School Improvement Plan

Inclusionary Practices.

Intentional Design of Teaching Schedule to Prioritize Inclusion and Collaboration

• Administrators, special education teachers, and multilingual learner teacher reviewed student data and consider tiered levels of support by goal area. Students were placed in classes with leveled support by special education teachers as well as paraprofessionals.
• Teaching schedule has more students receiving instruction in a general education setting instead of a more restrictive setting. The number of special education resource classes decreased from eight in 2023-24 to three in 2024-25, and the number of English Language Development classes decreased from three in 2023-24 to one in 2024-25. This allows special education teachers and multilingual learner teacher additional flexibility to consult as well as provide structured support in a variety of settings.
• Teaching schedule includes common planning periods for course teams to support regular collaboration and increase opportunities for special education teachers and multilingual learner teacher to participate.
• Students receiving LRC 2 services are taking two elective courses each trimester with grade-level peers as much as possible (previously one 6^th grade elective course each trimester).

Strengthening Staff Understanding of Inclusive Practices

• Staff engaging in book study on Transforming Your Teaching with Universal Design for Learning (started in 2023-24 and continuing in 2024-25) during staff meetings. Staff setting UDL goals and reflecting on progress over the course of the school year during staff meetings and in conjunction with professional development from Teaching and Learning.
• Inclusion office hours added after each monthly staff meeting where staff can come meet with case managers (special education and multilingual leaners) to ask questions, check in, get ideas, etc.
• Administrators are facilitating twenty building-based inclusive practices sessions called Inclusion Bytes and Bites from November through February where staff can come together after school for learning, discussion, application, and collaboration time (additional compensation and clock hours available). Staff from other local secondary schools (ex. LHS, CMMS) have also been invited to attend and participate in these learning opportunities.

Developing Teacher Leaders who can Model as well as Support Colleagues with Inclusive Practices

• Four staff members (three teachers and one administrator) attended district Ignite training on inclusionary practices in summer 2024. Ignite team will continue to come together during the school year to develop professional development for school site, collaborate with other staff members across the district, and open their classrooms for others to visit.
• Five staff members attended Special Services inclusive practices training offered in October. There will be future trainings offered to help build knowledge and understanding of best practices.

Intended Impacts

• Students with disabilities will have access to a continuum of inclusive services, including more opportunities to learn grade-level content with support alongside general education peers.
• Students with disabilities will feel more connected to our school community and more confident in themselves as learners.
• Students and staff will understand that having a more inclusive system benefits our entire community and provides valuable learning experiences for everyone.
• All students, including our BIPOC focus group and students with disabilities focus group, will see improvements in grades, math and literacy assessments, and attendance.

Key Data

• Daily attendance
• Chronic absenteeism
• Mid and end of trimester grades
• SAEBRS (social/emotional/ behavior) screener
• i-Ready (ELA) and Savvas (math) screeners/diagnostics
• SBA ELA and Math
• WIDA
• ML exit rate
• Guidance team referrals
• IEP progress reports
• IEP meeting feedback
• Least restrictive environment data

Math Curriculum Implementation Lead

• Lead released for one period to support math teachers with implementing curriculum (including diagnostic, screener, Successmaker, etc.).
• Lead meets regularly with district colleagues to develop and deliver professional development throughout the school year.
• Math Curriculum Implementation Lead supports department with logistics for new curriculum (ex. distributes consumable workbooks).

Building and District Collaboration Time

• Two to three teachers on each course and common prep periods built into schedule to help teachers have opportunities for regular collaboration time. Special education and multilingual learner teachers encouraged to be part of course collaboration.
• Release days built into school year for course teams to come together with district staff and colleagues for collaboration.

Student Growth Goals Process

• Math teachers (along with other content areas) encouraged to set student growth goals with colleagues (including special educations teachers and our multilingual teacher) focused on students .
• Principal student growth goals connected to improving student proficiency on SBA Math for 6^th grade, particularly students in Math 1 and students in the BIPOC focus group. Assistant Principal student growth goal connected passing math grades for 7^th and 8^th grade students moving from a resource math setting to a general education math setting. Both administrators are evaluating math teachers and supporting teachers with curriculum implementation as well as receiving feedback.

Intended Impacts

• Math teachers will be knowledgeable of resources included in curriculum.
• Math teachers will feel confident implementing new curriculum.
• Math teachers will use an inclusive practices lens when implementing new curriculum (ex. adding scaffolding, creating accommodated tests).
• Math teachers will have opportunities to collaborate in the building and across the district to get support with implementation.

Key Data

• Teacher feedback during implementation (informal and formal)
• Momentum diagnostic data
• Math grades
• SBA Math
• Student growth goals data

Charger Time Scheduling

• Students are with the same teacher for period 1 and Charger Time as much as possible, so that they can check in and check out with the same teacher as well as peer group.
• Special education case managers, paraprofessionals, and counselors use that time to support small groups and meet with students individually. VOICE mentors meet with students during Charger Time.
• Our WEB leaders are in two Charger Times with staff advisors, so they have dedicated time to develop resources for our 6^th graders and new students.

Revised Common Charger Time Syllabus, Including Choice Menu

• Teachers helped to develop new Charger Time syllabus that was shared with students and families at the start of this school year.
• Syllabus includes a Charger Time choice menu to give students more flexibility. For example, students can work on an unfinished assignment, read, work on their personalized i-Ready ELA learning path or math Successmaker, check their grades on Canvas, or email a teacher to coordinate a retake.

