School Improvement Plan

What is a School Improvement Plan?

A School Improvement Plan (SIP) is a strategic blueprint that schools use to enhance student learning and improve educational practices. It outlines specific goals for improvement, actions to achieve those goals, and methods for measuring progress.

Key Points of a SIP:

Goals: Clear objectives the school aims to achieve to enhance student outcomes.
Actions: Steps and strategies the school will implement to reach its goals, based on research and effective practices.
Monitoring: Regular review of progress with adjustments made to ensure the school stays on track toward its improvement objectives.

The purpose of a SIP is to provide a clear roadmap for schools to improve educational outcomes for all students, particularly focusing on eliminating disparities and ensuring equitable opportunities for every student.

Every school in Washington State is required to have a School Improvement Plan.

Visit the Issaquah School District SIP website to learn more about SIPs.

District - School Improvement Plans

Beaver Lake Middle School

School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

Strength #1: ASB Leadership Team Growing in Size and Diversity

Our ASB Leadership Team is a vibrant, diverse group of students that embodies our school theme, “Cultivating Community,” which they developed themselves. By organizing assemblies and themed dress-up days, these students foster school spirit and inclusivity, bringing students together and celebrating individual expression. The team’s diversity—in race, ethnicity, gender, religion and personal experiences—models acceptance and leadership, creating a shared sense of belonging among students and reinforcing the value of diverse perspectives.

Strength #2: WEB (Where Everybody Belongs) Program Expanding

The WEB program, recently expanded to a yearlong initiative, is structured to create a welcoming atmosphere for incoming students. Our 8th-grade WEB Leaders are grouped in a homeroom together where they focus on leadership and mentoring. Twice weekly, they support 6th graders in "Check and Connect" time and lead community-building circles on Fridays. This consistent peer mentorship helps younger students transition smoothly and builds confidence, while fostering connections among grade levels. Teachers and students alike have expressed overwhelming support for this program’s positive impact on student well-being and school culture.

Strength #3: Inclusive Model - ALL of our students are ALL of our students

Our special education team has embraced an inclusive model that thoughtfully supports students' individual needs.

One example is their innovative approach to life science classes, where they work with science teams to provide differentiated learning rotations: “stretch” for enrichment, “support” for guided help, and “independent” for self- paced learning. Students choose their rotation with guidance from teachers, allowing them to feel both supported

and empowered in their learning. This approach enhances engagement, fosters autonomy, and helps all students feel that they belong in an inclusive academic community.

Strength #4: Expanding Executive Functioning Class

Recognizing the challenges students have faced post-COVID, three years ago we created an elective class to help struggling students develop essential executive functioning and emotional regulation skills. This class has been so successful, it is now a part of the 6th-grade elective rotation. This class is led by passionate educators who teach practical strategies for managing stress, organizing tasks, and building resilience. The positive feedback from students and parents emphasizes its role in enhancing well-being, while its universal design makes every 6th grader feel equipped and supported in the transition to middle school.

Strength #5: Staff Engagement with the School Improvement Plan

All of our teachers are committed to improving reading comprehension across all subject areas. Every homeroom includes silent reading time, and nearly every teacher has incorporated reading comprehension into their Student Growth Goals. Departments like PE and Music creatively contribute as well; for example, PE focuses on listening comprehension skills, while Music emphasizes sight-reading. These unique approaches reflect our teachers’ dedication to strengthening foundational literacy, ensuring all students have opportunities to enhance critical comprehension skills in every class.

What challenges are you working to address, especially in closing gaps?

Based on your data and observations, describe 2-3 of the challenges you hope to address through school improvement? Be sure to address areas of gap closure.

In developing our School Improvement Plan, we aim to address several critical challenges that impact student learning, attendance, and academic equity. These areas have been identified through data analysis and ongoing observations, and they present key opportunities for growth.

Challenge #1: Strengthening Informational Text Comprehension

While most of our student groups made positive gains in proficiency on the ELA SBA—with All Students increasing by 4%, the BIPOC Focus Group by 3%, and Students with Disabilities by a notable 20%—a significant gap remains.

Currently, 84% of All Students demonstrated proficiency, compared to 61% in the BIPOC Focus Group and 39% for Students with Disabilities. Our i-Ready data further emphasizes the need to develop informational text comprehension skills across the board. Since understanding and processing informational texts is crucial for real-world tasks and academic success across all subjects, we are prioritizing this skill in our schoolwide reading initiatives.

Building on our previous momentum, we will continue implementing targeted strategies across subjects to help students improve in analyzing, synthesizing, and applying information from nonfiction texts, supporting both academic growth and equity across student groups.

