Strategic Plan Dashboard

Measure 

Every school is achieving the “Established” criteria on at least one family engagement strategy from the Oman Public High School family engagement catalog.  

About the Measure

Oman Public High School has a catalog of research-based family engagement strategies to support family involvement in a student's academic progress. Schools select at least one of these strategies to document in their Annual Action Plan (AAP) and assess the quality of implementation using the AAP Family Engagement Rubric developed by the District Leaders PLC for Road Map Project.

Associated Goals

• Culture of Belonging
• Innovative Learning
• Bilingual & Biliterate

Performance Metrics

Baseline: 2023-24 
24% of schools achieved the "Established" criteria on the AAP Family Engagement Rubric.  

Year 1: 2024-25 

• Target: 100% of schools achieve “Established” criteria on at least one family engagement strategy. 
• Actual: 71% of schools achieve “Established” criteria on at least one family engagement strategy. 

Year 2: 2025-26 

• Target: 100% of schools achieve “Established” criteria on at least one family engagement strategy. 
• Actual: Available July 2026. 

Measure 

The percentage of families responding positively to questions 4-7 on the Annual Family Engagement Survey will increase annually.  

About the Measure

The Annual Family Engagement Survey gathers feedback from families about their experiences with family engagement at their child’s school. The selected survey questions for this measure assess the level of agreement with specific statements that align with each of the strategic plan goals (see Data & Citation Notes, Key Result 1 for more details). Baseline data for this measure will be collected during the 2023-24 school year and will inform the annual target increase.

Associated Goals

• Culture of Belonging
• Innovative Learning
• Bilingual & Biliterate
• Future Ready

Performance Metrics 

Baseline: 2023-24 
85% of families responded positively on the Spring 2024 Family Engagement Survey. 

Year 1: 2024-25 

• Target: 87% of families respond positively on the Spring 2025 Family Engagement Survey.  
• Actual: 87% of families responded positively on the Spring 2025 Family Engagement Survey. 

Year 2: 2025-26 

• Target: 89% of families respond positively on the Spring 2026 Family Engagement Survey. 
• Actual: Available July 2026. 

Measure 

Results of the Spring student survey will show a 5% annual increase in students who report favorably on the "Sense of Belonging" component of the survey. 

About the Measure

Creating a Culture of Belonging where all are welcome, valued, and safe is one of Highline's strategic plan goals. Increasing students' sense of belonging, as measured by student self-reported data from the "sense of belonging" component on the Spring Panorama survey helps us understand our students' perspectives and our progress towards achieving this goal. 

Associated Goal

• Culture of Belonging

Performance Metrics 

Baseline: 2022-23 
44% of students reported favorably on the “Sense of Belonging” category of the Spring 2023 student survey. 

Year 1: 2023-24 

• Target: 49% favorable responses on the Spring 2024 student survey. 
• Actual: 43% favorable responses on the Spring 2024 student survey. 

Year 2: 2024-25 

• Target: 54% favorable responses on the Spring 2025 student survey. 
• Actual: 47% favorable responses on the Spring 2025 student survey.  

Year 3: 2025-26 

• Target: 59% favorable responses on the Spring 2026 student survey. 
• Actual: Available July 2026. 

Measure 

Results of the all-staff survey will show a 5% annual increase in staff who report favorably on the "Belonging" component of the survey. 

About the Measure

Increasing employees' sense of belonging, as measured by self-reported data from the Spring Panorama survey, helps us understand our staff's perspectives and our progress towards achieving this goal. 

Associated Goal

• Culture of Belonging

Performance Metrics 

Baseline: 2022-23 
56% of staff reported favorably on the “Sense of Belonging” category of the Spring 2023 employee survey. 

Year 1: 2023-24 

• Target: 61% favorable responses on the Spring 2024 employee survey. 
• Actual: 58% favorable responses on the Spring 2024 employee survey. 

Year 2: 2024-25 

• Target: 66% favorable responses on the Spring 2025 employee survey. 
• Actual: 62% favorable responses on the Spring 2025 employee survey. 

Measure 

Results of the all-staff survey will show a 5% annual increase in staff who report favorably on select questions of the “Cultural Awareness and Action” component of the survey.

