School Improvement Plan
Beaver Lake 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
Inquiry1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence5 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
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Recognizes the impact of non-academic factors on student learning and wellbeing
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Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
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Has action plans that are based on best practice as identified by quality research
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Is a continuous process that requires ongoing monitoring and adjusting
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Addresses the use of technology to facilitate instruction
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Addresses parent, family and community involvement
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Integrates the OSPI-identified 9 characteristics of successful schools:
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clear and shared focus
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high standards and expectations for all students
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effective school leadership
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high levels of collaboration and communication
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curriculum, instruction and assessments aligned with state standards
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frequent monitoring of learning and teaching
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focused professional development
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supportive learning environment
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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.
Student Engagement
The summer of 2021, leading to our first year back to full time, in-person learning after the pandemic, was focused on re-engaging students in the academic setting and addressing social/emotional needs/barriers. The administration team, counseling team, and PBSES coach met with students and families in a variety of modes to ensure a smooth transition for our students, and to proactively identify Tier 2 and Tier 3 students at risk of social or emotional irregularity. This work continued throughout the year through individual counseling (averaging 160 student meetings per month, 43 referrals to our School-based Swedish Counselor, and 82 student safety plans for students reporting self-harm), small group anxiety counseling for students and a parent anxiety book study, and whole group, classroom lessons provided by the counseling team on anxiety and the brain, suicide prevention and coping skills. Student surveys indicated a decrease in anxious feelings and tendencies over the course of the 2021-2022 school year. We will continue this level of pursuing students at risk of social and/or emotional support in subsequent years.
Student Behavior
We had anticipated a rise in internalizing behaviors, but did not expect the increase in major externalizing behaviors, and how the behaviors of a small percentage of students would impact the whole of the student population. During the 2021-22 school year, Beaver Lake Middle School saw a rise in externalizing behaviors that resulted in exclusionary discipline. This trend was not unique to just Beaver Lake MS, but was representative of the behaviors many middle schools were seeing across the district and nation. Middle school students in particular seemed to have been impacted more dramatically by the 18 months of home-based learning (i.e. only solving social problems with siblings, which typically looks more aggressive than appropriately solving problems with peers).
Trimester 1 brought students back to full-time instruction for the first time in almost two-and-a-half years, which we hypothesize resulted in larger, more severe, externalizing behaviors than in pre-COVID years. Subsequently, as students settled into the school year during trimester 2, we saw a significant decrease in exclusionary discipline instances as a result of adapting interventions at the building-level. Trimester 3 saw an increase in exclusionary discipline instances as students required more Tier 2 and Tier 3 interventions for behavior. Further breakdown for disciplinary data is below.
- Trimester 1: Exclusionary Discipline Data by Federal Race Category
- Trimester 2: Exclusionary Discipline Data by Federal Race Category
- Trimester 3: Exclusionary Discipline Data by Federal Race Category
Trimester 1: Exclusionary Discipline Data by Federal Race Category
- White: 7 offenses by 4 students
- Black/African American: 8 offense by 4 students (* 2 of the offenses resulted in emergency expulsions and threat assessments that led to long-term suspensions)
- Native American: 0
- Asian: 1 offense by 1 student (*this offense resulted in an emergency expulsion and threat assessment that did not result in a long-term suspension
- Hispanic/Latin X: 0
- Pacific Islander: 0
Trimester 1 Analysis and Reflection: Of the 16 total offenses during trimester 1: two (2) were for possession of weapons on campus, eleven (11) for fighting, two (2) for theft of school property, and one (1) for making threats. When looking at behavior trends, this is a significant increase in offenses for fighting in the first trimester of a school year when compared to pre-pandemic behavior trends. The offenses listed above were also accounted for by multiple different students as opposed to a single student accounting for multiple offenses. There was also an increase in behaviors resulting in Tier 3 discipline (EE or LTS) in the first trimester when compared with pre-pandemic years. This data speaks to the severity of the behaviors that middle schools saw at the beginning of the school year, which decreased over time as the school year continued.
