Strategic%20Plan%20Presentation.pdf

Parent document: Regular Meeting-05-22-2024.pdf

Text

Strategic Plan Data Review and Focus Setting
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Lang tikes her OQ Laws



Meridian strives to be a welcoming place where understanding and
respect are priorities. Everyone will be honored, valued and heard.

e Learners experience a community that embraces and
honors who they are.

e Everyone sees themselves represented in their
educational environment.

e All voices are invited, heard and empowered.


Belenging How do students describe belonging and identity?

Meridian School District

Belonging and Identity

- Sense of belonging—Perception of acceptance and support ina learning community

+ Relationship building—Establishing and maintaining positive relationships with adults and peers in school setting
~ Personal identity—Understanding and valuing one’s own culture and beliefs

+ Social capital—Recognizing and using family, school, and community resources; asking for help when needed

a
B e | O n g ] n g a | feel good about my cultural or ethnic background
ca

In my school, | feel that | belong to a group of friends

There's at least one adult in this school | can talk toif!
have aproblem

Students feel more This school has effective equity practices for all
connected to a group | feel proud of my school
of friends than in Belonging and Identity LONGITUDINAL

| feel good about my cultural or ethnic background 2022 ee 85%

TB Almost Always True (J Often True Sometimes True BB Seldom True Bh Almost Never True

.
Previous years but 2025 275 2%
3 2024 27% | 0%
There's at least one adult inthis schoolicantalktoif! 2022 (i 720,
there are students who havea problem 2023 72 [las
2024 es 74% [1%
a re not con n ected with In my school, | feel that | belong toa group of friends 2022 a 67%
2028 70% [3%
. 2024 76% Hs»
fri end g ro U DS or ad U Its This school has effective equity practices for all 2022 4 6c.
uJ 2023 A 66% 0% |
2024 a co: [7 3%
| feel proud of my school 2022 4 scx.
2023 EE co Ti 4%
2024 a 64% ii
Percent Positive Difference in Percent Positive
EES © 2022 Conter for Educational Effectiveness, Inc. All Rights Reserved. -25% 2s Page 18

2024 Center for Educational Effectiveness: Student Survey


bd 3) Belenging How do staff, students and families describe

leadership?

Leadership:

Meridian School District

Effective Leadership

Across staff, student and [> ype accom
family surveys there is Pe rresrecr neu penern ern
agreement about a hah ba ct
education. All groups also cuales

‘Gn an Sol ne eNeISe don, aac aon comma SRNON

school to support teachers and students

Staff are held accountable for the new behaviors and practices
needed to achieve our school improvement plan goals

Support from my principal/supervisor leads to progress on
instructional improvement (or professional growth)

Staff at all levels are treated fairly here

Our school community engages in difficult conversations about race,
gender, oppression and discrimination

EB Almost Always True Often True Sometimes True BB Seldom True BB Almost Never True



fh How do staff, students and families describe
WG leadership?

Effect i ve Lea dersh j p Meridian School District

>» The ae of this school believes student learning is the #1 rr 21% | 13% |
Across staff, student and
fa m i ly S U rveys th e re is My teacher(s) listen to my ideas and/or concerns me 27% | 23% «8

Leadership:

agreement about a
com mM itm e nt to q U a | ity If | want to talk with my teacher(s), they are available tome
ed u cati O n . Al | g ro U ps a Iso In class we often work with other students to solve a problem/doa
identified that we seldom =

34% 34%

My teacher(s) help me learn in more ways than the teacher just
talking in front of class

| often see the principal or administrators around the school talking
to students

Our school engages in difficult conversations about race, gender,
oppression and discrimination

BB Almost Always True Often True Sometimes True GE Seldom True BB Almost Never True



Leadership:

Effective Leadership

Across staff, student and |
family surveys there is c——» in i

a g re e mM e n t a b O ut a Actions of school leaders promote a shared commitment for equity

commitment to quality
education. All groups also
identified that we seldom oppression and discrimination

lam comfortable expressing my ideas or concerns to the
administrator(s) of this school

Our school engages in difficult conversations about race, gender,

or almost never engage in BB Almost Always True

difficult conversations
about race, gender,
oppression and
discrimination.

