School
Improvement Plan
School’s Mission Statement
At Toppenish High School, each person will be given the
opportunity to meet and exceed state standards and become a perceptive thinker,
collaborative contributor, and an innovative producer by being an active
participant in his/her educational growth.
As a result of meeting the following objectives, students will be able
to successfully enter into the social, cultural, political, and economic life
of our increasingly pluralistic society.
April
30, 2004
School Improvement Plan
Contents
Introduction
§
Guiding
Principals of School Improvement Planning 5
Description
of School Community and Team Members
·
Overview
of
·
Leadership/Planning
Team Members 8
·
Participating
Stakeholders 9
·
Title
1 Schoolwide Program Contacts 10
·
District
Review Team Members 11
School
Portfolio
·
Purpose
of Plan 13
·
Shared
Vision and Guiding Principles of
·
Creating
the Portfolio 15
·
Description
of Data Carrousel 16
·
·
Summary
of
Improvement
Goals 23
School Improvement Plan
Contents
(Continued)
Study
Process
·
Study
Team Members 25
·
Study
Group Reports 26-29
·
Study
Team Recommendations 30
Action
Plans
·
Instructional
Program Description (SWP) 32
·
Action
Plans 34-48
Mathematics 34-38
Reading 39-40
Writing 41-44
Science 45-48
·
Professional
Development and Calendars 49-51
·
Parent
Involvement 52
·
Coordination/Integration
of Other Programs 53
Implementing
the Plan
·
Plan
Implementation Calendar 55
Summary
of Progress
·
Monitoring
the Plan 57
Fiscal
Requirements 59-60
·
Budget
Matrix 61-62
Technical
Assistance 64
Appendices
A – Demographic
Data
B – CEE Survey
C – Educational
Audit Summary
D – Student
Achievement
E – Technology
Plan
INTRODUCTION
Guiding Principles of School Improvement Planning
Certain key principles have guided the process and the development of the improvement plan.
§ All members of a school staff, and representatives of as many other stakeholders as possible, should participate in the planning process.
- Participants should review a broad
database that includes information about student achievement, demography,
learning environment, and perceptions about the school.
- School improvement planning is a
journey of continuous improvement, and the plan is a road map for an
ongoing discourse on school improvement.
- The written plan document is only as
good as the quality of thought that goes into it, and the time and
commitment that is given by everyone who has a stake in the plan.
- Regardless of the quality of the plan,
the real improvement must occur in the classroom. Teachers must be willing to be
reflective about their practice and tenacious in their attempts to
fine-tune the art of teaching to meet the needs of every student.
DESCRIPTION OF SCHOOL
COMMUNITY AND TEAM
MEMBERS
Overview of Toppenish High School
Toppenish High
School is an accredited four-year high school in Toppenish,
Washington. Toppenish is located in
the heart of the Yakima Valley on the Yakama Indian Nation
Reservation. The Toppenish economy
is largely based on agriculture. The
community is rural in nature and faces many economic difficulties
associated with a decline in agriculture revenues and jobs. The poverty rate in the schools as
measured by free and reduced lunches is at 88%. The community of Toppenish has been
proactive in dealing with issues associated with poverty and has received a
federal Weed and Seed grant to help combat crime, drugs and teen pregnancy
in the community and the establishment of an after school center for
children that also provides a variety of community resource services. The Toppenish
School District has the fourth largest percentage of second language
learners in the state. This is
reflected at Toppenish High School with a 70% ELL population. The school population also mirrors that
of the community with 77.6% of our students Hispanic, 12% Native American,
9.3% White, and .4% African American and Asian American. Because of the agricultural base, many of
our students travel to California, Mexico and Texas in the winter
months. This causes a significant
interruption to learning. This,
along with other economic factors, has contributed to a 24% mobility rate
for the school.
Leadership/Planning Team Members
List
the names of the leadership team members. Name
& Title Name
& Title Name
& Title Darla
Carnevali, Teacher Name
& Title Desiree
Fry, Teacher Name
& Title Robert
Roybal, Teacher Name
& Title Name
& Title Jamie
Caoile , Teacher Name
& Title Jane
Berghoff, Paraeducator Name
& Title Carrie Story, Parent Name
& Title Name
& Title John
Cerna, Assistant Superintendent Name
& Title Name
& Title Name
& Title
(Title I SWP Note: Ask each leadership team member to sign
this page and insert the following statement on this page: These signatures certify that this plan is in accordance with all
applicable Title I rules and regulations.)
Participating
Stakeholders
List everyone
who participated in the development of the plan.
Administration
Social
Studies
Special
Services
Ardeth Hammack
Richard
Lommers
Jamie Caoile
John Magas
Erin Moore
Dell Gere
Marion Yeager
Robert Roybal
Marlene Panell
Brett Stauffer
LeAnn Straehle
Carmen
Tollefson
Ron Livingston
Bilingual
Foreign
Language
Counselors
Leo Galaviz
Isai Macias
Christina Bazaldua
Antonio Rodriguez
Meche Brownlow
Migrant
Oscar Martinez
Jeane O’Hara
Physical
Education
Patty Urvina
Doris Dorr
Secretaries/Clerks
Mark Mochel
Support
Staff
Esperanza
Botello
Jason Smith
Eileen Ray
Noelia Soto
Doug Radach
Paraeducators
English/Reading
Rick Rodden
Argelia Alaniz
Heather
Atterberry
Jason Washburn
Jane Berghoff
Cherie Bossert
John Cerna
Nancy Brulotte
Fine
Arts
Jesus Partida
Darla Carnevali
Bob Ferguson
Jo Partida
Charles Cost
Tyrus Horn
Barbara Richards
Scott Dorr
Maegan Ley
Christina Saldivar
Laura Wise
Isaias Vela
Math
Jose Zamora
Mike Ayling
Career
& Technical
Desiree Fry
Marsha Graf
Pam Perez
Ron Livingston
Lauren Persky
Joe Meersman
Ramon Tobias
Geordy Nelson
Cliff Nichols
Sandra Thomson
|
List everyone
who participated in the development of the plan.
|