4634 S 74th St
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
This leadership plan outlines the systems, instructional priorities, and cultural conditions that will ensure every student at Mount Tahoma experiences belonging, access, and academic success. Our work centers on literacy, inclusion, and course performance so that all students are equipped to thrive in rigorous, mainstream learning environments.
Our Vision
The Future of Tacoma is at Mount Tahoma. We prepare, inspire, and empower every student to be a contributor to their community — today and in their future college, career, and life pathways.
Our Mission
Our mission is to ensure that every student leaves Mount Tahoma "Choice Ready" by providing equitable access to grade-level instruction, cultivating literacy across all content areas, and building an inclusive learning environment where every learner can succeed with a C or better in every course.
Academic Goals
Core Classes
ELA Goal
Goal: What are we trying to achieve
Ensure 100% of students earn a C or better in this subject.
Increase to 85% of students earning a C or better in each ELA course by the end of the quarter. This will be increased by using our tier system below.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Monitor from table to table, have structures and routines, teach students how to navigate "StudentView", Have clear due dates,
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Individual conferencing (student at desk}, extending due dates, contact parent/guardian, Work-day Wednesday intervention,
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Schedule an after-school time for students to make up summatives (one-on-one). Same thing but lunch.
Math Goal
Goal: What are we trying to achieve
Ensure 74% of students earn a C or better in this subject.
By the end of this semester, we will work to ensure that 75% of students in math classes at Mt. Tahoma are earning a grade of C or better. We will achieve this by learning about our students identities and culture, allowing us to leverage connections in our culturally responsive teaching. Additional, we will implement a Multi-Tiered support system to help support the learning and growth of students who are off track and students who are close to being off-track
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Standing whiteboard groups and interdisciplinary collaboration.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We are implementing more Literacy strategies such as summary and micro-writing.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Reteaching when students show lack of understanding on assessments, followed by opportunities for students to retake a test and show their new learning.
Science Goal
Goal: What are we trying to achieve
Ensure 60% of students earn a C or better in this subject.
60% of science students will have a C or better at the end of 1st semester in the 25-26 school year. This will be measured by the 2025-2026 semester 1 grades.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Collaborative learning, allowing for greater and more diverse opportunities for student inquiry, questioning, and deeper learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Feedback, both general to patterns/trends seen in the class as a whole as well as individualized
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Differentiated teaching to include opportunities for retakes.
Social Studies Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
80% of students will earn C or better on assessments related to Claim-Evidence-Reasoning by the end of Semester 1. (February 5)
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
1. Consistent use of C-E-R: embedding in daily instruction and assessments to build structured writing and critical thinking skills. 2. Regular formative and summative assessments aligned with C-E-R and given frequently to monitor progress, for us and for students to self-reflect. 3. Targeted feedback to guide students revisions and deepen understanding 4. Scaffold and modeling through providing sentence stems, examples or guided practice. 5. Differentiated instructions through adapting tasks and supports to meet diverse students needs while maintaining rigor. 6. SEL-informed practices to build students confidence and resilience through structured writing routines and opportunities for voice and choice.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1. 1:1 Conferences - Personalized check-ins to provide targeted academic and emotional support. 2. Regular Communication Home - Keep families informed about progress, concerns, and ways to support learning. 3. Community Partner Caseload - Leverage external support systems (mentors, counselors, tutors) to assist students with academic and personal challenges. 4. After School Tutoring - Provide structured time for reteaching, homework help, and skill-building.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1:1 conferences, regular communication home, community partner caseload, after school tutoring, office hours.
Health Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
By the end of the semester, my goal is to have 85% of Health students earn a grade at a C or higher. To help achieve this goal I will have one on one conversations with students to encourage them and to see if they need help. I will also communicate with parents and other staff when appropriate to help encourage students to do their best and advocate for themselves when necessary. I also hope to encourage students to recognize the importance and value of being health literate and taking care of their personal health.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Student Conversations Re-take/Make-up Summative Assessments
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Communication with appropriate staff (concerning IEP, ESL, 504). Communication with parents (conference, email, phone calls).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Daily behavioral/performance form.
Academic Progress Indicators
9th Grade On Track Goal
Goal: What are we trying to achieve
Ensure 85% of ninth grade students are passing all their courses.