2024 Center for Educational Effectiveness: Family Survey

bd 3) Belenging How do staff, students and families describe

leadership?

Meridian School District

37%
BB Seldom True Hl Almost Never True


Belenging How do students feel about the learning environment?

Meridian School District

Supportive Learning Environment

S u p po rtive Lea rn i n g = school, there is at least one adult who knows and
Environment:

3 |
3

: id
5

| feel safe at this school

The rules against bullying are enforced by all adults in

79% of students feel it is bene
almost always or often BO ore tele acre races behave ten a
wits there i is an adult at

8
&
i
d
z

3
nN
&

37%

Most students are respectful of others at this school

enjoy coming to this school tm 21% 29%
Work | do in this school is useful and interesting to me ee 21% 37%
— -

Sometimes True I Seldom True Hl Almost Never True

BB Almost Always True

fo}
at
®
3
e



belenging What do student leaders identify about belonging?

Superintendent’s Student Advisory

1.) Majority of students feel when they are involved in sports and clubs, they see themselves being represented.

Meridian does a great job celebrating team and individual achievements as well as holds assemblies dedicated to
sports and club recognition. When students are active in activities they know the school will showcase them and
represent them.

2.) Teachers are currently creating a positive environment that helps students feel comfortable to share their
opinions and needs. Teacher outreach is also important to many students and they feel when teachers ask
questions and such their voices are being invited and heard.

3.) Students also feel that their voice isn't being included in many things. Administrators and teachers don't ask for
student input on many issues at school and they believe if they were asked what they think about different
assignments, school-wide issues, or curriculum, students would be able to create a school that they truly enjoy
going to.

4) Students not involved in sports, ASB, or a leadership position feel they aren't being as seen in school as people
who are involved. Having a way these students feel they belong and are seen is difficult but needs to be improved.


blengus

Areas for Goal Setting:

e Build opportunities for students to cultivate connections on campus

e Commit to continuing to have difficult conversations about race,
gender, oppression and discrimination


Belengu

Meridian strives to be a welcoming place where understanding and
respect are priorities. Everyone will be honored, valued and heard.

e Learners experience a community that embraces
and honors who they are.

e Everyone sees themselves represented in their
educational environment.

e All voices are invited, heard and empowered.


Meridian commits to proactive, consistent and clear two-way
communication that is accessible for all.

e Open communication is encouraged and valued between staff,
students and our community.

e Clear, consistent communication from all levels of the district
supports student learning.

e Students and families are informed so they can be involved and
engaged in school.


Cenmuunicalion

Collaboration and
Communication:

Families feel we are
communicating with them
effectively and ina
language that they
understand. Only 71% of
families report it is almost
always or often true that
they collaborate with
teachers about learning.

High Levels of Collaboration and Communication

Communications/materials | receive from the school are in

a language | can understand

Parents/families and employees at this school talk
respectfully with one another

This school communicates effectively with my family

This school communicates with me about my student's
progress

| am encouraged to collaborate with my student's
teachers about my student's learning

2024 Center for Educational Effectiveness: Family Survey

EB Almost Always True

Often True

Meridian School District

[>] Sometimes True

I Seldom True

Bl Almost Never True


Communication:

There are high levels of
engagement with our
district communication and
an increase in interactions
on social media and the
website.

How is the community engaging with district
communication ?

ParentSquare:
e 51 percent of parents have installed the
ParentSquare app
e 99.5 percent contactability rate in ParentSquare

Social media
e Increase of content interactions by 58 percent on
Instagram

e Facebook page visits up by 15 percent
e Up 162 Facebook followers, up 167 Instagram
followers
Website
e 396,000 views (Aug. 2022 to June 2023)
e Average 6,200 visits in 30 days


Areas for Goal Setting:

e Increase communication that fosters partnership with families around
learning

e Increase families opportunities and abilities to advocate for the needs
of their children


Meridian commits to proactive, consistent and clear two-way
communication that is accessible for all.

e Open communication is encouraged and valued between staff,
students and our community.

e Clear, consistent communication from all levels of the district
supports student learning.

e Students and families are informed so they can be involved and
engaged in school.


