7. School Improvement Goals

What improvement will be made with the funded school? List specific SMART GOALS for
improvement for this school?
Attendance rate improvement

1. By June, 2011; we will increase the average attendance of students in grade nine through
twelve by one percent as evidenced by the reporting formula used for districts to report
attendance to ODE. In addition, for students who have attendance rates less than eighty
percent, we will improve attendance by at least five percent as evidenced by the formula
used by districts to report attendance to ODE.
2. By June, 2012; we will increase the average attendance of students in grade nine through
twelve by another one percent as evidenced by the reporting formula used for districts to
report attendance to ODE. In addition, for students who have attendance rates less than
eighty percent we will improve attendance by at least another five percent as evidenced by
the formula used by districts to report attendance to ODE.
3. By June, 2013; we will increase the average attendance of students in grade nine through
twelve by another one percent as evidenced by the reporting formula used for districts to
report attendance to ODE. In addition, for students who have attendance rates less than
eighty percent we will improve attendance by at least another five percent as evidenced by
the formula used by districts to report attendance to ODE.

Course completion rate improvement

1. By June, 2011; we will increase the percentage of courses completed by students for credit
by ten percent. (Completion of credit will have a growing focus on providing evidence of
meeting learning standards, otherwise known as proficiency-based learning.)
2. By June, 2012; we will increase the percentage of courses completed by students for credit
by ten percent. (Completion of credit will have a growing focus on providing evidence of
meeting learning standards, otherwise known as proficiency-based learning.)
3. By June, 2013; we will increase the percentage of courses completed by students for credit
by ten percent. (Completion of credit will have a growing focus on providing evidence of
meeting learning standards, otherwise known as proficiency-based learning.)

Mathematics and reading improvement

1. By June, 2011; we will increase the number of students meeting the cut-score on OAKS in
mathematics and reading by seven percent.
2. By June, 2012; we will increase the number of students meeting the cut-score on OAKS in
mathematics and reading by another ten percent.
3. By June, 2013; we will increase the number of students meeting the cut-score on OAKS in
mathematics and reading by another ten percent.
4. By June 2011; For ELL students, we will increase the number of those meeting or exceeding
the cut-score on the OAKS in mathematics and reading by ten percent.
5. By June 2012; For ELL students, we will increase the number of those meeting or exceeding
the cut-score on the OAKS in mathematics and reading by another ten percent.
6. By June 2013; For ELL students, we will increase the number of those meeting or exceeding
the cut-score on the OAKS in mathematics and reading by another ten percent.

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Office referrals for behavior and attendance decreased

1. By June, 2011; we will decrease the number of office referrals for behavior and attendance
by twenty percent.
2. By June, 2012; we will decrease the number of office referrals for behavior and attendance
by another ten percent.
3. By June, 2013; we will decrease the number of office referrals for behavior and attendance
by another ten percent.

Are there any possible barriers to achieving the new goals for the intervention selected? What
strategies will the LEA use to address these barriers?

The key to each of these improvements is family engagement. We will be involving parents to help
us make more students successful in each of these four targeted areas. To do so, we will be
engaged in active outreach activities with parents including home visits, worksite visits, individual
meetings with parents and group meetings with parents to ensure that both school and home are
working together to improve attendance, improve academic performance and promote positive
behavioral outcomes for McKay HS students.

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8. Results Measurement
How will you measure progress toward the stated improvement goals? Pay particular attention
to mathematics and reading/language arts progress measurements. Be specific, and relate
these measures to the intervention selected.

McKay HS students must meet one percent annual improvement rates in attendance each of
the three years of this grant. One structural change and one incentive program will assist
students in meeting this target. First by implementing a later start time for McKay HS students
and working more closely with parents; staff members are confident of achieving the one
percent per year improvement. Second the student incentives will be used to reward improved
attendance for students providing a tangible reward for modifying their behavior. Data will be
obtained and analyzed according to the customary reporting formula used by districts to report
attendance to ODE.

As McKay HS students attend classes more regularly staff members expect a higher course
completion rate and have proposed an ambitious target by which to measure improved
academic performance by this rate. Higher rates will be evidence not only that attending class
promotes improved academic performance but that the enhanced instructional leadership model
is working. That model includes developing increased capacity among the administrative team
for instructional modeling, an effective feedback program for teacher evaluation, a “medical
rounds” type of classroom observation, effective use of Professional Learning Communities
(PLCs) and a teacher rewards program. Students attending classes in which teachers are using
evidence-based strategies learned from the instructional leadership team and in their PLCs will
likely impact these course completion rates positively. Course completion data will be analyzed
and findings used as the results measure for this goal.

The Oregon diploma requirements are changing. Students will soon be expected to complete
three years of mathematics rather than two, and four years of English language arts rather than
three. This requirement aligns well with the direction proposed here to improve OAKS reading
and math scores among McKay HS students by ten percent each year for native English
speakers and even greater gains for ELL students. To achieve these ambitious targets, McKay
staff is proposing a longer school day for students, student incentives to reward improved
academic achievement, teacher incentives to reward improved academic achievement among
students and the creation of a fully staffed mathematics lab. Teaching students to seek help in a
math or literacy lab has the added benefit of preparing them for college and career success
when they will need to seek out similar resources to succeed beyond high school. Students will
be identified for early intervention at six weeks, the end of first semester and continuously
monitored during the second semester of each year of the grant-funded project and after in
years four, five and beyond.

Finally, to meet the target goals of reduced office referrals for behavior and attendance, newly
added behavioral specialists and campus monitors will meet regularly with identified students
and their parents to promote the school’s expectations of regular attendance and a strong
commitment to learning and success among students. Those who continue to struggle will
participate in regular meetings and math lab, and be rewarded with student incentives for doing

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so. Data from office referrals will be used to monitor progress toward this goal.

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