and collaboratively designed theories of action.  These goals will be supported through ongoing collaboration around ensuring instruction is aligned to essential standards, teams are synchronized in their pacing and student progress is monitored through the regular administration of Common Formative Assessments.  Teams will use provided data analysis protocols to identify successes and areas of needed improvement.

Metrics used to determine success of goal:

• Teacher Professional Practices
  • 100% of teachers in ELA and Math will administer each district-level Common Formative Assessment
  • Individual teams will share data to demonstrate growth around their identified Problem of Practice. Data will vary per team.

Goal 2 - Increasing Intellectual Engagement through student discourse

Teachers will increase students’ level of intellectual engagement by collaboratively developing lessons with activities intentionally structured to promote student voice and discourse. By doing this, students will learn the content on a deeper level, leading to greater understanding and application of the skills taught.

Regularly experiencing opportunities to engage in thoughtful discourse, metacognition, and deep intellectual engagement will transfer into greater student learning, agency, and belief in their ability to tackle challenging content.

Metrics:

• STAR
  • Reading/ELA: The percentage of Sophomores scoring at level 3 or 4 on the STAR ELA Assessment will increase from 53% in the Fall to 60% in the Spring.
  • Math: The percentage of all students (10^th – 12^th) scoring at level 3 or 4 on the STAR Math Assessment will increase from 27% in the Fall to 35% in the Spring.
     
• Pass/Fail Rate
  • We will see a decrease in our Fail Rate (E/F/NC) from 10.59% E/F/NC on IPR #1 to less than 8% by the end of semester 1 and again at the end of the year.
     
• SBA
  • ELA: The percentage of Sophomores meeting standard on the ELA SBA will increase from 76% in 2024 to 80% in 2025.
  • Math: The percentage of Sophomores meeting standard on the Math SBA will increase from 35% in 2024 to 40% in 2025.
     
• Anecdotal
  • Through the formal and informal observation process, the administrative team will see students engaged in discourse, conveying their thinking verbally, and exploring challenging content.
  •  Job-Alike PLC team meeting notes will reflect discussion and planning around strategies for increasing student discourse and intellectual engagement.

Goal 3 (Year 2 of our 5-Year Goal)

Focus: We will focus specifically on better serving our Hispanic students as they are our 2^nd largest subgroup of students (364) making up 19.5% of our student population this year.  Through our efforts, we will better understand the experiences of Hispanic students at PHS and identify and address barriers that contribute to achievement gaps and disproportionalities in attendance and behavior.

Reasoning: Compared to White students and All Students, Hispanic students have consistently failed courses at a higher rate, underperformed on the SBA, been chronically absent at a higher rate, and have accounted for a disproportionate percentage of school discipline incidents and suspensions.

Over the next five years (23/24 SY – 27/28 SY) we will see continuous progress in closing gaps and reducing disproportionalities between Hispanic students and White students. 

• Failing Grades—Gap reduced from 3.8% to 1%.
• SBA Math—Gap reduced from 12% to 5%.
• SBA ELA—Gap reduced from 15% to 8%.

This is year 2 of our 5 year goal:

Focus: We will focus specifically on better serving our Hispanic students as they are our 2^nd largest subgroup of students (364) making up 19.5% of our student population this year.  Through our efforts, we will better understand the experiences of Hispanic students at PHS and identify and address barriers that contribute to achievement gaps and disproportionalities in attendance and behavior.

Reasoning: Compared to White students and All Students, Hispanic students have consistently failed courses at a higher rate, underperformed on the SBA, been chronically absent at a higher rate, and have accounted for a disproportionate percentage of school discipline incidents and suspensions.

Over the next five years (23/24 SY – 27/28 SY) we will see continuous progress in closing gaps and reducing disproportionalities between Hispanic students and White students. 

• Failing Grades—Gap reduced from 3.8% to 1%.
• SBA Math—Gap reduced from 12% to 5%.
• SBA ELA—Gap reduced from 15% to 8%.
• Percentage of incidents and suspensions issued to Hispanic students will be proportionate to their percentage of the total student population.
• Percentage of Hispanic students chronically absent will be equal to the percentage of chronically absent white students.