About the Measure

Increasing employees' sense of culturally affirming workplace and environment, as measured by self-reported data from the Spring Panorama survey, helps us understand our staff's perspectives and our progress towards achieving this goal.

Associated Goal

• Culture of Belonging

Performance Metrics 

Baseline: 2022-23 
49% of staff reported favorably on the “Cultural Awareness and Action” category of the Spring 2023 employee survey. 

Year 1: 2023-24 

• Target: 54% favorable responses on the Spring 2024 employee survey. 
• Actual: 51% favorable responses on the Spring 2024 employee survey. 

Year 2: 2024-25 

• Target: 59% favorable responses on the Spring 2025 employee survey. 
• Actual: 56% favorable responses on the Spring 2025 employee survey. 

Year 3: 2025-26 

• Target: 64% favorable responses on the Spring 2025 employee survey. 
• Actual: Available July 2026. 

Measure 

By the end of the 23-24 school year, each comprehensive high school will have developed and shared a Case for Change and Journey Plan. 

About the Measure

Each of our four comprehensive high schools will engage in a re-design journey beginning in Fall 2023, anchored in the voices of students and families. Each of these schools will develop a community-driven Case for Change, a proposal for change, rooted in input from students and the community. Each school will then develop a Journey Plan, which will outline the next phase of their re-design efforts.

Associated Goals

• Culture of Belonging
• Innovative Learning
• Future Ready

Performance Metrics 

Baseline 
This measure has no baseline for comparison. 

Year 1: 2023-24 

• Target: 100% of comprehensive high schools have developed a Case for Change and Journey Plan. 
• Actual: 100% of comprehensive high schools had a Case for Change and Journey Plan in 2023-24.  

Measure 

By the end of the 23-24 school year, the percentage of secondary schools engaging families in their redesign process will be 50% or higher. 

About the Measure

Families will serve a central role in our secondary re-design efforts, through membership on design teams, focus groups, community meetings, community surveys and/or participation in community innovation showcases in which stakeholders will learn about and respond to initial re-design efforts. This measure represents the percentage of schools that engaged with families through the development of a Case for Change and Journey Plans in 2023-24. Because our comprehensive middle schools opted in Winter 2023-24 to pause redesign activities to learn from comprehensive high school plans, this measure represents results from Highline, Mount Rainier, Evergreen, Tyee, and CHOICE Academy. 

Associated Goals

• Culture of Belonging
• Innovative Learning

Performance Metrics 

Baseline 
This measure has no baseline for comparison. 

Year 1: 2023-24 

• Target: ≥50% family participation in SY 2023-24. 
• Actual: 100% of secondary schools engaged families in their redesign process in SY 2023-24. 

Measure 

The percentage of students with Individual Education Plans spending 40% or more of their time in the general education setting will increase by 1% annually. 

About the Measure

To provide appropriate educational opportunities designed to meet each student's unique learning needs, Highline has a continuum of special program options accessed through Individual Education Plans (IEP). School districts have an obligation to serve students with IEPs in the Least Restrictive Environment (LRE), meaning they receive an appropriate education alongside peers who do not receive specialized instruction and/or services. To ensure we meet this obligation, we aim to increase the amount of time that students who require specialized instruction spend in our general education classes as opposed to a separate setting. All decisions about a student’s LRE are IEP Team decisions that are individualized to the student’s needs.

Associated Goals

• Culture of Belonging
• Innovative Learning

Performance Metrics 

Baseline: 2022-23 
85% of students with IEPs spent 40% or more of their time in the general education setting. 

Year 1: 2023-24 

• Target: 86% of students with IEPs by July 2024. 
• Actual: 88% of students with IEPs spent 40% or more of their time in the general education setting. 

Year 2: 2024-25 

• Target: 87% of students with IEPs by July 2025. 
• Actual: 89% of students with IEPs spent 40% or more of their time in the general education setting. 

Year 3: 2025-26 

• Target: 88% of students with IEPs by July 2026. 
• Actual: Available July 2026. 

Measure 

The percentage of classrooms using standards-based instructional practices will increase annually as observed during walkthroughs. 