BZ Support

Meridian works in Partnership with staff, families, students
and community to nurture success in each and every
student.
e Each learner has access to support systems and partnerships that
meet their individual needs.
e Students engage in their own progress using self-assessment and
goal setting.
e Every learner is included as an active partner when determining
their level of support.


wy e orl What percentage of students with disabilities are
Upp being served in general education settings?

Nov 2022 Age 5 in K and Ages 6-21

Inclusionary Practices:

The number of students
with disabilities being
served in general
education settings is
increasing. LRE LRE 3

80-100% General | 40-79% General | 0-39% General | Other LRE Codes
Ed Ed

Nov 2019 Ages 6-21

57.7% 1.4%

53.20% 34.50% 11.10% 1.20%

LRE data compiled from public sources by the Inclusionary Practices Project


BD Support

Student
Achievement:

There is discrepancy in
the levels of
achievement on state
assessments for all
students, especially
our ML students and
students with
disabilities

What percentage of students met standard 22-23

All Students

General (SBA and WCAS)
Math Science
45.1% 29.7% 414%

All Students

General (SBA and WCAS)

English Language Learn..
Non-English Language ..
Students with Disabiliti
Students without Disabi..

46.0%

46.1%

OSPI School Report Card Assessment Report


BZD Support
What was the median student growth percentile on

state assessments in 22-23
Student Growth:

English Language Arts

ae =:

English learner Growth _ tngishtanguage Learner
on state assessments _ Nor nglsn Language Learners
was Slightly higher than _ susers with osabiites
non-English learners, — Sw" wthout Disses
The median growth of

students with

disabilities remains

below students without

disabilities.

OSPI School Report Card Student Growth Report


Ww Support What percent of students learning the English language made

progress 22-23?

E n g | is h Lea rne r Percent Progressing DSS 33.92%

Progress:

33.92% of ML students are mets

progressing in their English

language proficiency, thisis ~~ -""

an upward trend from 3d Grace I 25.0025
oome Cc . | | ——“(i*é«C«t Grace (|< 15.0%

8th Grade | N<10 (Count Protected)

a a a a a a

7+h

ro oO oA wa fa wf OW
a] ‘

Sth Grade | N<10 (Count Protected)
race ES <25.0%:

ade | N<10 (Count Protected)

+
r

» @ ¢C
a

a

+
pr
iy) ia
a

12th Grade | N<10 (Count Protected)



BZD Support
What percentage of students passed all of their

courses in 9th grade?

9th grade on track

All Students

100% 87.5% 79.3% 85.8% 83.9%

The percentage of 9th
graders passing classes
increased. Though the w%
size of students with
disabilities and ML

students is too small to
display, there is large
growth for these
populations.

67.9% ae

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23

OSPI School Report Card 9th Grade on Track


BD Support

Areas for Goal Setting:

e Reduce the discrepancy in achievement between all students and
underserved student populations

e Increase student growth for all students, in particular students with
disabilities

e Increase staff skill with using data to target and inform student
intervention


BZD Support

Meridian works in Partnership with staff, families, students
and community to nurture success in each and every
student.
e Each learner has access to support systems and partnerships
that meet their individual needs.
e Students engage in their own progress using self-assessment
and goal setting.
e Every learner is included as an active partner when determining
their level of support.


OB Laws

Meridian is guided by a commitment to equitable education that
develops academic and personal skills for life.

e Our youngest learners benefit from an inclusive and robust early
childhood education.

e Each learner has access to rigorous grade-level instruction designed
to meet their unique needs.

e All students make measurable growth toward meeting or exceeding
proficiency on grade-level standards each year.

e Meridian graduates are prepared for their career and life goals.


Bp Laws

WaKIDS

The percentage of
kindergarteners entering
school “K Ready” is less
than 40%.

What percent of students entered kindergarten ready in all
six areas of development and learning, over time?

All Students

S7eQe 52.6%

32.0%

2015-16 2016-17 2017-18 2018-19 2019-20 2021-22 2022-23 2023-24

OSPI Report Card: Kindergarten Readiness


SQ ang

Student Achievement:

There is room for growth
in all areas and grade
levels. Overall, fewer
students are meeting
standard in math.

