Cougar Mountain Middle School

School Improvement Plan, 2022-23

A School Improvement Plan (SIP) ...

Is developed according to the Washington Administrative Code 180-16-220
Is annually approved by the school board
Is a product of collective inquiry, led by the principal with school staff and in collaboration with district staff:

Collective

Inquiry

1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice

2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action

3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan

4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence

5 Monitoring
What does the evidence tell us about our implementation and the efficacy of the selected strategies?
Product: Feedback

Adapted from DuFour & Eaker and Lipton & Wellman
Recognizes the impact of non-academic factors on student learning and wellbeing
Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
Has action plans that are based on best practice as identified by quality research
Is a continuous process that requires ongoing monitoring and adjusting
Addresses the use of technology to facilitate instruction
Addresses parent, family and community involvement
Integrates the OSPI-identified 9 characteristics of successful schools:

clear and shared focus
high standards and expectations for all students
effective school leadership
high levels of collaboration and communication
curriculum, instruction and assessments aligned with state standards
frequent monitoring of learning and teaching
focused professional development
supportive learning environment
high levels of family and community involvement

Staff certification and demographic information is available for each school at the OSPI School Report Card Home

The Issaquah School District School Improvement Plan Data Workbook for Middle School.

Reflection on Previous Year School Improvement Plan

In this section reflect briefly (1-2 pages) on your prior School Improvement Plan and implementation.

Guiding Questions

What actions were successfully Implemented?

The actions we successfully implemented in the 2022-23 school year included the following:

In our second year as a school, our school community continues to be grounded in our core beliefs of community, collaboration and growth-mindset
Continued transition efforts to assist new students to CMMS from three feeder elementary schools as well as transfer students
In the Fall of 2022, implemented a more structured system to communicate and partner with students and families to reduce absences and tardies from class.
Social Emotional Supports including: 1) Social Emotional Lessons from Second Step and Character Strong, 2) Individual student support as identified through the twice a year Strengths and Difficulties Questionnaires (SDQ), 3) Counseling Groups including Friendship lunch groups & Coping Skills lunch groups (focus on reducing stress & anxiety).
A continued strong belief in inclusion of all students—no matter their challenges. We continue to have a high rate of inclusion for our students served by Individualized Education Plans (IEPs). In 2022-23, we have added a Learning Resource Center 2 (LRC2) for more highly impacted students with disabilities and continue to find opportunities for inclusion and support.
Refined Building Level MTSS process with an emphasis on collaboration, interventions & data tracking. Grade Level teams are leading the implementation of academic and behavior interventions to help students be successful before referring them to the Tier 2 Support Team.
Broaden efforts around literacy across all subject areas with a continued focus on informational reading and a heightened focus on explicit teaching of academic vocabulary.
We deepened our efforts around after-school academic help (NEST=Need Extra Study and Tutoring) by creating systems to provide additional time for test and quiz retakes after school. Additionally, we have added tutoring in core subject areas to this program.
Intervention & restorative outcomes as an alternative to punishment-based discipline. This has led to a reduction in classroom exclusion from learning.
We have been able to run a full suite of sports for students during Season 1 & 2 of the 2022-23 school year. Additionally, we have increased our club offerings in less than two years to be comparable to our sister middle schools. We currently have 15 active clubs to serve our small student body.
In January 2023, we launched Student Advisory to the Principal whereby a diverse group of 10+ students meet with the principal monthly to provide input on important matters of student life such as: teaching, course selection, homework, discipline and special events and extra-curriculars. Feedback is shared systematically with Leadership/Tier 1 Team to further improve school programs.

What impact was observed (or not)? What evidence did you use to determine impact?