In response to the discipline data of trimester 1, the BLMS MTSS team increased the Tier 1 and Tier 2 behavior interventions for students in the form of classroom lessons in homeroom, small group meetings, social justice restorative practices, incentive charts, parent-teacher collaborative notes, etc. We refocused on our school-wide expectations of Being Accountable, Responsible, Kind and Safe (BARKS).
Trimester 2: Exclusionary Discipline Data by Federal Race Category
- White: 1 offense by 1 student
- Black/African American: 0
- Native American: 0
- Asian: 0
- Hispanic/Latin X: 0
- Pacific Islander: 0
Trimester 2 Analysis and Reflection: The single offense resulting in exclusionary discipline was for theft of school property during trimester 2. There are multiple factors that could account for the decrease in the exclusionary offenses seen during trimester 2: increased, explicit teaching of expectations for students in response to trimester 1 behaviors in the building, students re-acclimating to in-person schooling, targeted Tier 2 and Tier 3 interventions for students displaying significant externalizing behaviors in trimester 1, and/or staff familiarity with the student population – building relationships, trust, etc.
Trimester 3: Exclusionary Discipline Data by Federal Race Category
Data has been modified to remove outlying data that was the result of two (2) new student enrollments in March that accounted for ten (10) of the 29 total offenses during Trimester 3
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White: 11 offenses by 9 students
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Black/African American: 4 offenses by 3 students
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Native American: 0
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Asian: 1 by 1 student
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Hispanic/Latin X: 3 offenses by 3 students
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Pacific Islander: 0
Trimester 3 Analysis and Reflection: Of the 19 total offenses during Trimester 3: five (5) were for fighting, six (6) for inappropriate use of technology/phones, one (1) for making threats, three (3) for elopement/leaving campus, and four (4) for repeated rule violation, defiance, insubordination. Analysis of the behavior data from trimester 3 shows an increase in behaviors resulting in exclusionary discipline, specifically when looking at instances of fighting, inappropriate technology use, and elopement. However, further analysis would suggest that the types of significant behaviors exhibited during trimester from students who had been at Beaver Lake Middle school for the majority of the 21-22 school year decreased, as evidenced by the decline in Tier 3 exclusionary actions (EE & LTS) as well as the need for threat assessments. Further anecdotal data based on the types of offenses leading to exclusionary discipline would suggest that behaviors later in the year that result in exclusionary discipline are the result of progressive discipline, multiple forms of prior interventions, and opportunities for students to modify behavior.
Although the number of Tier 3 exclusionary actions declined overall, there is still a disproportionate number of Black/African American and Hispanic/Latins students receiving exclusionary discipline. This will be addressed in the 2022-2023 SY.
Academic Goals, Progress and Reflection
Our academic goals were focused on returning to our pre-pandemic proficiency baselines. According to the 2017-2019 WISF data, 84.5% of all BLMS students met proficiency on the ELA SBA. Our goal was to improve from 73% of all students meeting standard on the fall 2021 ELA SBA to 85% of students meeting standard on the 2022 spring ELA SBA.
There is a correlation between i-Ready success and SBA scores. Since the 2021 i-Ready data suggested a growth area in Informational Text, BLMS had a second goal of improving in this area, as a support for our SBA goal. Our goal was to increase students at grade level for Informational Text from 60% to 76%.
2021-2022 Goals
All Student Academic Goals
By the spring of 2022, student achievement for all students in the area of English Language Arts will increase from 73.6% (2021 All Student Score) to 85% as measured by the spring 2022 Smarter Balance Assessment.
By the spring of 2022, student achievement for all students in the area of Comprehension: Informational Text will increase from 60% at grade level or above (as measured on the 2021 Fall i-Ready Diagnostic) to 76% at grade level or above as measured by the spring 2022 i-Ready Diagnostic Results.
Progress Toward Previous Goal
Beaver Lake staff and students did not meet our SBA 2022 goal of returning to our pre-pandemic baseline. All students improved 1.3% from the fall 2021 SBA to the spring 2022 SBA. The greatest growth was seen in the black/African American student group, improving from 15.4% in the fall to 43.8% in the spring.