What percentage of students met standard 22-23

ELA

Math

Science

3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
10th Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
10th Grade
5th Grade
8th Grade
11th Grade

General (SBA and WCAS)
a 20.7%:
ee 272°:
a 220°:
2°:



SQ ang

Clear and Shared
Focus:

93% of students feel that
their teachers believe
learning is important.
13% of students feel it is
seldom or never true that
school is preparing them
to succeed in life.

How do students describe learning?

Meridian School District

Clear and Shared Focus

er ebras eno eat ee aud = |
In my classes, students are busy doing schoolwork me 32% 38% B

BB Almost Always True “| Often True Sometimes True BB Seldom True BB Almost Never True

This school is doing a good job of preparing meto
succeed in my life

3



Blows

Supportive Learning
Environment:

Supportive Learning Environment

In this school, there is at least one adult who knows and
cares about me

| feel safe at this school

Only 46% of students feel weet
that the work they do in (Spats s sss
school is useful and

interesti

Student success is celebrated in this school

| enjoy coming to this school

Work | do in this school is useful and interesting to me

How do students feel about the learning environment?

Meridian School District

3

my
&
z

:

Most students are respectful of others at this school

24%
22% 21%
21% 26% |

BB Almost Always True

fo}
at
®
3
e

Sometimes True

i Seldom True

Bl Almost Never True



Bp Laws

Areas for Goal Setting:

e Increase academic achievement, focus on tier 1 instruction and
intervention systems

e Increase engagement and relevance for learning

e Increase opportunities for students to work toward their career and life
goals


OB Laws

Meridian is guided by a commitment to equitable education that
develops academic and personal skills for life.

e Our youngest learners benefit from an inclusive and robust early
childhood education.

e Each learner has access to rigorous grade-level instruction
designed to meet their unique needs.

e All students make measurable growth toward meeting or exceeding
proficiency on grade-level standards each year.

e Meridian graduates are prepared for their career and life goals.


BD) wellness

Meridian creates an environment that supports staff and
students’ physical, social and emotional well-being.

Members of our learning community feel physically, emotionally
and academically safe at school.

Learners are supported in developing their health and wellness.
Students are taught strategies for emotional regulation and
problem-solving.


BD Wellness

Attendance:

For every grade level
fewer than 80% of
students were absent less
than 2 days per month.
Lowest attendance is at
the early elementary and
upper secondary levels.

What percent of students had fewer than 2 absences per
month on average?

Full-Day Kindergarten

49 4%
1st Grade

66.7%
2nd Grade

69.4%
3rd Grade

74.8%
4th Grade

77.8%
5th Grade

68.8%
6th Grade

76.6%
7th Grade

79.6%

Sth Grade 70.3%

9th Grade 70.9%

10th Grade 67.1%

1ith Grade

61.5%
12th Grade

57.7%

OSPI School Report Card Attendance Report


\ >) nj, _ How do students feel about the learning environment?

Meridian School District

Supportive Learning Environment

Supportive Learning ntsstoa

Environment: —_

The rules against bullying are enforced by all adults in

Most students feel safe at tess
school. Many students feel >
that rules about bullying
and behavior expectations

In this school, there is at least one adult who knows and
re

:
: id
3

All students are held to the same behavior rules and
expectations

g
z
3
ES

3
nN
&

3

Student success is celebrated in this school 28%

| enjoy coming to this school

Work | do in this school is useful and interesting to me

3

:

Most students are respectful of others at this school 37%

fo}
at
®
3
e

BB Almost Always True Sometimes True I Seldom True Tl Almost Never True



BD Wellness

Areas for Goal Setting:

e Increase attendance rates
e Increase social emotional learning

e Strengthen behavior expectations and systems for responding to
unexpected behaviors and bullying


BD) wellness

Meridian creates an environment that supports staff and
students’ physical, social and emotional well-being.

Members of our learning community feel physically,
emotionally and academically safe at school.

Learners are supported in developing their health and wellness.
Students are taught strategies for emotional regulation and
problem-solving.


Next steps

Ww Supper BQ Wellness
leaning the\ies here

OB] Laws