The following impact was observed:
i-Ready Reading Achievement: We saw consistent gains in all grade levels in overall i-Ready reading scores from Fall 2021 to Spring 2022.
- Overall, students increased their i-Ready overall reading scores according to the i-Ready diagnostic during the 2021-22 school year by an average of +10 percentage points. Additionally, all students in the 2021-22 SY increased to mid or above grade level by an average of +12.7 percent points. In particular our biggest success was a +17% point increase in 8th graders (current 9th graders in the 2022-23 SY) reading at mid or above grade level.
- Overall, students increased their i-Ready Informational Reading scores according to the i-Ready diagnostic during the 2021-22 school year by an average of +11 percentage points. Additionally, all students in the 2021-22 SY increased to mid or above grade level by an average of +15 percent points. In particular our biggest success was a +20% point increase in 8th graders (current 9th graders in the 2022-23 SY) reading at mid or above grade level.
SBA ELA Achievement
- Fall 2021-Spring 2022: We saw a mix of increases and decreases in achievement when we compared the 2021 SBA (grade level below assessment without Performance Tasks) to the 2022 on-grade level Spring SBA with Performance Tasks. The 7th graders made huge gains in both ELA and Math (+7% & +6% respectively). The 2021-22 6th graders scores decreased overall.
- Spring SBA: CMMS students have only taken one on-grade level SBA and this occurred in the spring of 2022. On this assessment, the SBA ELA scores by 2021-22 SY grade level were as follows: 6th grade= 66.3%, 7th grade=80.2%, & 8th grade = 84.2%.
- Student groups who had disproportionate representation in not meeting standard included: Black/African American (31.3%), English Language Learners (40.6%), Hispanic/Latino (54%), Low Income (49.3%), & Students with Disabilities (22.2%).
Disproportionality: During the 2021-22 school year, students of BIPOC background were regularly overrepresented in lower achievement including GPA, D & F grades, i-Ready reading data and SBA data.
Clubs, Sports & Activities
- We added 6 more clubs by student demand bringing our total clubs to 15 in less than 2 school years. Some of our newest clubs, Timber Bridge and Knitting Club, had a successful start in the Fall of 2022 due to our strong friendship with the adjacent retirement community, Timber Ridge.
- Our goal is to run a full suite of sports for students during the 2022-23 school year.

How did actions impact disproportionality and/or engagement with families of disproportionally impacted population?

We believed the following reduced disproportionality and increased engagement with families of disproportionally impacted students.

Teachers were encouraged to focus on BIPOC students when developing their student growth goals. Regular data was provided to staff to allow them to explore the needs as they manifested in classroom achievement.
Attendance rate of BIPOC students was up to 8.5% below that of their other peers in the 2021-22 SY. In the fall of 2022, implemented a more structured system to communicate and partner with students and families to reduce absences and tardies from class.
Teacher and Admin focus on BIPOC achievement and engagement through the Student Growth Goal Process
Focus on inclusive community values to drive programs, services and support for students and families
Strong partnerships & proactive communication with families
Intervention & restorative outcomes rather than punishment-based discipline
Created and conducted a parent panel professional development for certificated staff with support of the Equity Department and our Family Engagement Liaison.

What actions would you continue? What actions would you change? Why?

We will continue the following actions at CMMS as we end the 2022-23 school year and begin the 2023-24 school year:

Strong and regular grade level teaming on students of concern
Focus on deepening our practices monitoring and supporting for the academic achievement of BIPOC students
Robust continuum of services for students with IEPs—particularly our many co-teach classes and models that hold students to high expectations with support

We will change/add the following actions:

Foster and systematize student voice into Tier 1 Support team (Student Advisory to Principal)
Increase Tier 1 and Tier 2 tools and resources for staff and students
Strengthen MTSS processes and support staff in the use of data, effective interventions and teaming
Create differentiated building level mentorship for newly hired teachers
Hire highly effective long-term substitute teachers and provide greater stability to grade level content teams and continuity for students and families
Broaden efforts around literacy across all subject areas with a continued focus on informational reading and a heightened focus on explicit teaching of academic vocabulary
Deepen the SOP ("Sharing Our Practice") for teacher leaders to share their practices around literacy across the curriculum
Deepen supports for students with behavior concerns to address root causes of conflict and challenges, such as:
- Counseling groups including friendship group, coping skills (reducing stress/ anxiety) & new to CMMS
- As needed individual lessons such as: Friendship lessons, anger management lessons
- In-class guidance lessons delivered by counselor in collaboration with Health Teachers including anti-bullying, mental health and suicide prevention

Examining the Data

This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality.

The Washington School Improvement Framework (WSIF) is provided by the state as part of the OSPI School Report Card to inform and guide school improvement goals and action plans. School SIP teams use additional data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard, aligned to the WSIF. The Issaquah School District School Improvement Plan Data Workbook for Middle School is available here.

Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.

Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.

In October 2022, the CMMS Leadership Team (formerly Team Leaders) analyzed student achievement data and reflected on previous school improvement goals. This team is composed of content and grade level Team Leaders as well as principal, assistant principal, Building Equity Lead and a newly created Team Leader who oversees PBSES & Social Emotional Learning (SEL). This team engaged in this analytical conversation using a data discussion protocol, Data Wise, to guide the process. The team concluded that to really impact the informational reading skills of our students, we need to more consistently implement explicit content-specific vocabulary teaching.

At CMMS, we notice that students who identify as Black/African American, Hispanic/Latino and students who identify as 2+ Races are not making the gains we hoped they would. We know that to close the opportunity and achievement gap, we must identify and support our students who are performing far below standard in making more than a year’s worth of progress. In the first year of our school’s existence (2021-22 SY) this did not come to fruition. In some cases, we do see there was a decrease in achievement as students were presented with more academic demands. We are also very concerned about our students who fit the criteria for Low Income as we see this same outcome.

Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.

Include possible root causes of disproportionality (i.e. if you were to address the causes, it would likely result in a decrease in disproportionality).

We believe that each student has the potential to achieve, and it is our responsibility to provide all students the opportunity and support needed to meet their highest capability in a safe and welcoming environment. We acknowledge that systemic and institutional inequities and bias exist, creating barriers for student achievement and well-being. We are committed to raising the achievement of all learners and a culture that promotes the identification and removal of barriers causing predictability and disproportionality of the highest and lowest achieving groups.

Systemic barriers include and are not limited to:

Current and historical lack of access to resources such as academic supports
The impact of trauma including trauma related to race and poverty
Insufficient mitigation and support for academic, social-emotional needs
Gaps created by accessibility to learning during remote and hybrid instruction
Lack of consistent strategies used across disciplines to address learning difficulties
Curriculum that lacks multiple perspectives and representation
Failure to address racial and other biases
Lack of systemic structures to support diverse learning needs

We know that there continues to be systemic inequities that marginalize some and perpetuate advantages for others in public education, including the Issaquah School District. As a system, we must dismantle inequitable practices/beliefs listed below and rebuild a system that supports equitable outcomes for all students.

As a system, we must start:

Increasing awareness of how educational institutions perpetuate oppression
Engaging in deliberate and transformative conversations about race
Developing measurable practices to disrupt the opportunity gaps
Elevating all voices by leveraging historically/currently marginalized voices and experiences
Prioritizing the hiring of diverse staff
Creating more inclusive environments for staff from diverse backgrounds
Designing supported pathways for BIPOC candidates to pursue careers in education
Promoting curriculum that elevates multiple stories and the American reality
Engaging in deliberate and transformative conversations about race
Empowering learners with grading and assessment practices
Designing programing to eliminate racial predictability and marginalization while removing obstacles to success
Promote PD about race/equity that is purposeful, systemic and ongoing
Instilling discipline practices that are restorative and include student voice
Honoring culture, climate, and student voice, in particular minoritized student groups, when making decisions
Building relationships within the learning environment through deliberate social interactions
Growing extracurricular opportunities in which all student groups are represented
Creating opportunities to listen to and engage with historically/currently marginalized families
Collaborating with community partners to support students and families holistically
Empowering BIPOC families and leaders to contribute to meaningful organizational decisions
Developing an equitable and fiscally sustainable spending plan surrounding family and community engagement

We must stop:

Accepting the notion that educational institutions support all students equally
Trusting that race has little or no impact on education
Celebrating the elite and ignoring the practices that perpetuate the opportunity gap
Elevating majority voices and experiences
Hiring staff based on “good fit” within the dominant culture
Marginalizing staff from diverse backgrounds
Relying on historical recruitment and hiring practices that maintain the status quo
Perpetuating current systems with barriers to marginalized populations
Promoting curriculum that maintains a single story of the American Dream
Assuming instruction meets all needs
Sorting learners through grading and assessment practices without intentionality through an MTSS system that is research based
Setting a single program/pathway to success
Promoting PD about race/equity that is isolated, narrow and static
Instilling discipline practices that are punitive and ineffective
Disregarding culture, climate and student voice when making decisions
Directing student activities and learning without building relationships without including student voice
Growing extracurricular opportunities based on tradition and mainstream culture
Communicating expectations to families for parent involvement
Working in silos that set criteria for families to receive limited support
Listening to voices that perpetuate status quo
Prioritizing equal opportunities for families as opposed to equitable opportunities

*These lists were modified from the DuPage Regional Office of Education.