Challenge #2: Improving Attendance for Black/African American Students

Though official data for 2023-2024 is pending from OSPI, anecdotal evidence indicates an area for growth for BLMS is supporting Black/African American students with regular attendance. Recognizing that consistent attendance is crucial for academic success, we are engaging our Tier 2 support teams to connect more deeply with these students and their families. Our approach will include culturally responsive relationship-building, seeking to know the student’s story, and tailored interventions to ensure that all students feel valued, supported, and motivated to attend regularly.

Challenge #3: Increasing the Percentage of Students Achieving a C- or Higher

We see a need to reduce the disproportionality in course success rates by ensuring more students earn a C- or higher in their classes. Research shows a strong link between passing grades and future success, so we are committed to building pathways for all students to achieve this benchmark. Through targeted support, differentiated instruction, and additional progress monitoring, we aim to provide equitable academic access and resources, closing gaps and fostering a supportive learning environment.

Challenge #4: Expanding Tier 3 Interventions Beyond Special Education

Currently, our Tier 3 interventions are limited to support offered by the Guidance Teams and Special Education. To serve students with academic needs, we are exploring additional Tier 3 support options. This long-term objective will involve a thorough needs assessment, as well as collaboration with staff, to identify and implement more inclusive and accessible interventions for students requiring the highest level of support.

What future opportunities will you use to improve and address inequities?

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

Our school has identified several promising opportunities to leverage in our ongoing improvement efforts, particularly around equity and addressing disproportionality. These initiatives will help support student engagement, build inclusive instructional practices, and ensure targeted support for those who need it most.

Opportunity #1: Strengthening Cross-Curricular Literacy with a Focus on Informational Text

Given the emphasis on improving informational text comprehension, our school has an opportunity to deepen literacy skills across subjects. By embedding informational text strategies within diverse content areas—such as science, social studies, and even electives like PE and Music—we can reinforce literacy in ways that are accessible and relevant for all students. Research suggests that integrated literacy instruction enhances understanding and retention, and it also supports students who may face academic gaps. Collaborative planning among teachers will enable the development of shared strategies and resources, ensuring that students experience consistent, high-quality literacy support schoolwide.

Opportunity #2: Building Cultural Responsiveness and Inclusive Practices in Attendance and Engagement

In response to lower attendance rates among Black/African American students, we see the need to expand our culturally responsive practices to foster a more inclusive environment. This involves implementing family outreach initiatives that respect and value students' cultural backgrounds and collaborating with families to understand and address barriers to attendance. By utilizing tools like restorative practices, family engagement events, and culturally affirming mentorship (via VOICE Mentoring), we can strengthen connections with students and families, promoting consistent attendance and engagement. Professional development in these areas will further equip our staff with strategies to create welcoming, responsive classrooms that support all students in feeling valued and motivated to participate fully.

Opportunity #3: Expanding Multi-Tiered Systems of Support (MTSS) to Increase Access to Tier 3 Interventions

With a goal to broaden Tier 3 interventions, we can capitalize on the MTSS framework to identify and support students who may not qualify for special education but still need intensive, individualized support. This effort involves refining data tracking to flag at-risk students earlier and offering targeted academic or behavioral interventions, such as one-on-one coaching, small group tutoring, and mental health resources. By integrating MTSS strategies with existing Tier 2 and Tier 1 supports, we can create a more robust intervention system, ensuring equitable access to the support needed for academic and personal success.

Root Cause and Contributing Factors of Disproportionality

ISD recognizes that not all students benefit equally or achieve equitably within our district. Our outcome measures such as graduation rate, proficiency on assessments, and grades indicate that we are not achieving equitable results for students in identified ethnic and racial groups, students who are experiencing economic hardships, and students with disabilities.

ISD is committed to disrupting patterns that result in inequitable outcomes. Global (across time and place) and local factors contribute to inequitable outcomes in our District, including the following:

Institutional racism and ableism
Impacts of economic hardship, including mobility or discontinuity of education
Impacts of adverse childhood experiences (ACEs)
Lack of consistent access to preventative and responsive services when experiencing ACEs
Lack of consistent access to adequate supports designed to address basic and individual educational needs
Lack of consistent access to high quality, inclusive, universally designed, and culturally responsive education

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?
What steps are you taking to address inequities in student achievement?

What new practices are improving student achievement, and how are you tracking their impact?

Based on previous School Improvement Planning & Tiered Fidelity Inventories, describe 1-2 systems, structures or practices recently introduced or expanded that shows promise for student achievement and will be continued? What impact are you observing? What data are you using to monitor impact?