SPECIFIC: Increase the % of 9th graders without any failing courses for each semester to 85%. Students that pass all their classes 9th grade year are three times more likely to graduate than their peers. MEASURABLE: The 9th grade success team will track students quantitative data e.g. grades using Synergy Analytics Failing Grades Report and track attendance through the RT/ report on Basecamp weekly. ACTION ORIENTED: The major check points are going to be midterm grades semester 1, end of semester 1 final grades, midterm grades semester 2, end of semester 2 final grades. Our interventions are built around these check points. E.g. Empathy interviews, Coco and Cram/Lemonade and lock in (after school tutoring) RELEVANT: The 85% is a relevant goal. It is a stretch goal because we no longer have a Mt Tahoma 9th grade position. However, we will leverage community partners in the building to help move towards this goal. TIME-BOUND: The timeline has been outlined above. INCLUSIVE: Our tier 2 data is helping us identify students to do Empathy Interviews and Check and Connects. By using quantitative data around attendance and grades we will be looking at marginalized individuals in tier two who need champions. EQUITABLE: We will identify trends to see which groups are performing and which groups are underperforming in specific given content areas and classroom and work to provide the needed support.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We use Workday Wednesday for students to get caught up on assignments in any of their given classes. Students can also use this time to work on upcoming projects. During this time no new content is taught.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will be doing Coco and Cram one week before mid-term grades as a way for students to finish this 1st quarter check point strong. This after school tutoring session will have content teachers in the core areas. We will identify and support teachers with a high number of tier 2 students by making sure that we have the necessary resources and assignments available. Communication will be sent home through flyers and the newsletter. We will use food as an incentive and also partner with AVID peer tutors and community partners.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teachers will do check and connects with tier 2 students they identified and agreed to champion during their team meetings. These are students that may be struggling academically or social emotionally.
Failing Courses Goal
Goal: What are we trying to achieve
Ensure only 10% or fewer freshman, sophomores, juniors, and seniors are failing one or more courses.
Mount Tahoma High School will reduce the percentage of students earning one or more failing grades from 15% to 10% by the end of first semester Uanuary 2026) through tiered academic supports, targeted instruction, and collaborative intervention. To achieve this goal, the school will strengthen Tiered Math Interventions through dedicated intervention periods, after-school tutoring, and data-driven reteaching focused on foundational skills. Reading and Writing Across the Curriculum will be emphasized to build comprehension, vocabulary, and writing proficiency in all subjects. Teachers will engage in Instructional Coaching and PLC collaboration to enhance data analysis, formative assessment use, and differentiation strategies. In addition, the school will increase access to rigorous coursework (AP, C!HS) by developing pre-AP skill-building and intentional scaffolding in lower grades, while promoting cross-disciplinary alignment between Math, ELA, and Science to address shared gaps in reasoning, academic vocabulary, and argumentation. Progress will be monitored biweekly through grade and intervention data, with a final evaluation at semester's end. All efforts will be inclusive and equity-focused, ensuring that multilingual learners, students with IEPs, and those impacted by poverty or housing instability receive the support needed to succeed academically.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will strengthen core instruction by leveraging Professional Learning Communities (PLCs) and instructional coaching to improve literacy and engagement in every classroom. PLC teams will analyze common formative assessments and grade data to identify learning gaps, plan targeted re-teaching, and share high-leverage instructional strategies. Coaches and administrators will provide ongoing professional development on differentiation, scaffolding, and formative assessment practices that promote literacy in all content areas. Classroom walkthroughs and PLC reflections will focus on reading, writing, and discussion routines that support comprehension and critical thinking. Progress will be monitored through improved formative assessment results, reduced course failures, and increased student engagement as observed in walkthrough data and student feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To support all learners and reduce course failures, we will embed reading, writing, and vocabulary instruction across all subject areas. Teachers will implement Claim-Evidence-Reasoning (CER) writing, annotation, and academic vocabulary strategies in daily lessons. Math and science departments will integrate short problem-solving and data-analysis routines that reinforce reasoning skills and reading comprehension of technical texts. Department leads will collaborate during PLCs to align expectations and share literacy strategies that transfer across content areas. Student work samples and classroom walkthrough data will be used to monitor progress. By building a consistent, schoolwide literacy framework, students will strengthen comprehension, analytical writing, and problem-solving-leading to improved achievement and fewer failing grades across disciplines.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
To ensure alignment with the school's literacy focus, students will receive targeted help with reading comprehension, writing organization, and vocabulary within core subjects. Progress will be reviewed weekly in intervention meetings, with adjustments made based on performance data. The goal is to re-engage students, close learning gaps, and return them to grade-level success through coordinated academic, behavioral, and relational supports.