Goal Setting

This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented and timely (SMART) school-wide achievement goal(s)

School-Wide Achievement Goal(s)

By the spring of 2024, student achievement for all students in the area of English Language Arts (ELA) will increase from 77.6% meeting standard to 82.6% meeting standard as measured by the Smarter Balanced Assessment (SBA). This means we plan to raise student ELA SBA scores by a total of 5% over two years. We will progress monitor with i-Ready reading scores and trimester grades.

Disproportionality Goal(s)

By the spring of 2024, student achievement for students who identify as Black/African American in the area of English Language Arts (ELA) will increase from 31.3% to 39.3% as measured by the ELA Smarter Balanced Assessment (SBA). This means we plan to raise ELA SBA scores for this group by 8% over two years. We will progress monitor with i-Ready reading scores and trimester grades.

By the spring of 2024, student achievement for students who identify as Hispanic/Latino will increase from 54% to 61% as measured by the ELA Smarter Balanced Assessment (SBA). This means we plan to raise ELA SBA scores for this group by 7% over two years. We will progress monitor with i-Ready reading scores and trimester grades.

District-Wide Action Plan

District-Wide Action Plan

What systemic (district-wide) research-based strategies will be implemented in support of achievement and disproportionality goals?

Multi-Tiered Systems of Support (MTSS) is a proactive framework to improve outcomes for each and every student though a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.

MTSS employs a team-driven, data-based, problem-solving approach; components of which include: early interventions, a comprehensive assessment system, and common assurances around the highest leverage instructional, intervention, and assessment practices.

MTSS Theory of Action: In order to result in ALL holding a sense of belonging and to effectively foster equitable outcomes for students, we will articulate a clear vision and implement with fidelity a strategic plan for a comprehensive MTSS framework that provides an environment in which to thrive that is consistent, predictable, and inclusive of the strengths and needs of all, by supporting adults with resources, training and leadership.

First stages of systemic implementation of MTSS at the Middle School are summarized in the following areas:

Installation of Tier 1 High Leverage Practices
Continued installation of a Tiered Team structure and data-based decision-making
Re-alignment of Tier 1/2 interventions (exploration and beginning installation)

In addition to the ongoing implementation of MTSS at the Middle School, during the 2021-22 and 2022-23 school year the Middle School program implemented equitable grading practices.

Installation of Tier 1 High Leverage Practices

Tier 1 High Leverage Practices are the evidence-based practices that have been proven, when used with integrity, to increase academic achievement and social-emotional learning competencies. Clearly articulating High Leverage Practices and integrating the practices into all instructional systems, including new instructional material selections, professional development and accountability, is a foundational component of an MTSS framework.

i-Ready assessments in 2021-22 and the fall of 2022 indicate that students below standard were lower in vocabulary and comprehension of informational text; two areas that impact learning across content areas. Classroom-based observations and data affirmed these areas as important areas for improvement that could address learning gaps and difficulties for students below standard, experiencing difficulties achieving success in school and students who experienced declines in achievement during the pandemic.

Academic achievement was also frequently associated with social-emotional needs that manifested in disengagement (lack of work completion or poor attendance) and/or escalated behaviors.