Our recent SIP has introduced and expanded systems that are showing positive results for student achievement, especially in supporting foundational skills and targeted intervention.

6th Grade Executive Functioning Intervention Class

Previously, our SIP included an Executive Functioning Intervention class designed to help students improve their organizational skills and academic habits. Students opted into the class and/or were enrolled based on teacher and parent recommendation. Due to its success, this year we expanded the program by making a modified version of the class a required part of the elective rotation for all 6th graders. This course, taught alongside other trimester electives (Art, STEM), equips students with the skills necessary for middle school success, such as time management, task prioritization, and study strategies.

Seven weeks into implementation, initial observations indicate a positive impact, with early data showing improvement in student grades and organization. We are monitoring the class’s effectiveness by comparing grades of students currently enrolled against those not yet in the class (they will take it tri 2 or tri 3) and gathering feedback from both teachers and students. Our goal is to see if this universal approach has the same success as the opt-in model, providing a foundational boost for all 6th graders as they adjust to middle school demands.

Homeroom as a Tier 1 and Tier 3 Intervention Hub

To engage all staff in our literacy-focused SIP goals, we incorporated reading and listening comprehension components into our Homeroom sessions, providing every teacher an opportunity to be an active participant in supporting literacy development. This Tier 1 approach ensures that all students engage in structured reading time, reinforcing comprehension skills across subjects.

This year, to build on this, we added a Tier 3 intervention to Homeroom by freeing two teachers—one with a background in Language Arts/Social Studies and another in Math/Science—to provide specialized, small-group support during Homeroom. These teachers use grade and assessment data, as well as teacher recommendations, to work with students needing additional help on assignments or concepts. Through this small-group model, we hope to see improvement in student grades and targeted growth in reading scores. Progress is monitored by tracking student performance in core subjects, reading assessment data, and teacher feedback on student engagement and comprehension.

What steps are you taking to address inequities in student achievement?

What proactive steps is your school taking through this school improvement plan to disrupt predictable patterns, actively dismantle institutional racism, and address the disproportionality in academic achievement among students of different backgrounds?

Beaver Lake Middle School is committed to fostering an equitable, inclusive environment that challenges predictable disparities in achievement and actively works to dismantle institutional racism. Through our School Improvement Plan, we are taking intentional, proactive steps to address disproportionality in several key ways:

Data-Driven Equity Analysis and Targeted Goal Setting

We are using data from standardized tests, attendance records, and grade distributions to identify disparities among student groups and set targeted goals for closing these gaps. By continually analyzing our data through an equity lens, we can better understand patterns and intervene early. Our goal setting prioritizes outcomes for historically marginalized students, including setting measurable targets to increase attendance and academic success among
Black/African American students and other underrepresented groups.

Culturally Responsive Teaching and Professional Development

We are dedicated to implementing culturally responsive teaching practices across all subjects. Teachers receive ongoing professional development to enhance their cultural awareness and instructional skills, helping them to understand and value diverse cultural perspectives. This training also equips them to create inclusive, affirming classroom environments where students of all backgrounds feel represented, respected, and empowered to succeed. Our commitment to culturally responsive practices not only strengthen student engagement but also directly addresses inequities in classroom experience and academic opportunity.

Inclusive Literacy and Cross-Curricular Learning Supports

Our school has implemented a cross-curricular focus on informational text literacy as a key step toward closing achievement gaps in reading comprehension. This effort includes integrating culturally relevant texts that reflect the diverse experiences and identities of our students. By exposing all students to a wide range of perspectives and narratives, we build an inclusive curriculum that both broadens students' worldviews and affirms their own.
Additionally, literacy strategies applied across disciplines ensure that all students, especially those from marginalized backgrounds, receive consistent support in building critical skills.

Expanded Tiered Interventions Beyond Special Education

We recognize the need to provide intensive support for students who require it without exclusively relying on special education. By developing additional Tier 3 interventions, we are creating pathways for students with significant academic or behavioral needs who may not (or should not) qualify for traditional special education services. These interventions are designed to be flexible and accessible, ensuring that students from diverse backgrounds receive the individualized support they need to thrive academically and socially.

Family and Community Engagement to Build Trust and Inclusivity

Our school is actively working to engage families from all backgrounds, particularly those from historically marginalized communities, to build strong school-family relationships. By hosting events, sending culturally sensitive communications, and offering resources in multiple languages, we aim to create a welcoming atmosphere for all families. These efforts include working closely with families of students who face attendance challenges to understand and address barriers collaboratively. This focus on engagement and partnership empowers families to be active participants in their children's education, which is crucial for dismantling institutional barriers.