In the 2023 – 2024 School year we saw the following gaps Between Hispanic and White Student populations:

• Semester 2 Failing Grades: 3.57% (down from 3.8% in 22 – 23)
• SBA Math: 15.2% (up from 12% in 22 – 23)
• SBA ELA: 6.9%  (down from 15% in 22 – 23)
• Hispanic Students = 19% of Student Population
• Hispanic Students = 22% of total incidents (down from 27.4% in 22 – 23)
• Hispanic Students = 14% of Suspensions (down from 27.4% in 22 – 23)

Job-Alike PLC Collaboration

• Dedicate time on each principal-directed late start day and each PD day to collaboration in job-alike PLC groups.

• Teams will use this time for work in support of Aligned Instructional Support—Curriculum Mapping, Standards-Based Instruction, and Common Formative Assessments.

• They will collaborate around ongoing cycles of identified Problems of Practice and Theories of Action, and data analysis.
   

• Agendas & Documentation

  • Team reporting of progress made through PLC

  • Use of VIK time evident in VIK Time tracking form

  • Problems of Practice and Theories of Action recorded by each job-alike team
     

• Involved Staff

  • Admin and Teaching Staff

  • Department chairs will summarize efforts of teachers in their departments at monthly meetings
     

• Supporting Structures

  • Teaching and Learning Summit—Supp. #4 and Supp. #6

  • Monthly Principal-Directed Team Time

  • Data Analysis Protocols

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Homeroom Schedule Implementation (3 Days/Week)

• We will implement a 3-day per week Homeroom schedule for 30 minutes on Monday, Wednesday, and Friday.
   

• Monday – SEL

  • Character Strong—We will deliver CS lessons and/or community building activities each week during Homeroom on Mondays.
     

• Wednesday – CCR

  • SchooLinks—We will guide students through SchooLinks activities each Wednesday during Homeroom.
     

• Friday – Intervention/Support (VIK Time)

  • Each Friday we will have 30 minutes dedicated to providing additional time and support to students who need it to meet essential course standards.
     

• Success Measures

  • Informal feedback from staff on effectiveness of lessons/engagement of students

  • CCR task completion rates

  • Seniors with completed HSBP, prepared for Exit Interviews

  • Data on teachers requesting students to come for VIK Time
     

• Tools & Leadership

  • Principal

  • Curriculum Leaders

  • Character Strong

  • SchooLinks

  • VIK Time Tracking Form

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Early Warning Intervention System (EWIS)

• Admin, Counselors and Support Staff will meet weekly to develop plans of support for sophomore students identified through the EWIS screener and progress monitoring reports.
   

• Success Measures

  • Reduction in at-risk flags for students on EWIS screener report

  • Improved grades, attendance, and behavior of identified group

  • Notes about plans for each individual student
     

• EWIS Team

  • Admin Team

  • Counselors

  • OTGS

  • CCR TOSA

  • Title I Para

  • Social Worker
     

• Data Tools

  • EWIS Screener Report

  • EWIS Progress Monitoring

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Student Affinity Groups

• Continue implementation of Student Affinity Groups:

  • Black Student Union

  • Native American Student Union

  • Asian Culture Club

  • Pacific Islander Club

  • GSA
     

• Success Measures

  • Student engagement in these groups

  • Increase in student leadership opportunities
     

• Leadership

  • Club Advisors

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Title I Support for Sophomores

• Focus on Sophomores identified through the EWIS screener and progress monitoring report.

• 30–35 students will be served through Title I.

• Service includes Oasis Membership, Classroom Support, and Regular check-ins with Title I staff.
   

• Success Measures

  • EWIS Progress Monitoring Reports

  • Attendance Records

  • GPA of students served

  • Record of Edgenuity Course Completion

Lead: Hilditch

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Student Equity Advisory (SEA)

• The administrative team will meet with a diverse group of student leaders at least monthly in an effort to increase student voice and their sense of agency.
   

• Success Measures

  • Agendas; student perception that they have a voice and are being heard

  • Leadership opportunities provided to SEA members

Leads: Ridenour, T. Warren

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Schoolwide Cultural Event

• Hold a schoolwide Cultural Event in the Spring to celebrate and honor the varying cultures represented in our school community.
   

• Success Measures

  • Event Attendance

  • Student involvement in event

Leads: Ridenour, T. Warren

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Math Center

• A member of the math teaching team will be available every Tuesday afternoon for optional math support to any student who needs it.

• Members of the Math Club will also be available to provide support.
   

• Success Measures

  • Math Center Attendance

  • Math Grade Data

Lead: Math Team

Champion Student Success Award- $2,000