Action: Development and Integration of High Leverage Practices

Development and Integration of High Leverage Practices

Implementation

2022-23 & 2023-24

Introductory professional development High Leverage Practices for Tier 1
- Provide differentiated resources for teachers
Focus on Academic Vocabulary
- Selection of common instructional practice across disciplines for developing academic vocabulary
Focus on Tier 1 Explicit Instruction: Close Reading
- Train staff and establish expectations across disciplines in teaching, prompting and supporting Notice & Notes close read strategies
Focus on Tier 1 Explicit Instruction: SEL
- Integration of SEL lessons in advisory

Impact: Evidence / Monitoring

Focus of monitoring: Increase in achievement in vocabulary and comprehension of informational text as demonstrated by:

i-Ready annual fall assessment
SBA ELA scores
ELA course standards mastery assessments
SS and science close-read assessments

Action: Culturally Responsive Practices

Culturally Responsive Practices

Implementation

Initial training on August and January PD days with Rosetta Lee
1^st Stembridge Residency in March 2023
- Small group residency to develop leadership capacity among a group of teachers and leaders

Impact: Evidence / Monitoring

Culturally Responsive Practices, Universal Design for Learning and Trauma Informed Practices are lenses, or frameworks, for applying high leverage practices in a way that increases efficacy and the quality of student engagement. Though built on past training on inclusion, cultural competency and PBSES, these frameworks are new to our system and in the installation phase of implementation. A plan for monitoring implementation is to be developed. Monitoring of impact will be related to the monitoring of High Leverage Practices above.

Action: Universal Design for Learning

Universal Design Learning

UDL provides a framework for applying High Leverage Practices, based on science of learning and the brain to cognitively engage students, represent concepts in a broadly accessible manner and provide ways for students to express learning. UDL is central to inclusion of all students including neuro-diverse and culturally / linguistically diverse students.

Implementation

2021-22

Participation in the Inclusionary Practices Project (3 middle school leadership teams)

2022-23

Initial district-wide training in August 2022
Initiate Developing Leadership Capacity for UDL (training for building and district leaders)

Impact: Evidence / Monitoring

Culturally Responsive Practices, Universal Design for Learning and Trauma Informed Practices are lenses, or frameworks, for applying high leverage practices in a way that increases efficacy and the quality of student engagement. Though built on past training on inclusion, cultural competency and PBSES, these frameworks are new to our system and in the installation phase of implementation. A plan for monitoring implementation is to be developed. Monitoring of impact will be related to the monitoring of High Leverage Practices above.

Action: Trauma-Informed Practices

Trauma-Informed Practices

Building on PBSES-aligned practices, Trauma-Informed Practices training builds the capacity of staff to address barriers to learning due to trauma.

Implementation

Introductory training in August 2022
Modules provided by Student Intervention Team for staff training
January 2023 allocation of PD day time for buildings to extend training based on the developed modules.

Impact: Evidence / Monitoring

Culturally Responsive Practices, Universal Design for Learning and Trauma Informed Practices are lenses, or frameworks, for applying high leverage practices in a way that increases efficacy and the quality of student engagement. Though built on past training on inclusion, cultural competency and PBSES, these frameworks are new to our system and in the installation phase of implementation. A plan for monitoring implementation is to be developed. Monitoring of impact will be related to the monitoring of High Leverage Practices above.

Action: Technology Integration

Technology Integration

Building on PBSES-aligned practices, Trauma-Informed Practices training builds the capacity of staff to address barriers to learning due to trauma.

Implementation

Allocation and IT support of 1:1 technology
Distributed leadership and coaching through Ed Tech TOSAs and Ed Tech Building Leads.
Identification and promotion of high leverage uses of technology and the Washington state technology standards
Full implementation of the Canvas learning management system with common standards of use
Professional development
- August ½ day PD launch
- Cycles of PD, implementation and reflection throughout the year

Impact: Evidence / Monitoring

Tech integration with the installation of a 1:1 system will be monitored through twice-annual engagement/surveys of staff, students and families to determine the following:

Students’ use of LMS to manage learning
Students’ use of technology appropriate to purpose
Student knowledge of and application of safe-use strategies
Student opportunities to support, extend, or deepen learning through use of technology

Action: Math Pathways

Math Pathways

Implementation

Re-alignment of MS Math Pathways
- Course development
- Strengthening 6^th grade math courses
- Registration & engagement (information and guidance for 5^th grade students and families)

Impact: Evidence / Monitoring

Increase in math achievement:

Students maintain or increase SBA math scores from 5th grade to 6th grade

Increase in equitable and inclusive representation of African-American and Hispanic/Latinx students in compacted and higher-level math courses.