Student Leadership and Voice

Our ASB Leadership Team, intentionally diverse in race and gender expression, plays an essential role in fostering an inclusive school climate. Through activities, assemblies, and schoolwide initiatives like our “Cultivating Community” theme, student leaders model inclusivity, celebrate diversity, and encourage peer involvement. This emphasis on student voice helps build an environment where all students feel seen, valued, and supported to achieve.

Backed by Data

Specific, Measurable, Achievable, Relevant, Timebound, Inclusive, Equity-focused goals aligned to the Academic Opportunities priority area of the ISD 3-year strategic plan, referencing data from the School Improvement Data Dashboard.

Data Workbook for Middle School

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Literacy, including listening and speaking, provides access to all other learning. Teaching literacy in context is a shared responsibility for teachers of all courses. The literacy metrics in the School Improvement Plan Dashboard include:

Percent of students who demonstrate proficiency on the SBA (by grade or cohort or by 6^th- 8^th aggregate
Accelerated growth of student not meeting proficiency in the prior year SBA

Percent of students proficient or above on the ELA SBA	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	80%	89%	91%	92%
BIPOC Focus Group	<75%	<50%	59%	69%
Students with Disabilities	<50%	<50%	38%	47%

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Middle school math metrics provide checkpoints, or key indicators, toward the ISD Strategic Plan milestone of successful completion of Algebra 1. Math metrics in the School Improvement Plan Dashboard include:

Percent of students who demonstrate proficiency on the SBA (by grade or cohort or by 6th-8th aggregate
Accelerated growth of student not meeting proficiency in the prior year SBA
Percent of students who earned a B- or above in MS level Math classes
Proportional representation in advanced math options

3^rd-5^th Grade SBA Math	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	75%	79%	83%	87%
BIPOC Focus Group	47%	56%	66%	76%
Students with Disabilities	19%	31%	47%	63%

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

Attending school more than 90% of the time correlates strongly to long-term success in school. Attendance is also a primary indicator of successful student and family engagement. Building toward the ISD Strategic Plan milestone of 9th Grade Success, all schools will set goals for attendance.

Percent of Students who were Regular Attenders.	Spring 2023	Spring 2025 Target	Spring 2026 Target
All Students	87%	90%	92%
BIPOC Focus Group	80%	86%	92%
Students with Disabilities	73%	83%	92%

Grades

Grades: Increase achievement and decrease disproportionality in learning as evidenced by course grades.

Course grades should reflect the achievement of mastery of learning objectives. Data and research indicate that students who pass all their courses, with a C- or above, are highly likely to graduate high school and achieve their post-high school goals. This goal provides checkpoints toward the ISD Strategic Plan milestone of 9th grade On-Track to graduate.

Percent of students earning a C- or above in all their classes	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	85%	88%	90%	93%
BIPOC Focus Group	64%	77%	85%	93%
Students with Disabilities	53%	64%	78%	93%

School-Based Action Plan

Programs and priorities listed below are being implemented, expanded or sustained during this 2-year SIP cycle at each of our middle schools as part of the ISD Strategic Plan priorities and the establishment of Multi-Tiered Systems of Support (MTSS). For this SIP cycle, schools will select 3 strategies with at least two from district-wide programs or systems listed, and describe their school’s implementation plan and strategies for monitoring impact. Be sure to relate actions plans to the 3 SIP goal areas.

Select 1-2 of the following to describe in further detail:

Implementation of New Curriculum or Courses. New curriculum is adopted annually. Full implementation requires 2- 4 years of support to establish calibrated learning outcomes, common learning experiences, integrated tiered supports and instruction, and delivery that is universally designed and culturally responsive. ISD Priority 2a,c
Universal Design for Learning (UDL) Implementation of UDL as a framework of evidence-based, inclusive, and culturally responsive instructional practices for Tier 1. ISD Priority 2a
Grading for Equity. Implementation of grading practices so that [1] grades reflect mastery of key learning goals, [2] students receive feedback, reflect on their understanding, and are given an additional opportunity to demonstrate their learning; and [3] there is consistency and calibration of the measure of student learning. ISD Priority 2
Tiered Teams. Implementation of a Tiered Team structure to examine integrated social-emotional and academic achievement data to adjust core instruction and/or intervention planning. ISD Priority 2b
Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL). Maintaining or enhancing school-wide systems of support and social emotional learning to increase belonging, well-being, and create the conditions for learning. ISD Priority 1
Classroom-Based Intervention. Implementation of targeted supports, accommodations, and interventions (Tier 2) in the classroom setting. ISD Priority 2b
Inclusionary Practices. Collaboration and coordination of classroom teachers and special education staff to provide a comprehensive continuum of inclusive services within the least restrictive educational environment to ensure that all students reach their full potential. ISD Priority 2b
Multilingual Learners support. With the understanding that the whole day is an inclusive language learning experience for all students, collaboration and coordination of classroom teachers and multilingual learner specialists to deliver language acquisition strategies, ensure multilingual students have access to all instruction and learning, in a language intensive learning environment so that they achieve their full potential. ISD Priority 2b