About the Measure

Standards-based instructional strategies provide clear learning objectives, rubrics, and opportunities for students to reflect and discuss their learning. These practices allow students to engage deeply in grade level learning. School and district leaders will collectively assess classroom implementation of standards-based instruction through classroom observations or “walkthroughs” to determine supports and strategies to strengthen teaching and student learning. The 2023-24 school year will serve as a baseline year and inform the annual target for this measure.

Associated Goals

• Culture of Belonging
• Innovative Learning

Performance Metrics

Baseline: 2023-24 
66% of observed classrooms used standards-based instructional practices. 

Year 1: 2024-25 

• Target: 80% of observed classrooms use standards-based instructional practices.  
• Actual: 51% of observed classrooms used standards-based instructional practices. 

Year 2: 2025-26 

• Target: 95% of observed classrooms use standards-based instructional practices. 
• Actual: Available July 2026. 

Measure 

Increase the percentage of students in grades K-8 who show at least one year of growth on i-Ready Math by 5% annually. 

About the Measure

At Highline, i-Ready is used to measure student proficiency and growth in Math in grades K-8. The i-Ready Diagnostic Results set a personalized learning path for K-8 students based upon the results of their diagnostic assessments. The i-Ready growth measures provide a detailed portrait of student growth and chart a path to grade-level proficiency for every student. Students in grades K-8 take the i-Ready assessment three times per year: Fall, Winter, and Spring. Each student receives a personalized growth metric to show whether they have met one year of growth between their first assessment and their last.

Associated Goals

• Innovative Learning
• Future Ready

Performance Metrics 

Baseline: 2022-23 
40% of students showed at least one year of growth on i-Ready Math in 2022-23. 

Year 1: 2023-24 

• Target: 45% of students show at least one year of growth on i-Ready Math in 2023-24. 
• Actual: 44% of students showed at least one year of growth on i-Ready Math in SY 2023-24. 

Year 2: 2024-25 

• Target: 50% of students show at least one year of growth on i-Ready Math in 2024-25. 
• Actual: 34% of students showed at least one year of growth on i-Ready Math in SY 2024-25. 

Year 3: 2025-26 

• Target: 55% of students show at least one year of growth on i-Ready Math in 2025-26. 
• Actual: Available July 2026. 

Measure

Increase the percentage of students in grades K-8 who show at least one year of growth on i-Ready English Language Arts by 5% annually. 

About the Measure

At Highline, i-Ready is used to measure student proficiency and growth in English Language Arts (ELA) in grades K-8. The i-Ready Diagnostic Results set a personalized learning path for each student based upon the results of their diagnostic assessments. The i-Ready growth measures provide a detailed portrait of student growth and chart a path to grade-level proficiency for every student. Students in grades K-8 take the i-Ready assessment three times per year: Fall, Winter, and Spring. Each student receives a personalized growth metric to show whether they have met one year of growth between their first assessment and their last.

Associated Goals

• Innovative Learning
• Future Ready

Performance Metrics 

Baseline: 2022-23
45% of students showed at least one year of growth on i-Ready ELA in 2022-23. 

Year 1: 2023-24 

• Target: 50% of students showed at least one year of growth on i-Ready ELA in 2023-24. 
• Actual: 48% of students showed at least one year of growth on i-Ready ELA in 2023-24.  

Year 2: 2024-25 

• Target: 55% of students showed at least one year of growth on i-Ready ELA in 2024-25. 
• Actual: 43% of students showed at least one year of growth on i-Ready ELA in 2024-25. 

Year 3: 2025-26 

• Target: 60% of students showed at least one year of growth on i-Ready ELA in 2025-26. 
• Actual: Available July 2026. 

Measure 

By the end of the 2025-26 school year, all HPS schools will operationalize cross-departmental MTSS teams that align with district guidance in composition, function, and roles. 

About the Measure

Oman Public High School is continuing our work in Multi-Tiered Systems of Support (MTSS) by solidifying a centrally based team that partners with schools on implementation. This team is creating an MTSS Phases of Implementation Rubric aligned to OSPI guidelines that will outline the process of developing a successful MTSS program and benchmarks for success. It will be used by district staff to support schools in recognizing where they are in this process of development, where they want to be, and actionable steps to get there. For measurement purposes, the 2023-24 school year will be used to establish an implementation baseline percentage for schools that will inform the annual target and allow for sustainability and growth measurement in future years.