Graduation Goal
Goal: What are we trying to achieve
Ensure 92% of students are on track to graduate.
By the end of the first semester, 90% of Mount Tahoma seniors will be on track for graduation. We will monitor this goal by assessing student progress in second-semester classes and offering opportunities for credit recovery, as well as supporting achievement on standardized tests. Student progress will be reviewed weekly through meetings with the Mount Tahoma administration and counseling team. As needed, school teams will be formed to assist specific seniors who are struggling to meet their graduation requirements.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly review of schoolwide data (attendance, current class progress, grad requirements) for senior class and negative withdrawal status.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Access to edgenuity for credit recovery and after school tutoring, with counselor intervention for significantly off track seniors (Bates, CP) and finding our negative withdrawals.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Team meeting with family, counselor, and relevant school staff to develop plan for supporting progress toward graduation. Following the meeting, team members will support the plan.
College & Career Readiness Goals
CTE Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
85% of students enrolled in CTE courses will achieve a C or higher for the course as measured by daily marks and teacher gradebook data.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Analyze data at biweekly PLCs to monitor students' progress and track low marks. Build in review/work days to support students success in completing projects. DOK for higher level questioning and deepening student understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Use focused note-taking to support successful study habits and increased grades. Discourse/collaboration strategies provide opportunities for students to access learning and share their knowledge.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Refer names to CTE admin for accountability supports to be implemented and to create actions plans for student success. Regular check ins to monitor student progress and work completion to ensure Cs or better.
IRC Goal
Goal: What are we trying to achieve
Ensure 85% of students earn one or more industry-recognized certificates.
85% of continuously enrolled CTE students will end the first semester on track to pass and acquire an /RC relevant to the CTE course they are taking. This will be determined by a pre-assessment that is aligned with the /RC test each course will be taking.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Focused Note Taking aligned to the framework to ensure content knowledge is being delivered and understood.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Providing specific feedback and small group intervention to support learning and ensure mastery of content for IRC certification. -Offer an IRC pre-test for students to take mid-way through the year to familiarize them with the process and identify specific areas needing additional focus. - Incorporate relevant industry vocabulary into our instruction to help familiarize students with content area.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Use discourse/collaboration strategies to engage a variety of learners as well as hands on activities to apply the content for better understanding.
VANI Goal
Goal: What are we trying to achieve
Ensure 100% of students have a verified acceptance letter from their next institution.
Goal: By June 2026, implement a structured system that ensures 100% of seniors receive individualized guidance and support to apply to at least one post-secondary institution (college, trade school, or military program} that aligns with their interests, goals, and academic profile. Equity & Inclusion Focus: Target outreach and support for first-generation, multilingual learners, and underrepresented students to ensure equitable access to post-secondary planning.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Regular career and college team meetings.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Multiple on campus opportunities for admissions counseling and college support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Leverage schoolinks career interest and skills survey.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Ensure 70% of students earn a C or better in this subject.
There are 30% of Art 1 students who met the standard based on prior data. Formative and summative assessments collected, group collaboration, written and verbal feedback for students provide data of this. By the end of the semester, January 31, 70% of students will show growth by moving up a minimum of half a grade score through created routines and planning to support and deepen their understanding of art elements and principles. This will be accomplished through formative assessments, such as weekly Do Now papers and artwork checks. Critique feedback by the individual student, their peers, and the teacher will support student understanding of what they already know and what they can build on.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly routines - class time expectations and workload, Do Now, clean up, engagement, curiosity and experimentation to explore. Practice as a whole, in groups, and as individuals to have multiple layers of learning the material. Have a gradual release model where direct instruction starts the week and semester and slowly have responsibilities shift over to the student and their peers in terms of building on prior knowledge and adapting it to figure out how new information has a lot of components from previous projects and assignments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Online resources available. One on one conversations with student input on what they struggle it and what each member (student and teacher) can do moving forward to see greater improvement. Alert emails of communication home to guardians with reasons of low academic success (non-attendance, non-engagement, missing work) Promote being proactive in their learning rather than reactive, communicating on person, or digitally about areas of concerns.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Online resources available. One on one conversations with student input on what they struggle it and what each member (student and teacher) can do moving forward to see greater improvement. Alert emails of communication home to guardians with reasons of low academic success (non-attendance, non-engagement, missing work). Promote being proactive in their learning rather than reactive, communicating on person, or digitally about areas of concerns.. Allowing students to come in during non-class time to have additional time to work or have deeper conversations about how to change the trajectory moving forward to becoming more successful.