Action	Implementation	Impact: Evidence/Monitoring
Implementation of New Curriculum or CoursesISD Priority 2a,c	Implementing Envision Math with Fidelity District PD and Building led PD: Regular professional development sessions throughout the school year will be allocated for teachers to build a strong understanding of the Envision Math curriculum and its instructional approaches. These sessions will include collaborative planning time to align lessons, share strategies, and address challenges in real time. Utilizing the Math Curriculum Support Person Using building resources to provide time for teachers to collaborate and plan 6^th Grade Study Skills Success Class The elective rotation schedule has been adjusted to include the Executive Functioning class for all 6th graders. Dedicated curriculum planning time will allow the lead teacher to tailor the program specifically for 6th-grade needs, incorporating time management, study skills, and organizational strategies. 6^th-8^th Post-High School Goals and Career Planning Grade specific curriculum delivered in Homeroom (Created by Lisa Neighbors) Additional High School and Beyond curriculum from our BLMS counselors Implementation of a spring career fair Leverage the VOICE Mentor program and connect marginalized students with adult mentors from our community who have achieved professional success and share similar backgrounds or identities. By providing students with role models who can relate to their experiences, we hope to foster a sense of belonging, encourage positive self- identity, and inspire students to see a range of possibilities for their own futures.	Intended Impacts Increased Math Proficiency: By using a coherent, standards-based curriculum, students will develop stronger foundational math skills, leading to improved overall performance across all demographics. Equitable Access to Resources: Access to diverse materials, manipulatives, and differentiated instructional supports will help reach students with varied learning needs, supporting equity in math achievement. Long-term Academic Success: Early intervention at the 6th-grade level will support sustained academic performance, helping close gaps in achievement as students progress through middle school. Key Data Classroom Assessments Common Assessments (SBA, i-Ready, Envision Success-Maker) Student feedback Teacher feedback Parent feedback
Universal Design for Learning ISD Priority 2a	Danielson Rubric and UDL Crosswalk with Teacher PD Created a Danielson Rubric and UDL Crosswalk Dedicated time during in-service days and scheduled PD sessions for introducing the UDL-Danielson Rubric crosswalk. Additional time will be allotted for small group discussions to reinforce understanding and application. UDL in Action Team (Ignite) Scheduled time during faculty meetings for the UDL Ignite Team to lead mini-PD sessions, discuss best practices, and address teacher questions. Planning time for the Ignite Team to coordinate classroom visits and peer observations (starting in January.) Substitute teachers will be arranged as needed to cover classes while Ignite Team members host colleagues. Professional Development and Goal Setting Monthly dedicated time for UDL goal-setting workshops and individual reflection sessions, allowing teachers to set, review, and adjust their UDL goals throughout the school year Admin modeled UDL throughout August PD, and continues to do so in every faculty meeting	Intended Impacts Enhanced Accessibility for All Learners: By adopting UDL principles, teachers will design lessons that accommodate a wider range of learning styles, abilities, and backgrounds, helping ensure equitable access to content for all students. Increased Student Engagement and Ownership: UDL encourages students to engage with content in ways that are meaningful to them. This flexibility empowers all students, especially those who may feel marginalized by traditional instructional approaches, to take more ownership of their learning. Reduction in Achievement Gaps: With UDL's emphasis on multiple means of representation, expression, and engagement, students who typically face barriers to success (e.g., students with disabilities, English language learners, or students from underrepresented backgrounds) will have more pathways to demonstrate mastery. Key Data Classroom Assessments Common Assessments (SBA, i-Ready, Envision Success-Maker) Student feedback Teacher feedback