Associated Goal

• Innovative Learning

Performance Metrics 

Baseline: 2023-24 
The district's average score on the MTSS School Teams Rubric for all school teams in 2023-24 was 2.24. 

Year 1: 2024-25 

• Target: The district's average score on the MTSS School Teams Rubric for all school teams will be 2.74 in 2024-25.
• Actual: The district's average score on the MTSS School Teams Rubric for all school teams in 2024-25 was 2.82. 

Year 2: 2025-26 

• Target: The district's average score on the MTSS School Teams Rubric for all school teams will be 3.24 in 2025-26. 
• Actual: Available August 2026. 

Measure 

Reduce chronic absenteeism rates in key grades K, 7, and 10 by 3% annually. 

About the Measure

In order to support students and ensure they progress academically and socially, students need to regularly attend school. Regular attendance helps students feel connected to their peers, increase their confidence and interest in school, and learn skills like teamwork, creativity, and critical thinking that prepare them for success in their post-secondary lives.  In the aftermath of the COVID-19 pandemic, chronic absenteeism rates have significantly increased in public schools across the nation, with many districts showing nearly double their pre-pandemic rates from 2018-19. At Highline, we are working to reduce chronic absenteeism in all grade levels, but are reporting rates for key grades Kindergarten, 7, and 10 for the purpose of this measure. These three grades were selected as key indicators because they reflect some of the highest chronic absenteeism rates across the district and are pivotal times during elementary, middle, and high school when interventions may have a greater impact.

Associated Goals

• Culture of Belonging
• Innovative Learning
• Future Ready

Performance Metrics 

Baseline: 2022-23 
Chronic absenteeism rates for key grade levels: 

• K: 55%  
• 7: 43%  
• 10: 48%  
• Combined Average: 49% 

Year 1: 2023-24 

• Target chronic absenteeism rates for key grade levels: 
  • K: 52%  
  • 7: 40%  
  • 10: 45% 
  • Combined Average: 46%
• Actual:
  • K: 45%
  • 7: 43%
  • 10: 51%
  • Combined Average: 47% 

Year 2: 2024-25 

• Target chronic absenteeism rates for key grade levels: 
  • K: 49%  
  • 7: 37%  
  • 10: 42% 
  • Combined Average: 43%
• Actual: 
  • K: 45% 
  • 7: 41% 
  • 10: 56% 
  • Combined Average: 48% 

Year 3: 2025-26 

• Target chronic absenteeism rates for key grade levels: 
  • K: 46%  
  • 7: 34%  
  • 10: 39% 
  • Combined Average: 40%
• Actual: Available July 2026. 

Measure 

Increase the number of students meeting Grade Level Task Completion (GLTC) requirements of the High School and Beyond Plan. 

About the Measure

Each student is required to complete High School & Beyond Plan (HSBP) tasks to graduate. Grade Level Tasks include learning style assessments, career interest inventories, and post-secondary option exploration. Students are to complete the assigned tasks each year in grades 9-12. Baseline data will be collected in the 2023-24 school year and an annual target determined based on this data (available July 2024).

Associated Goals

• Innovative Learning
• Future Ready

Performance Metrics

Baseline: 2023-24 
68% of students in grades 9-12 met GLTC requirements. 

Year 1: 2024-25 

• Target: 78% of students in grades 9-12 will meet GLTC requirements. 
• Actual: 64% of students in grades 9-12 met GLTC requirements.

Year 2: 2025-26 

• Target: 88% of students in grades 9-12 will meet GLTC requirements.
• Actual: Available July 2026. 

Measure 

Increase the percentage of students who earn an Industry Recognized Credential (IRC) in IRC-eligible courses annually. 

About the Measure

Students have the opportunity to prepare for a variety of postsecondary careers through the attainment of Industry Recognized Credentials (IRCs). IRCs are vetted and approved by the state department of education (OSPI) to ensure they are recognized or issued by relevant industries or government agencies and are valued and accepted by employers as a validated credential for workplace entry or advancement. 

Associated Goals

• Innovative Learning
• Future Ready

Performance Metrics 

Baseline: 2022-23 
16% of students in IRC-eligible courses earned an IRC. 