Music Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
There are 84% of music students meeting the C or Higher in music goal based upon our initial data from our gradebooks combined. Our formative assessments will guide us to where students are not understanding the music standards that affect their achievement of the C or better in our music classes. By the end of the CAP cycle, 85% students will be earning a C or higher in their music classes. We will accomplish this goal by following our tiered action steps aligned in our CAP goal.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 Strategies: Retakes: We will identify formative and summative assessments where students have not yet reached mastery on certain standards and require them to take a retake of the assignment/quiz/test. Late Work: Students will not receive penalty for turning in work late and will be assessed on their mastery of the standard.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Strategies: Teacher-led Sectionals: Students who are experiencing common skill gaps will have the opportunity to work in small groups with the teacher. Student-led Sectionals: Students with common voice types or instruments will have the opportunity to work in small groups to provide peer support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 Strategies: One-on-One Coaching: During or outside of class, student will receive one-on-one instruction to enhance their understanding of the music standards Intentional Grouping/Seating: Students who need extra supports will be grouped and sat with students who can assist during class.
PE Goal
Goal: What are we trying to achieve
Ensure 95% of students earn a C or better in this subject.
By the end of the semester, 95% of students will demonstrate proficiency in the core physical fitness assessments (e.g., PACER test, push-ups, sit-ups, 3-minute step test) by meeting or exceeding grade-level benchmarks, with differentiated support provided to ensure all students, including those with IEPs or 504 plans, have equitable access to success.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
1-1 meeting with students retake of test make up days
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
conferences with students phone calls or emails with guardian
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
updates bi-weekly
World Language Goal
Goal: What are we trying to achieve
Ensure 88.1% of students earn a C or better in this subject.
Students in world language will increase the percentage of students getting a C or better by 5% by January 2026 when comparing end of semester grades to January 2025.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To maximize students on track by earning a C or better every student will be exposed to student goal setting, worked examples, multiple exposures, and collaborative learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students who have a C or D in World language would be exposed to feedback, flexible groups, multiple opportunities, re-takes of summative assessments, extended time, and chunking of standards.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who have an E in world language (who regularly attend) will have adjustments to standards for students who have IEP's, parent communication, be taught organizational skills, sharing the learning target and standards, goal setting, student reflection, and multiple ways to show they met the standard. Students who are not attending class regularly will not succeed in a world language class regardless of retakes and multiple opportunities on summatives. These students will be supported by parent and admin communication and any plans that come as a result from that.
ML Progress Goal
Goal: What are we trying to achieve
Ensure 10% of students graduate from ML services or move up a level of English proficiency as measured by WIDA.