Inclusionary Practices ISD Priority 2b	Collaboration on Comprehensive Course Scheduling for Flexible Interventions Specific, individual student data was collected and analyzed to ensure an adequate number of seats were available for the classes needed for each student’s learning level Admin and the special education team worked together to create a Comprehensive Course Schedule (formerly known as Master Schedule) to ensure individual student needs were met The creation of the schedule is transparent, and Admin welcomes regular feedback from teachers before it is minted. Creative Deployment of Special Education Push-in Minutes Based on Teacher Strengths Increased collaboration between special education teachers and general education teachers Admin support to align service delivery with instructional goals across content areas (e.g., embedding social-emotional skills in PE and literacy in science) Expansion of Tier 3 Interventions Beyond Special Education Designated homeroom periods will be structured for targeted interventions, with flexibility for students to move in and out based on progress.	Intended Impacts Increased Access to Grade-Level Curriculum: By integrating special education services directly into general education settings, more students with disabilities will have access to grade-level content, reducing disparities in academic achievement and supporting equitable learning experiences. Reduction in Over-Identification for Special Education: By expanding Tier 3 interventions beyond special education, general education students who may otherwise be screened for special education placement will receive the support they need, helping to address disproportionality in special education referrals. Key Data IEP Goal progress Grades Standardized test Tier 2 Team data collection Teacher notes Student feedback
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Enhanced Communication through Language Training and Tools Recognizing language as a critical factor in family engagement, we’ve provided training for staff on using language tools that improve communication with families. Dedicated MLL and Special Education Support Our distinguished Multilingual Learners (MLL) and Special Education (SPED) teams are highly engaged in supporting students and collaborating with families. Through regular check-ins and communication, these teams provide personalized support and guidance, helping families navigate resources and fully engage in their child’s learning experience. Community-Building Events With the support of our PTSA, we host community events like Fall Bingo and Heritage Night, which bring together families from diverse backgrounds to celebrate and connect. Health and Wellness Support We aim to meet students’ medical and wellness needs directly by offering immunization clinics, flu/COVID clinics, and sports physicals onsite, particularly supporting families in our boundary’s affordable housing areas.	Intended Impacts Close attendance and engagement gaps often correlated with health disparities. Foster an inclusive environment where families from all backgrounds feel welcomed and involved in school life. Build trust between the school and linguistically diverse families. Key Data Attendance Regular review meetings with attendance team (counselors, admin, attendance secretary) SAEBRS Data Counselor’s 5 minute Wellness Meetings notes Student and Family feedback
Technology Integration	Engagement Through Interactive Learning Tools Digital tools like Gizmos, Kahoot!, NotebookLM, and Canvas enable students to engage interactively with content and each other, making learning more dynamic and student-centered. These tools allow students to demonstrate understanding in multiple ways, from video responses to interactive polls, catering to different learning styles and preferences. Accessible Learning Through Digital Platforms Our school leverages platforms like Canvas and Securely to provide students with access to instructional materials, assignments, and resources at any time, inside or outside of school, in a safe and intentional manner. These platforms support differentiated learning and provide tools like text-to- speech, translation, and other accessibility features. Targeted Support and Data-Driven Intervention Our teachers use technology tools that analyze student data to offer targeted, personalized instruction. Platforms like i- Ready allow teachers to monitor progress and provide differentiated support based on each student’s unique learning needs. ê Data-driven technology enables us to identify and address gaps in learning quickly, especially for students who may be struggling academically or have limited foundational skills. By providing timely, tailored intervention, we help mitigate disproportionality in academic achievement among different student groups.	Intended Impacts Students who face challenges due to language barriers, disabilities, or lack of resources at home can engage with learning in a way that meets their individual needs, reducing barriers and addressing inequities in educational access. Offering alternative assessment and expression methods levels the playing field for students who may struggle with traditional assessments, particularly benefiting multilingual learners and students with diverse learning styles. Early intervention through technology helps address academic gaps for students from historically underrepresented groups, mitigating disparities in achievement and ensuring more equitable support. Key Data Student work completion rates Assessment Scores i-Ready Assessment progress Student feedback through surveys and reflections Teacher feedback

