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

Inquiry

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

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

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

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

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

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

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

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

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

Reflection on Previous Year School Improvement Plan

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

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

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

White: 11 offenses by 9 students
Black/African American: 4 offenses by 3 students
Native American: 0
Asian: 1 by 1 student
Hispanic/Latin X: 3 offenses by 3 students
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%.

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

District-Wide Action Plan

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

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

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

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

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

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

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

Installation of Tier 1 High Leverage Practices

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

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

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

Action: Development and Integration of High Leverage Practices

Development and Integration of High Leverage Practices

Implementation

2022-23 & 2023-24

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

Impact: Evidence / Monitoring

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

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

Action: Culturally Responsive Practices

Culturally Responsive Practices

Implementation

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

Impact: Evidence / Monitoring

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

Action: Universal Design for Learning

Universal Design Learning

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

Implementation

2021-22

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

2022-23

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

Impact: Evidence / Monitoring

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

Action: Trauma-Informed Practices

Trauma-Informed Practices

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

Implementation

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

Impact: Evidence / Monitoring

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

Action: Technology Integration

Technology Integration

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

Implementation

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

Impact: Evidence / Monitoring

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

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

Action: Math Pathways

Math Pathways

Implementation

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

Impact: Evidence / Monitoring

Increase in math achievement:

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

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

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

Tiered Team Structure
Data-Based Decision-Making

Tiered Team Structure

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

Implementation

2022-23

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

Impact: Evidence / Monitoring

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

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

Data-Based Decision-Making

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

Implementation

2022-23

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

Impact: Evidence / Monitoring

Tier 1:

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

Tier 2:

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

Re-Alignment of Tier 2 Interventions

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

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

Implementation

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

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

2021-22: Installation of Success Block and Initial Implementation

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

Summer 2022

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

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

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

Impact: Evidence / Monitoring

Evidence of Impact:

Increased reading fluency with comprehension as evidenced by:

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

Exploration and installation of revised or new intervention structures and programs

Implementation

2022-23

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

2022-23

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

Impact: Evidence / Monitoring

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

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

SBA scores
Screener and progress monitoring data

Equitable Grading Practices

Common Course Grading Practices

Common Course Grading Practices

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

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

Implementation

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

Impact: Evidence / Monitoring

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

School-Based Action Plan

School-Based Action Plan

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

Action: Communicate reading comprehension as a school-wide priority for core instruction across all subject areas

Implementation

Identify Problem of Practice with BLMS Leadership Team and create action plan, create monthly PD schedule to reflect action plan
Review of Student Growth Goals with individual teachers
Partner with PTSA to encourage home-school connection re: reading

Impact: Evidence / Monitoring

Sept: Collect baseline data for Reading Comprehension via i-Ready Assessment
Analyze data at mid-year with Leadership Team
May/June: Assess and Reflect using preliminary SBA data and EOY i-Ready Data
Disaggregate by race/ethnicity/programing and compare to WSIF Data
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

Build teacher-student conference time, and silent reading time, into master schedule
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

Classroom observations
Student/staff surveys
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

Monthly Faculty PD: Effective Classroom Intervention Practices
- Writing effective Student Growth Goals
- Explicit vocabulary instruction
- Explicit comprehension instruction
- Extended discussion of text meaning
- Classroom fosters engagement, collaboration and community (UDL)
- Flexible methods (UDL)
- Flexible materials (UDL)
- Parent-teacher communication (C7)
- Listening comprehension, the foundation for reading comprehension
- Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence PD

Office Professionals How to Improve Student Listening Comprehension Training
Cover classes so teachers can observe other teachers identified as using distinguished teaching practices

Impact: Evidence / Monitoring

Conduct ELA-focused learning walk to set baseline; take weekly/monthly data checks
Teacher Exit Tickets
Classroom Observations and Feedback

Action: Improve Student Connection to School Community

Implementation

Faculty meeting activity to identify students connected with a trusted adult
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
Identify students needing regular counseling check-ins

Impact: Evidence / Monitoring

Student Needs Survey

Action: Implement Tier 2 and Tier 3 Reading Comprehension intervention: i-Ready and Read 180

Implementation

Identify students needing reading interventions using i-Ready instructional groupings
Identify students needing Tier 2 academic supports, use Student Intervention Form to identify best strategy for student
ISF After School Homework Support with highly qualified, subject specific teachers
Implement Tier 2 Read 180 class
Adjust Tier 2 students according to January i-Ready Data

Impact: Evidence / Monitoring

CR-TFI
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:

Kathryn Coffin, Principal
Andrew Stephenson, Assistant Principal
Karen Harmon, MTSS Lead
Rashi Eisenberg, Counselor Lead
Rehan Shehata, ELL Teacher
Tiffany Bahall, Equity Lead
Lincoln Guenser, Student ASB President
Shannon Pullins, ASB Advisor
Ken Sylvester, 6th Grade Lead
Sarah Sundt, 7th Grade Lead
Stella Jones, 8th Grade Lead
Lisa Carlson, Language Arts Lead
Belinda Rendon, Math Lead
Sara Cullen, Science Lead
Kim Morse, Special Education Lead
Darren McAllen, Social Studies Lead

Checklist

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