One possible problem of practice is that BLMS lacked a strong, consistent Tier 2 reading comprehension intervention. Our current Language Arts program is most successful when students enter the program with grade-level reading fluency skills. A goal for the 2022-2023 SY will be to incorporate reading fluency instruction for general education students below grade level.
A positive observation in the data below is that our students who are in categories/groups that have been historically disproportional, made greater gain toward the WSIF baseline.
ELA Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 BLMS Outcomes |
+/- |
All Students (for comparison) |
84.5% |
74.9% |
-9.6% |
Black / African American |
|
43.8% |
|
English Language Learners |
25% |
28.1% |
3.1% |
Hispanic/Latinx of any race |
63.6% |
56.9% |
-6.7% |
Low Income |
43.4% |
34.2% |
-9.2% |
Students with Disabilities |
24.2% |
19.4% |
-4.8% |
Regarding the i-Ready data, there was an overall increase of 5% to 10% across all groups except for black/African American students. The spring 2022 SBA data and the Spring 2022 i-Ready data are extremely close in all student categories. We will be using the i-Ready tools in the 2022-2023 SY to improve i-Ready scores, impacting SBA scores.
i-Ready Diagnostic Overall Results
Group |
2021 Fall Baseline |
Spring 2022 Outcomes |
Change +/- |
All Students (for comparison) |
64% |
73% |
9.0% |
Black / African American |
50% |
42% |
-8.0% |
English Language Learners |
13% |
22% |
9.0% |
Hispanic/Latinx of any race |
51% |
56% |
5.0% |
Students with Disabilities |
13% |
19% |
6.0% |
i-Ready Diagnostic Comprehension: Informational Text Results
Group |
2021 Fall Baseline |
Spring 2022 Outcomes |
Change +/- |
All Students (for comparison) |
60% |
68% |
8.0% |
Black / African American |
46% |
42% |
-4.0% |
English Language Learners |
9% |
19% |
10.0% |
Hispanic/Latinx of any race |
49% |
55% |
6.0% |
Students with Disabilities |
8% |
15% |
7.0% |
Disproportionality Goals
By the spring of 2022, student achievement for English Language Learners in the area of English Language Arts will increase from 16.1% to 58% as measured by the spring 2022 Smarter Balance Assessment.
By the spring of 2022, student achievement for Low-Income students in the area of English Language Arts will increase from 32.3% to 68% as measured by the spring 2022 Smarter Balance Assessment.
Progress Toward Previous Goal
Students learning the English language improved from 16.1% of students meeting proficiency on the 2021 ELA SBA to 28.1% meeting proficiency. Students of low-income households improved from 32.3% of students meeting proficiency on the 2021 ELA SBA to 34.2% meeting proficiency. Although not meeting our goal to reach the WSIF baseline, both groups showed improvement (12% and 1.9%, respectively).
ELA Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 BLMS Outcomes |
+/- |
All Students (for comparison) |
84.5% |
74.9% |
-9.6% |
English Language Learners |
25% |
28.1% |
3.1% |
Low Income |
43.4% |
34.2% |
-9.2% |
2021-2022 Celebration
Although not a formal goal, our school team focused on student attendance and academic support when students could not attend due to illness. As seen in the data below, all of our student groups exceeded the WSIF baseline data for attendance.
Regular Attendance Rate
Group |
2017-19 WSIF Baseline |
2022 BLMS Outcomes |
+/- |
All Students (for comparison) |
91.9% |
94% |
2.1% |
Black / African American |
|
87% |
|
English Language Learners |
91.3% |
93% |
1.7% |
Hispanic/Latinx of any race |
84% |
91% |
7.0% |
Low Income |
68.5% |
NA |
|
Students with Disabilities |
79.2% |
90% |
10.8% |
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.
Trends, issues and opportunities for growth were determined by an analysis of spring 2021 and fall 2021 i-Ready data, fall 2021 and spring 2022 SBA Data, and longitudinal 2017-2019 SBA trends (WSIF), as well as examination of the previous year’s attendance, and student work from the current year.