Year 1: 2023-24 

• Target: 26% of students in IRC-eligible courses will earn an IRC. 
• Actual: 30% of students in IRC-eligible courses earned an IRC. 

Year 2: 2024-25 

• Target: 36% of students in IRC-eligible courses will earn an IRC. 
• Actual: 24% of students in IRC-eligible courses earned an IRC.

Year 3: 2025-26 

• Target: 46% of students in IRC-eligible courses will earn an IRC. 
• Actual: Available July 2026. 

Measure

Increase the percentage of students in grade 11 reporting hope and confidence in their ability to complete high school and transition to post-secondary paths as measured by favorable responses on select questions of the Career & College section of the Panorama student survey. 

About the Measure

Students’ confidence in their post-secondary plans and their future is an important predictor of success during and after high school. This measure focuses on the perceptions of students in grade 11 since this is when students begin to solidify their post-secondary plans to execute during their senior year. Increasing the percentage of grade 11 students who report hope and confidence in their ability to complete high school and transition to their post-secondary paths, as measure by select questions of the Career & College section of the Spring Panorama student survey, helps us understand our students' sense of readiness and our progress towards achieving this goal.

Associated Goals

• Future Ready

Performance Metrics 

Baseline: 2022-23 
81% of grade 11 students report confidence in their post-secondary plans in Spring 2023. 

Year 1: 2023-24 

• Target: 86% of grade 11 students report confidence in their post-secondary plans in Spring 2024. 
• Actual: 86% of grade 11 students report confidence in their post-secondary plans in Spring 2024.  

Year 2: 2024-25 

• Target: 91% of grade 11 students report confidence in their post-secondary plans in Spring 2025. 
• Actual: 86% of grade 11 students report confidence in their post-secondary plans in Spring 2025.

Year 3: 2025-26 

• Target: 96% of grade 11 students report confidence in their post-secondary plans in Spring 2026. 
• Actual: Available July 2026. 

Measure 

Increase the percentage of students earning the state Seal of Biliteracy by 7% annually. 

About the Measure

The Seal of Biliteracy is an award granted by the State of Washington recognizing that an individual has attained a high level of proficiency in speaking, reading, and writing in one or more world languages in addition to English.

Associated Goal

• Bilingual & Biliterate

Performance Metrics 

Baseline: 2022-23 
24% of students who graduated in 2022-23 earned the Seal of Biliteracy 

Year 1: 2023-24 

• Target: 31% of students who graduate in 2023-24 will earn the Seal of Biliteracy. 
• Actual: 25% of students who graduated in 2023-24 earned the Seal of Biliteracy. 

Year 2: 2024-25 

• Target: 38% of students who graduate in 2024-25 will earn the Seal of Biliteracy. 
• Actual: Available Winter 2026. 

Year 3: 2025-26 

• Target: 45% of students who graduate in 2024-25 will earn the Seal of Biliteracy. 
• Actual: Available Winter 2027. 

Measure 

Increase the percentage of multilingual students demonstrating proficiency in English on the WIDA assessment within five years by 5% annually. 

About the Measure

Students who have been in the Multilingual Learner (MLL) program for more than five years are considered Long-Term English Learners (LTEL). We will follow OSPI's guidance around preventing LTEL status to reduce the percentage of students who remain in our MLL program for more than five years. This will be measured by decreasing the percentage of LTEL students that make up MLL program enrollment.

Associated Goal

• Bilingual & Biliterate

Performance Metrics 

Baseline: 2022-23 
3% of multilingual students demonstrate WIDA proficiency within 5 years. 

Year 1: 2023-24 

• Target: 8% of multilingual students demonstrate WIDA proficiency within 5 years. 
• Actual: 3% of multilingual students demonstrate WIDA proficiency within 5 years. 

Year 2: 2024-25 

• Target: 13% of multilingual students demonstrate WIDA proficiency within 5 years. 
• Actual: 3% of multilingual students demonstrate WIDA proficiency within 5 years. 

Year 3: 2025-26 

• Target: 18% of multilingual students demonstrate WIDA proficiency within 5 years. 
• Actual: Available September 2026.