Continued Installation of Tiered Teams and Data-based Decision-Making

Tiered Team Structure
Data-Based Decision-Making

Tiered Team Structure

Tiered Teams provide a structure for data-based decision-making to guide program decisions and the determination of interventions for individual students.

Implementation

2022-23

Training for Tier 1 & 2 Teams
Calibrating SWIS data collection
Baseline CR-TFI (all schools)

Impact: Evidence / Monitoring

Increase equitable outcomes in academics, discipline, special education referrals. Data monitored includes:

Baseline TFI Data
SWIS data, disaggregated
Academic data, disaggregated
Special Education referrals, disaggregated

Data-Based Decision-Making

Data-based decision-making includes the use of data protocols for teams to review screener and progress- monitoring data.

Implementation

2022-23

Exploration screener assessments:
- Evaluation and use of MS Literacy & Math screener assessments
- Re-evaluation of social-emotional screener assessments
Initial implementation of data protocols for tiered teams
- Provide differentiated resources for teachers
Initial implementation of data protocols for academic and behaviors data at teacher and school instructional teams
- October NSD use of data protocol with literacy data
Exploration of data systems and tools to make use of data more accessible to all users

Impact: Evidence / Monitoring

Tier 1:

Adjustments to instructional programs based on screening data
Data protocol with literacy data in Tier 1 supports the implementation of High Leverage Practices described above.

Tier 2:

Adjustment to intervention protocols and resources based on data
Assignment of student interventions based on data

Re-Alignment of Tier 2 Interventions

Selection, training and use of classroom-based targeted supports and interventions (Tier 2)
Exploration and installation of revised or new intervention structures and programs

Selection, training and use of classroom-based targeted supports and interventions (Tier 2)

Implementation

2020-21: Exploration and selection of instructional model including:

Adoption of RFS instructional materials
Selection of early literacy screener (i-Ready)

2021-22: Installation of Success Block and Initial Implementation

Success block integrated in master schedule
Screener/Diagnostic assessments to identify student learning needs
Really Great Reading (RGR) teacher training

Summer 2022

Use of RFS and i-Ready materials to strengthen summer school programs

2022-23: Initial to Full Implementation of the RFS model of Success Blocks

Data-based decision protocol and staff training
Developing Progress Monitoring tools, training
RELATED: Use of summer school and RFS materials to strengthen after school intervention programs focused on reading.
Technology Integration: i-Ready, 1^st grade RGR Playground (targeted), Words Their Way digital tools.

Impact: Evidence / Monitoring

Evidence of Impact:

Increased reading fluency with comprehension as evidenced by:

Progress monitoring data from Really Great Reading and Words Their Way spelling inventories
K-3 phonics scores on i-Ready (3x/year)
Spring 3^rd-5^th grade SBA ELA & i-Ready reading scores
All assessments reported for:
- All schools, all students
- Groups experiencing disproportionality
- Students receiving interventions

Exploration and installation of revised or new intervention structures and programs

Implementation

2022-23

Interdepartmental Tiered Instruction Team
- Engage with school intervention and Tier 1 literacy and math staff
- Identify gaps in Tier 1 instructional program
- Research and recommend remedies for gaps in Tier 1 instructional tools

2022-23

Training for Tier 1 & 2 Teams
Calibrating SWIS data collection
Baseline CR-TFI (all schools)

Impact: Evidence / Monitoring

Identification of high leverage and evidence-based intervention practices and programs.

Gap-closing growth of students in areas identified for intervention as demonstrated by:

SBA scores
Screener and progress monitoring data

Equitable Grading Practices

Common Course Grading Practices

Common Course Grading Practices

Instructors for each course at each school will develop common course grading practices within district guidelines that include:

Common grading categories, weights and volume of work
Common practices for students to recover from late or below-standard work.

Implementation

August professional development and collaboration during LID days.
Articulation of common grading practices in the syllabus available in Canvas.

Impact: Evidence / Monitoring

Increase in students’ proficiency of essential learning.
Increase in overall pass rate and decrease in disproportionality in pass rate.
Students who have late work will consistently have an option for academic recovery.
Students who fail to meet standard on a course assessment will have the opportunity for recovery learning and then the opportunity for the assessment grade to reflect their learning.