ELA Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 BLMS Outcomes |
Change +/- |
All Students (for comparison) |
84.5% |
74.9% |
-9.6% |
Black / African American |
|
43.8% |
|
English Language Learners |
25% |
28.1% |
3.1% |
Hispanic/Latinx of any race |
63.6% |
56.9% |
-6.7% |
Low Income |
43.4% |
34.2% |
-9.2% |
Students with Disabilities |
24.2% |
19.4% |
-4.8% |
Math Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 BLMS Outcomes |
Change +/- |
All Students (for comparison) |
78.3% |
70.1% |
-8.2% |
Black / African American |
|
12.5% |
|
English Language Learners |
50% |
33.3% |
-16.7% |
Hispanic/Latinx of any race |
55.5% |
41.7% |
-13.8% |
Low Income |
32% |
25.7% |
-6.3% |
Students with Disabilities |
18.6% |
8.3% |
-10.3% |
i-Ready Diagnostic Overall Results
Group |
Spring 2022 |
Fall 2022 |
All Students (for comparison) |
73% |
70% |
Black / African American |
42% |
37% |
English Language Learners |
22% |
5% |
Hispanic/Latinx of any race |
56% |
58% |
Students with Disabilities |
19% |
25% |
i-Ready Diagnostic Comprehension: Informational Text Results
Group |
Spring 2022 |
Fall 2022 |
All Students (for comparison) |
68% |
62% |
Black / African American |
42% |
34% |
English Language Learners |
19% |
9% |
Hispanic/Latinx of any race |
55% |
55% |
Students with Disabilities |
15% |
23% |
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).
Black/African American students, Hispanic/Latinx students and students with disabilities show a disproportionately lower number of students meeting standard in ELA compared to their Beaver Lake peers. An evaluation of teacher-provided student work suggested targeted intervention for these groups may positively impact the current opportunity gap.
In regards to possible root causes, and borrowing from EL-16:
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 2025, student achievement for all students in the area of English Language Arts will increase from 74.9% to 84.5% as measured by the spring 2025 Smarter Balance Assessment.
Disproportionality Goal(s)
By the spring of 2025, student achievement for black/African American students in the area of English Language Arts will increase from 43.8% to 66.3% as measured by the spring 2025 Smarter Balance Assessment.
By the spring of 2025, student achievement for Hispanic/Latinx students in the area of English Language Arts will increase from 56.9% to 74.1% as measured by the spring 2025 Smarter Balance Assessment.
By the spring of 2025, student achievement in the area of English Language Arts for students with disabilities will increase from 19.4% to 51.6% as measured by the spring 2025 Smarter Balance Assessment.
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
- Action: Culturally Responsive Practices
- Action: Universal Design for Learning
- Action: Trauma-Informed Practices
- Action: Technology Integration
- Action: Math Pathways
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
- 1st 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
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Full implementation of the Canvas learning management system with common standards of use
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Professional development
-
August ½ day PD launch
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Cycles of PD, implementation and reflection throughout the year
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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 6th grade math courses
-
Registration & engagement (information and guidance for 5th 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
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:
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Baseline TFI Data
-
SWIS data, disaggregated
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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
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Initial implementation of data protocols for tiered teams
-
Provide differentiated resources for teachers
-
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Initial implementation of data protocols for academic and behaviors data at teacher and school instructional teams
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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)
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
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Success block integrated in master schedule
- Screener/Diagnostic assessments to identify student learning needs
- Really Great Reading (RGR) teacher training
Summer 2022
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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
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Data-based decision protocol and staff training
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Developing Progress Monitoring tools, training
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RELATED: Use of summer school and RFS materials to strengthen after school intervention programs focused on reading.