Action

Implementation

Impact: Evidence/Monitoring

Implementation of New Curriculum or CoursesISD Priority 2a,c

Implementing Envision Math with Fidelity

District PD and Building led PD: Regular professional development sessions throughout the school year will be allocated for teachers to build a strong understanding of the Envision Math curriculum and its instructional approaches. These sessions will include collaborative planning time to align lessons, share strategies, and address challenges in real time.
Utilizing the Math Curriculum Support Person
Using building resources to provide time for teachers to collaborate and plan

6^th Grade Study Skills Success Class

The elective rotation schedule has been adjusted to include the Executive Functioning class for all 6th graders. Dedicated curriculum planning time will allow the lead teacher to tailor the program specifically for 6th-grade needs, incorporating time management, study skills, and organizational strategies.

6^th-8^th Post-High School Goals and Career Planning

Grade specific curriculum delivered in Homeroom (Created by Lisa Neighbors)
Additional High School and Beyond curriculum from our BLMS counselors
Implementation of a spring career fair
Leverage the VOICE Mentor program and connect marginalized students with adult mentors from our community who have achieved professional success and share similar backgrounds or identities. By providing students with role models who can relate to their experiences, we hope to foster a sense of belonging, encourage positive self- identity, and inspire students to see a range of possibilities for their own futures.

Intended Impacts

Increased Math Proficiency: By using a coherent, standards-based curriculum, students will develop stronger foundational math skills, leading to improved overall performance across all demographics.
Equitable Access to Resources: Access to diverse materials, manipulatives, and differentiated instructional supports will help reach students with varied learning needs, supporting equity in math achievement.
Long-term Academic Success: Early intervention at the 6th-grade level will support sustained academic performance, helping close gaps in achievement as students progress through middle school.

Key Data

Classroom Assessments
Common Assessments (SBA, i-Ready, Envision Success-Maker)
Student feedback
Teacher feedback
Parent feedback

Universal Design for Learning ISD Priority 2a

Danielson Rubric and UDL Crosswalk with

Teacher PD

Created a Danielson Rubric and UDL Crosswalk
Dedicated time during in-service days and scheduled PD sessions for introducing the UDL-Danielson Rubric crosswalk.
Additional time will be allotted for small group discussions to reinforce understanding and application.

UDL in Action Team (Ignite)

Scheduled time during faculty meetings for the UDL Ignite Team to lead mini-PD sessions, discuss best practices, and address teacher questions.
Planning time for the Ignite Team to coordinate classroom visits and peer observations (starting in January.)
Substitute teachers will be arranged as needed to cover classes while Ignite Team members host colleagues.

Professional Development and Goal Setting

Monthly dedicated time for UDL goal-setting workshops and individual reflection sessions, allowing teachers to set, review, and adjust their UDL goals throughout the school year
Admin modeled UDL throughout August PD, and continues to do so in every faculty meeting

Intended Impacts

Enhanced Accessibility for All Learners: By adopting UDL principles, teachers will design lessons that accommodate a wider range of learning styles, abilities, and backgrounds, helping ensure equitable access to content for all students.
Increased Student Engagement and Ownership: UDL encourages students to engage with content in ways that are meaningful to them. This flexibility empowers all students, especially those who may feel marginalized by traditional instructional approaches, to take more ownership of their learning.
Reduction in Achievement Gaps: With UDL's emphasis on multiple means of representation, expression, and engagement, students who typically face barriers to success (e.g., students with disabilities, English language learners, or students from underrepresented backgrounds) will have more pathways to demonstrate mastery.

Key Data

Classroom Assessments
Common Assessments (SBA, i-Ready, Envision Success-Maker)
Student feedback
Teacher feedback

Inclusionary Practices

ISD Priority 2b

Collaboration on Comprehensive Course

Scheduling for Flexible Interventions

Specific, individual student data was collected and analyzed to ensure an adequate number of seats were available for the classes needed for each student’s learning level
Admin and the special education team worked together to create a Comprehensive Course Schedule (formerly known as Master Schedule) to ensure individual student needs were met
The creation of the schedule is transparent, and Admin welcomes regular feedback from teachers before it is minted.

Creative Deployment of Special Education Push-in Minutes Based on Teacher Strengths

Increased collaboration between special education teachers and general education teachers
Admin support to align service delivery with instructional goals across content areas (e.g., embedding social-emotional skills in PE and literacy in science)

Expansion of Tier 3 Interventions Beyond Special Education

Designated homeroom periods will be structured for targeted interventions, with flexibility for students to move in and out based on progress.

Intended Impacts

Increased Access to Grade-Level Curriculum: By integrating special education services directly into general education settings, more students with disabilities will have access to grade-level content, reducing disparities in academic achievement and supporting equitable learning experiences.
Reduction in Over-Identification for Special Education: By expanding Tier 3 interventions beyond special education, general education students who may otherwise be screened for special education placement will receive the support they need, helping to address disproportionality in special education referrals.

Key Data

IEP Goal progress
Grades
Standardized test
Tier 2 Team data collection
Teacher notes
Student feedback

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Enhanced Communication through Language Training and Tools

Recognizing language as a critical factor in family engagement, we’ve provided training for staff on using language tools that improve communication with families.

Dedicated MLL and Special Education Support

Our distinguished Multilingual Learners (MLL) and Special Education (SPED) teams are highly engaged in supporting students and collaborating with families. Through regular check-ins and communication, these teams provide personalized support and guidance, helping families navigate resources and fully engage in their child’s learning experience.