School-Based Action Plan

School-Based Action Plan

What additional or specific research-based strategies will be the focus of implementation to achieve school-wide goals? Or describe how your school is implementing systemic action listed above. Indicate elements targeted (not school-wide) to address disproportionality.

Action: Counselor & Case Manager Conferencing

Implementation

January & April 2023

Twice a year, students struggling the most academically are identified through trimester grade data. Case managers (ELL, IEP, 504) are asked to meet with these students to learn more about barriers to their learning. Students not receiving services meet with their counselor.

Impact: Evidence / Monitoring

BIPOC students are prioritized as they have been identified disproportionally represented in low SBA scores and D & F grade data. We monitor attendance, grades and SBA scores for these students.

Action: Educational Technology Professional Development

Implementation

Monthly & as needed

With increased staffing for dedicated building Ed Tech staff, we have implemented content-specific collaboration around teaching and learning grounded in High Leverage Practices and Universal Design for Instruction.

Impact: Evidence / Monitoring

Effectiveness is monitored by building and district level feedback forms from staff and students.

Action: Electives Course Selection Student Survey

Implementation

Dec 2022

We use results to guide our offerings to ensure all student groups have a voice in elective offerings to increase engagement and ownership over learning.

Impact: Evidence / Monitoring

We collect student feedback to gauge impact with a focus on BIPOC student responses to ensure representation and engagement.

Action: Falcon Choice Time

Implementation

Fall 2021- present

A standing committee of staff members gathered in the fall of 2021 to develop a proactive suite of school skills to practice and created Falcon Choice Time along with a visual choice board. Choices include: clean out backpack/binder, i-Ready learning path, ALEKS math, silent reading, complete unfinished assignment, quiz retake, etc.

Impact: Evidence / Monitoring

Effectiveness is gauged by teacher feedback including Leadership Team Discussions. This allows us to change and update as needed.

Action: High Leverage Practices (CMMS in-depth)

Implementation

February-March 2023

During the October 2022 PD, certificated staff indicated on a Menti survey that they wanted more resources on the following High Leverage Practices: Frequent Opportunities for Students to Respond & Effective Performance Feedback. With the help of TLS, CMMS admin delivered in-depth PD on these topics in February-March 2023.

Impact: Evidence / Monitoring

Effectiveness will be monitored by classroom walkthroughs, observation cycles, and staff reflective feedback forms.

Action: Intervention and Restorative Practices in Response to Behavior Violations

Implementation

Ongoing

As violations to the student code of conduct come up, we collaborate to provide supports, teaching and restorative paths to ensure behavior improves and student exclusion from learning in the classroom environment is limited.

Impact: Evidence / Monitoring

We analyze disaggregated behavior violations and school exclusion data monthly during Leadership/Tier 1 meetings.

Action: i-Ready Implementation, Professional Development & Data Analysis

Implementation

Fall 2022- ongoing

In August 2022 all certificated staff were trained to use i-Ready as a tool to view and monitor student achievement data to drive classroom supports as well as support students in accessing their Personalized Learning path.

Impact: Evidence / Monitoring

Effectiveness will be monitored by staff reflective feedback forms.

Action: Literacy PD Teacher for Teacher

Implementation

Nov 2022- present

Monthly Cert Staff Meetings
- Beginning in November 2022 to present, various CMMS teachers have volunteered to develop and deliver cross-curricular literacy PD (reading, writing, vocabulary) to colleagues during Certificated Staff Meetings. The focus is on supporting SIP, using i-Ready data in Student Growth Goals (SGGs), explicit academic vocabulary teaching strategies that include Universal Design for Learning, GLAD and High Leverage Practices.

Impact: Evidence / Monitoring

Effectiveness is monitored by teacher feedback forms, Student Growth Goals (SGGs) as well as student grades, i-Ready scores & SBA scores.

Action: Master Schedule & Intential Staffing

Implementation

Fall 2022-ongoing

We prioritize the needs of our most academically vulnerable students in the building of our master schedule including where Special Education teachers participate in consultation or full-co-teaching with general education teachers. Additionally, we correlate schedules of Special Education teachers with Study Skills courses to allow for specially designed instruction to be provided in the least restrictive environment. In January 2023, in response to large class sizes and a sharp increase of students with IEPs, we created additional general education classes and rearranged our Resource Room offerings to maximize support for students.