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Technology Integration: i-Ready, 1st 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 3rd-5th 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
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
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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
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
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: Communicate reading comprehension as a school-wide priority for core instruction across all subject areas
Implementation
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Identify Problem of Practice with BLMS Leadership Team and create action plan, create monthly PD schedule to reflect action plan
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Review of Student Growth Goals with individual teachers
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Partner with PTSA to encourage home-school connection re: reading
Impact: Evidence / Monitoring
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Sept: Collect baseline data for Reading Comprehension via i-Ready Assessment
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Analyze data at mid-year with Leadership Team
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May/June: Assess and Reflect using preliminary SBA data and EOY i-Ready Data
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Disaggregate by race/ethnicity/programing and compare to WSIF Data
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Parent surveys
Action: Leverage School-based Resources
Similar to a “Read-In” where students participate in a school-wide independent reading time, our “Math-In” is a 15-minutes-of-math event to support school-wide engagement and foster excitement around math with a school-wide incentive upon completion.
Implementation
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Build teacher-student conference time, and silent reading time, into master schedule
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Design paraprofessional schedule to provide additional, targeted support for students developing their English language skills, black/African American students and Hispanic/Latinx students
Impact: Evidence / Monitoring
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Classroom observations
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Student/staff surveys
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i-Ready EOY growth data comparing students with para support v. students without para support
Action: Build Reading Comprehension Instructional Capacity in Staff
Family Math Night with a focus on fostering interest and engagement in math, math games and activities for supporting student interest, confidence and practice with math.
Implementation
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Monthly Faculty PD: Effective Classroom Intervention Practices
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Writing effective Student Growth Goals
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Explicit vocabulary instruction
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Explicit comprehension instruction
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Extended discussion of text meaning
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Classroom fosters engagement, collaboration and community (UDL)
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Flexible methods (UDL)
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Flexible materials (UDL)
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Parent-teacher communication (C7)
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Listening comprehension, the foundation for reading comprehension
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Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence PD
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Office Professionals How to Improve Student Listening Comprehension Training
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Cover classes so teachers can observe other teachers identified as using distinguished teaching practices
Impact: Evidence / Monitoring
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Conduct ELA-focused learning walk to set baseline; take weekly/monthly data checks
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Teacher Exit Tickets
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Classroom Observations and Feedback
Action: Improve Student Connection to School Community
Implementation
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Faculty meeting activity to identify students connected with a trusted adult
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Work with counseling team and MTSS team to ensure black/African American students, Hispanic/Latinx students and students with disabilities have at least one trusted adult at Beaver Lake
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Identify students needing regular counseling check-ins
Impact: Evidence / Monitoring
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Student Needs Survey
Action: Implement Tier 2 and Tier 3 Reading Comprehension intervention: i-Ready and Read 180
Implementation
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Identify students needing reading interventions using i-Ready instructional groupings
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Identify students needing Tier 2 academic supports, use Student Intervention Form to identify best strategy for student
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ISF After School Homework Support with highly qualified, subject specific teachers
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Implement Tier 2 Read 180 class
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Adjust Tier 2 students according to January i-Ready Data
Impact: Evidence / Monitoring
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CR-TFI
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Adjust Tier 2 students according to January i-Ready Data, and again in March, use after-school programing for extra support
SIP Team & Final Review
- Principal: Kathryn Coffin
- Site Council/PTSA Review Date: December 14, 2022
- Supervisor Review: Sherri Kokx, January 4, 2023
- School Board Review Date: March 1, 2023
- MTSS Leadership Team:
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Kathryn Coffin, Principal
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Andrew Stephenson, Assistant Principal
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Karen Harmon, MTSS Lead
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Rashi Eisenberg, Counselor Lead
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Rehan Shehata, ELL Teacher
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Tiffany Bahall, Equity Lead
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Lincoln Guenser, Student ASB President
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Shannon Pullins, ASB Advisor
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Ken Sylvester, 6th Grade Lead
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Sarah Sundt, 7th Grade Lead
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Stella Jones, 8th Grade Lead
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Lisa Carlson, Language Arts Lead
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Belinda Rendon, Math Lead
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Sara Cullen, Science Lead
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Kim Morse, Special Education Lead
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Darren McAllen, Social Studies Lead