Community-Building Events

With the support of our PTSA, we host community events like Fall Bingo and Heritage Night, which bring together families from diverse backgrounds to celebrate and connect.

Health and Wellness Support

We aim to meet students’ medical and wellness needs directly by offering immunization clinics, flu/COVID clinics, and sports physicals onsite, particularly supporting families in our boundary’s affordable housing areas.

Intended Impacts

Close attendance and engagement gaps often correlated with health disparities.
Foster an inclusive environment where families from all backgrounds feel welcomed and involved in school life.
Build trust between the school and linguistically diverse families.

Key Data

Attendance
Regular review meetings with attendance team (counselors, admin, attendance secretary)
SAEBRS Data
Counselor’s 5 minute Wellness Meetings notes
Student and Family feedback

Technology Integration

Engagement Through Interactive Learning Tools

Digital tools like Gizmos, Kahoot!, NotebookLM, and Canvas enable students to engage interactively with content and each other, making learning more dynamic and student-centered. These tools allow students to demonstrate understanding in multiple ways, from video responses to interactive polls, catering to different learning styles and preferences.

Accessible Learning Through Digital Platforms

Our school leverages platforms like Canvas and Securely to provide students with access to instructional materials, assignments, and resources at any time, inside or outside of school, in a safe and intentional manner. These platforms support differentiated learning and provide tools like text-to- speech, translation, and other accessibility features.

Targeted Support and Data-Driven Intervention

Our teachers use technology tools that analyze student data to offer targeted, personalized instruction. Platforms like i- Ready allow teachers to monitor progress and provide differentiated support based on each student’s unique learning needs.

ê Data-driven technology enables us to identify and address gaps in learning quickly, especially for students who may be struggling academically or have limited foundational skills. By providing timely, tailored intervention, we help mitigate disproportionality in academic achievement among different student groups.

Intended Impacts

Students who face challenges due to language barriers, disabilities, or lack of resources at home can engage with learning in a way that meets their individual needs, reducing barriers and addressing inequities in educational access.
Offering alternative assessment and expression methods levels the playing field for students who may struggle with traditional assessments, particularly benefiting multilingual learners and students with diverse learning styles.
Early intervention through technology helps address academic gaps for students from historically underrepresented groups, mitigating disparities in achievement and ensuring more equitable support.

Key Data

Student work completion rates
Assessment Scores
i-Ready Assessment progress
Student feedback through surveys and reflections
Teacher feedback

School Improvement Team & Procedure Information

Principal	Kathryn Coffin
SIP Team Members	Rashmika Abajian, Counselor Lead Tiffany Bahall, Math Teacher and Equity Lead Lisa Chamberlain, Special Education Lead Micki Dang, ASB and Student Leadership Advisor Karen Harmon, 7^th Grade Team Leader Kara Heaphy, PE Lead Tim Ireland, Health Lead Denise Luci, Science Lead Alex Norton, MTSS Lead Belinda Rendon, Math Lead Carolyn Santos, Social Studies Lead and IEA Rep Andrew Stephenson, Assistant Principal and Athletic Director and Building Safety Lead Sarah Sundt, Language Arts and New Teacher Mentor Lead Ken Sylvester, 6^th Grade Team Lead Marianna Vail, Music, Fine Arts and Electives Lead Steven Walsh, Ed Tech Lead and 8^th Grade Team Lead ASB Student Leaders
Supervisor Review	Sherri Kokx, Nov. 7, 2024
Site Council or PTSA Review	September 11, 2024
School Board Review	November 19, 2024

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Beaver Lake Middle School

School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

What challenges are you working to address, especially in closing gaps?

Based on your data and observations, describe 2-3 of the challenges you hope to address through school improvement? Be sure to address areas of gap closure.

What future opportunities will you use to improve and address inequities?

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

Root Cause and Contributing Factors of Disproportionality

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?

Based on previous School Improvement Planning & Tiered Fidelity Inventories, describe 1-2 systems, structures or practices recently introduced or expanded that shows promise for student achievement and will be continued? What impact are you observing? What data are you using to monitor impact?

What steps are you taking to address inequities in student achievement?

What proactive steps is your school taking through this school improvement plan to disrupt predictable patterns, actively dismantle institutional racism, and address the disproportionality in academic achievement among students of different backgrounds?

Backed by Data

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

Grades

Grades: Increase achievement and decrease disproportionality in learning as evidenced by course grades.

School-Based Action Plan

School Improvement Team & Procedure Information