Impact: Evidence / Monitoring

Effectiveness is monitored by administration and counseling staff reflective dialogues. Students’ attendance and grades will be monitored as well to gauge effectiveness.

Action: NEST (Need Extra Study & Tutoring) Afterschool

Implementation

Nov 2022 – present

Mondays & Tuesdays 2:40-4:20 pm
- From 11/1/22 to 12/14/22, 115 students took part in attending 13 NEST after-school sessions. This is a quiet place for students to study, work on homework, complete test and quiz retakes and receive tutoring in the subjects of ELA, Math and Social Studies.

Impact: Evidence / Monitoring

We will measure our effectiveness from attendance records and end-of-year student and staff surveys. Additionally, an ISF grant report will be submitted end of year to summarize program impact.

Action: Parent Panel

Implementation

Jan 18, 2023

A diverse group of CMMS parents joined our certificated staff for an 1 ½ hour parent panel where they shared their thoughts and experiences regarding a wide array of questions such as:
- How do you define or describe success for your child? How can we support this at CMMS?
- What does a typical after-school afternoon look like for your student and family?
- What are some aspects of the school that you and your child have most appreciated?
- What is your perception or expectation for rigor in middle school?
- What would you like CMMS to know about your observances of religious or cultural customs and/or holidays?
- What works best for you in communicating with teachers?

Impact: Evidence / Monitoring

Effectiveness was measured from feedback forms from both staff in attendance and parents serving on the panel. We will also continue to monitor attendance, grades and SBA scores for students of BIPOC backgrounds and students for whom English is not their first language.

Action: Refined Grade Level Teams & Student of Concern Process

Implementation

Oct 2022-present

Monthly
- In October 2022, we refined our school-based MTSS systems to intensify our Tier 1 structure and student-of-concern supports. This provided grade level teams resources including intervention menus, data tracking forms and a dedicated student coordinator to work alongside grade level teams for students who do not respond as well to teacher-level classroom-based interventions.

Impact: Evidence / Monitoring

Effectiveness will be measured by a Tiered Fidelity Inventory focused on Tier 2 systems and support in May 2023

Action: Student Advisory to the Principal

Implementation

Jan 2023

Monthly
- This diverse group of 10+ students meets with the principal 1-2 times a month to provide input on important matters of student life such as: teaching, course selection, homework, discipline and special events and extra-curriculars.

Impact: Evidence / Monitoring

Feedback is shared systematically with Leadership/Tier 1 Team to further improve school programs.

Action: Student Governance

Implementation

Ongoing

In the fall of 2021, when we first opened our doors, we quickly established an ASB government including a student written constitution to allow for the election for the following officers: Executive, Grade Level, Tech, and Spirit. Additionally, to broaden student voice, each Soar Homeroom class elected a Soar Senator to serve as an advocate and liaison for important ASB matters at monthly Soar Senate meetings.

Impact: Evidence / Monitoring

Effectiveness will be measured by attendance and student surveys.

SIP Team & Final Review

Principal: Erin McKee
Site Council/PTSA Review Date:
Supervisor Review: Sherri Kokx
School Board Review Date: March 1, 2023

Leadership Team:

Erin McKee, Principal
Tim Hemker, Assistant Principal
Kari Graettinger, Science Team Leader
Erika Monroe, Math Team Leader & EdTech
Laura Matheny, ELA Team Leader
Alicia Chon, Social Studies Team Leader
Travis Conner, Elective Team Leader
Holly Stipe, 8th Grade Team Leader
Haley Skavaril, 7th Grade Team Leader
Brook Gouge, 6th Grade Team Leader
Amy Ainsworth, 6th Grade Team Leader
Andrea Miele, PBSES & SEL Team Leader
Chris Wieland, Equity Building Lead

Checklist

Action plan includes use of educational technology.
Action plan includes strategies for family engagement.
Action plan includes strategies for engaging students and/or addressing the social, emotional and/or mental health needs of students and barriers to learning.
Action plan includes a school-based action to implement one (or more) of Culturally Responsive Practices, Universal Design for Learning, Trauma Informed Practices, &/or the 4 High Leverage Instructional Practices.