Charger Time Calendar

• We have developed a schoolwide calendar with a consistent calendar: Mondays have social- emotional/digital citizenship lessons Second Step, WinAtSocial) and district surveys/screeners (ex. SAEBRS, technology), Tuesdays and Thursdays are reserved for recovery opportunities or choice time, and Fridays have ASB/WEB activities or lessons for cultural celebrations/commemorations.
• WEB leaders push into Charger Times for activities throughout the year (ex. support with lockers, sharing strategies for time management).

Cultural Celebration/Commemoration Activities

• Our district-adopted social emotional/digital citizenship curriculum, WinAtSocial, has a series of lessons related to cultural celebrations and commemorations and our Equity Lead suggested that we build these into our Charger Time calendar. Specifically, there are lessons related to Hispanic Heritage Month, Indigenous People Heritage Month, Disability Awareness Month, Black History Month, Women’s History Month, Earth Day, and Asian American and Pacific Islander Heritage Month.

Intended Impacts

• Students will learn how to make the most of opportunities to support their learning (ex. completing homework, checking for missing assignments, recovery opportunities).
• Students will feel a stronger sense of connection to our school community by developing strong relationships with their Charger Time teachers, WEB leaders (if 6^th grade or new students), and their peers in Charger Time.
• Students will feel that their identities are valued and affirmed at school by engaging in conversations during social- emotional lessons as well as cultural celebrations/ commemorations.
• All students, including our BIPOC focus group and students with disabilities focus group, will see improvements in grades, math and literacy assessments, and attendance.

Key Data

• Student grade data (mid- trimester and end of trimester)
• Charger Time attendance
• Student feedback (formal and informal)
• Teacher feedback (formal and informal)

Additional School Improvement Plan Components

Family engagement

Family Tech University (Oct. 10, 5:30-8pm, LHS)

We collaborated with CMMS to host an evening event for families to learn more about how they can support their students with technology (ex. Canvas, Securly, WinAtSocial). We received support from MMS and CMMS PTSAs, who contributed funds to provide dinner for the event and helped us to publicize the event. We had over 50 people attend and found that those in attendance appreciated the resources shared. We are considering how we can build on this event in the future.

Trimester 2 and 3 Goal Setting Workshops

We are developing events that will take place at the beginning of trimesters 2 and 3 as opportunities for students and caregivers to come review progress from the previous trimester (attendance, grades) and set goals for the next trimester. The start of trimester 3 is also a helpful time to be supporting students and caregivers with thinking about course selection for the next year. We will be working with our family partnership liaison and PTSA to do outreach for these events. We will have a variety of staff members present for support, including counselors, case managers, teachers, and administrators.

Multicultural Night

We held our first multicultural night in 2023-24 organized by a committee of staff and students, PTSA, Cultural Bridges, and ASB. We had community groups perform and students along with their families shared display boards, foods, and activities related to their cultural heritage. This was a successful event and we would like to host this again.

Spanish World Language Program

There were no Spanish classes offered in 2023-24, though we had many requests from students and families. We hired a Spanish teacher in partnership with LHS (this teacher teaches classes at LHS) and we currently have three full sections of Spanish. We are proud to see that there are a range of students taking the course (including students who speak Spanish at home, but need support with reading/writing in Spanish). We also have a Spanish-speaking parent who is regularly volunteering in the classroom. Students are working with our Spanish teacher to bring back our Latinas Unidas club.

FIRST Robotics

Last year we launched our competitive robotics teams through FIRST robotics and in partnership with LHS. We received critical start-up funding through an OSPI grant as well as ISF. This program relies on having parent mentors offer support to the teams. Middle school students went to LHS after school to work with a staff advisor, parent mentors, and peer support (high school students). Our robotics teams participated in regional competitions and shared their robots at local elementary STEM

Intended Impacts

• Families will learn more about available resources to support their student’s technology use and be able to assist their student (ex. Canvas observer, Securly Home plan, WinAtSocial family huddles).
• Families will learn more about how to review student progress data at the secondary level and support their student with goal setting (ex. academics, interventions, activities, course selection).
• Families will be able to share about their cultural backgrounds and traditions at school events.
• Families will have opportunities to connect with school staff, PTSA, and each other at school events.
• Students will have access to Spanish 1 in middle school and earn high school credit.
• Students will enjoy learning Spanish and continue to take Spanish in high school.
• Latinas Unidas club will restart and provide a welcoming space for students to build community.
• Robotics teams participating in FIRST competitions due to parent mentor support.
• Robotics students continuing to participate in high school.

Key Data

• Event attendance
• Event feedback (formal and informal)
• Spanish 1 student and teacher feedback
• Spanish 1 grades and course selection data
• Robotics student and parent mentor feedback

Technology Integration

Continued Implementation of Digital Citizenship Curriculum

• Teachers are in the second year of using WinAtSocial with students to help them learn digital citizenship skills. Based on student and staff feedback that these lessons were well-received last year, we are building more lessons related to trending topics into our Charger Time calendar.

Implementation of Securly

• Teachers are learning to use a new resource, Securly, that helps with device management during the school day.

Assistive Technology Support

• We will be working to organize sessions during Charger Time for students to explore speech to text and text to speech accommodations with support.
• Case managers, our Ed Tech Lead, and our librarian are working to connect eligible students to Learning Ally, which is a helpful resource for students that benefit from hearing and seeing text read aloud.

Intended Impacts

• Increased student understanding of ways to be a responsible digital citizen.
• Increased time on task when on student devices in the classroom.
• Increased student confidence around using accommodations (ex. text to speech, speech to text) and use of audiobooks (ex. Learning Ally).

Key Data

• SWIS referrals related to technology violations
• Student feedback (formal and informal)
• Teacher feedback (formal and informal)
• Case manager feedback (formal and informal)
• SBA and WIDA assessment accommodations used
• Learning Ally use data