Highline Public Schools Strategic Plan

Figure 4. 16 Research-based High-leverage Practices High-leverage practices for root cause analysis of current state of student achievement High-leverage Practices 1. STANDARDS-ALIGNED CONSISTENT INSTRUCTION 2. EQUITABLE ACCESS TO RIGOROUS, HIGH-LEVEL PROGRAM 3. DIFFERENTIATION 4. CULTURALLY RESPONSIVE TEACHING AND LEARNING 5. DATA-DRIVEN CONTINUOUS IMPROVEMENT 6. ACCELERATED INTERVENTION 7. COLLEGIAL COLLABORATION AND ACCOUNTABILITY 8. RESULTS-FOCUSED PROFESSIONAL LEARNING 9. HIGH EXPECTATIONS FOR ALL 10. EFFECTIVE TEACHER FOR EVERY STUDENT, EFFECTIVE LEADER FOR EVERY SCHOOL 11. NEEDS-BASED RESOURCE ALLOCATION 12. SUPPORTS FOR STAFF 13. INSTRUCTIONAL LEADERSHIP 14. SAFE CLIMATE FOR LEARNING AND WORK 15. EFFECTIVE AND EFFICIENT OPERATIONS 16. STRONG RELATIONSHIPS WITH FAMILIES AND COMMUNITY Curriculum, assessment, and teaching are directly aligned with all state standards in all content areas and for all students, with standards at the center of curriculum planning and student learning. All students have access to challenging, on-standard teaching and courses that include coverage of the "power standards" and core content. Instructional strategies are differentiated to meet the varied learning needs of each student. Instruction reflects students' prior knowledge, learning styles and cultural background; programs and policies integrate the perspectives and needs of diverse stakeholders. School staff uses frequent and timely formative assessments to monitor and adjust teaching practices, leadership practices and organizational practices. Students not meeting academic expectations receive immediate and targeted academic and social support. Staff engage in year-round cycles of inquiry (e.g., Eye on the Goal™, Lesson Study), with clear standards of professional practice and accountability. Professional learning is linked to instructional priorities, is standards-based, has clear goals, and meets the individual needs of staff. Beliefs and behaviors reflect commonly held high expectations and shared responsibility for professional practices and student learning. Staffing assignments ensure equitable distribution of teachers and leaders to meet the specific needs of students and schools. School resources are focused on strategies that enhance professional practice and accelerate learning for all student populations. Teachers, leaders, and staff receive timely, focused support and intervention (e.g., coaching, mentoring, peer support, targeted training). The principal and instructional leadership team articulate a clear school vision, and are actively involved in planning, guiding, and assessing instruction and student learning. The school culture and structures support the socialemotional needs of students, and standards for student and adult conduct are fair and consistently enforced. The school has well-established organizational procedures, and day-to-day operations run smoothly to facilitate teaching, learning, and leadership. Trust among home-school-community is nurtured through shared responsibility for student success, proactive communication, and meaningful stakeholder "voice." STRATEGIC PLAN 2013-17 for Highline Public Schools 13

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