Ensure 10% of students graduate from ML services or move up a level of English proficiency as measured by WIDA. This goal is Specific, Measurable, Achievable, Relevant, Time-bound, Inclusive, and Equitable, with targeted support for newcomers and second-year emergent learners.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Support for Ss on track to improve: Implement small group pull out sessions that are aligned with core content classes. These will: Use actual teacher lesson plans to pre-teach vocab and key concepts. Focus on academic lang. development in context. Include scaffolded assignments and modified assessments. Reinforce classroom expectations like "quality over speed" e.g.: do perfect, not fast. Students already showing progress benefit from targeted reinforcement and contextualized lang. instruction. Builds confidence, ensures Ss stay on track towards proficiency growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Establish consistent classroom routines and structures to help promote engagement & accountability, including: Weekly progress monitoring spreadsheets (shared); Use of SEL strategies (relationship skills, self-awareness, good decision making); providing clear and actionable feedback on Ss work; Integrating digital tools (like Al scaffolds, hopefully Rosetta stone ifwe ever get it back). This will help re-engage Ss and help to address learning gaps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Deliver intensive & differentiated interventions for Ss at the lowest proficiency levels, as well as supporting Ss who have newly arrived. This includes modified schedules (newcomer center classes); accelerated ELD classes with Rosetta Stone support (hopefully); Direct instruction using newcomer focused curriculum (off to Class, Progress monitoring tools to be purchased); Frequent check-ins and family communication with Synergy, Outlook, Language Link and Translation services with ESP & CAB support. Newcomer Ss with no measurable progress require high-connection immersive support. These strategies ensure they receive both linguistic and emotional scaffolding to increase language acquisition and academic gains.
Behavior, Community & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 92% of students have behaviors NOT resulting in suspension or expulsion.
92% or higher of Mount Tahoma students will have behaviors NOT resulting in suspension or emergency removal as measured by basecamp discipline data. Discipline data will be more proportionally distributed when exclusion is necessary.
Root Cause Analysis:
High yield instructional practices: focused note taking, discourse/collaboration strategies, DOK for questioning ILT team focus on Literacy initiative to support student learning and success.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
End of 2024-25 school year, 41.4% total discipline (included cell phone violations) and 6.8% resulting in exclusion. Failure to cooperate (39.2%) and disruptive conduct (7.2%) highest incidents for discipline. Hispanic males make up 36% of discipline group while all other subgroups range from 8-17%.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Attendance systems to support increased learning time and decreased out of class time. Improved engagement Updated policies (cell phone and skipping) with front loading of teaching information and sharing with families.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
See something say something to keep us up to date on happenings. Having a trusted adult for support.
Extracurricular Goal
Goal: What are we trying to achieve
Ensure 51% of students are enrolled in one or more extracurricular activities.
Will increase participation of freshmen, sophomores, Juniors, and seniors enrolled in one or more extracurricular activities by 10%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Have coaches encourage and help their current sport athletes sign up for the next season with a sport to participate in. If they don't want to play a sport, encourage them to be a partner for the current Unified Sport for that season. Have advisors encourage their students to recruit new members.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Reach out to these student athletes and ask why they are not participating in a sport. Find out if it is due to coaches, issue in a program and/or other issue. Ask advisors to reach out to former members to see what barriers they face that are not allowing them to reenroll
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Will pull the student list of students that have enrolled in extracurricular activities and encourage them to come out and give something a try. Especially if it pertains to clubs.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 71% positive rating on the selected Climate Survey item.
Our goal is to close the I vs they gap, create a stronger sense of alignment between teacher goals and building goals, and instill a sense of urgency for student learning. We will monitor quarterly through feedback from staff via anonymous survey as well as in person "circle talks" revolving around building/teacher goals and student achievement.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Implement targeted communication around District/Building/Teacher goals through newsletter and Data shares, highlighting and reinforcing alignment. Quarterly surveys on how staff are connecting to building goals and informal circle conversations at all staff Data Days.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
By June 2026, the percentage of students who report that they enjoy coming to school will increase from 73% to 80%, as measured by the district's school climate survey. Counselors will support student engagement and belonging by implementing attendance interventions through the Tier 3 team and collaborating with families and staff to address barriers to regular attendance. Counselors will also deliver classroom lessons and workshops that help students explore post-high school options, connect academic planning to career goals, and help students develop and edit their own personalized High School and Beyond Plans, which will help students see purpose and relevance in their education. These efforts will be guided by an equity lens, ensuring that all students, particularly ML students, students receiving Special Education services, and students experiencing housing instability are intentionally supported in building meaningful relationships and finding a sense of belonging within the school community.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Conduct regular classroom lessons focused on career exploration, goal-setting, and post-high school planning using the Schoolinks platform. Implement attendance interventions, including proactive outreach and family collaboration for students with chronic absences. Facilitate small groups and individual check-ins to strengthen relationships and provide social-emotional support. Review and disaggregate student survey and attendance data to identify and support ML, Special Education, and McKinney-Vento students who report lower levels of school enjoyment.