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

Pacific Cascade 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.

Inclusive and Supportive Community Culture

Fostering Belonging: PCMS prioritizes inclusivity to create a welcoming environment for all students, regardless of background or ability. This often involves celebrating diversity through cultural events, clubs, and organizations that give students a voice and a place to connect with peers who share their interests or experiences. Our W.E.B. (Where Everyone Belongs) program and our NSA Agents (New Student Ambassadors) play a large role in this throughout the school year.
Supporting Wellbeing: We believe in an inclusive culture that reduces feelings of isolation and helps students feel accepted, leading to higher self-esteem and emotional security.
Enhancing Learning: When students feel like they belong, they are more likely to participate actively in class, engage in group work, and be motivated to succeed academically.
Examples: W.E.B. Leaders monthly connections during Homeroom (Lynx Life), Partnering with PTSA for “Back To School BBQ and Spooky Bingo, etc.... NSA Agents (New Student Ambassadors) play a large role in this throughout the school year welcoming our new students and helping them navigate their new school, along with our school counselors and tech specialist, A wide variety of after school clubs based on student interest (Board Game Club, Dungeons and Dragons, Art, Green Team, Gimkit, Math Club and Robotics).

Strong Mental Health and Wellbeing Programs

Fostering Belonging: PCMS is proud to offer accessible counseling services and wellbeing initiatives to demonstrate care for each student’s emotional health. Peer mentoring, social-emotional learning programs, and mental health awareness and resources help students connect and support one another.
Supporting Wellbeing: By addressing mental health directly, students are better equipped to manage stress, anxiety, and other challenges. Having access to trusted adults and resources creates a supportive environment for all.
Enhancing Learning: When students’ mental health needs are met, they can focus more on academics, leading to improved performance and a greater ability to retain information.
Examples: Our counselors do eight weeks of classroom guidance lessons in 6^th grade health classes, Suicide Prevention lessons in all grade levels, Minute Meetings (1:1 quick needs assessment with every student), small group guidance lessons, quiet lunch.

Engaging, Personalized Learning Approaches

Fostering Belonging: Offering personalized learning pathways or differentiated instruction ensures that each student’s learning style and pace are respected. This makes students feel valued and understood, fostering a sense of belonging within the academic environment. This also aligns with our UDL work over the past year.
Supporting Wellbeing: Personalized approaches reduce the pressure of conformity and allow students to feel comfortable expressing their unique talents and strengths, which supports their overall well-being.
Enhancing Learning: When lessons are tailored to individual needs, students are more likely to experience academic success and develop a genuine love for learning.
Examples: Project Based Learning, Student Choice, Choice Boards, Student Created Content, Literature Circles, UDL strategies, Digital Portfolio’s, and Interactive Simulations.

Opportunities for Leadership and Extracurricular Involvement

Fostering Belonging: Leadership roles, student clubs, and extracurricular activities create spaces for students to take initiative and connect with like-minded peers. These opportunities build community and give students a sense of purpose and belonging within the school.
Supporting Wellbeing: Engaging in activities outside of academics provides balance, reduces stress, and allows students to explore their passions, contributing to a more holistic sense of wellbeing.
Enhancing Learning: Extracurriculars and leadership opportunities develop soft skills such as teamwork, communication, and problem-solving, all of which contribute to academic and personal growth.
Examples: Clubs, Peer Tutoring, Sports, Leadership Class, Jazz Band, Math Club, Robotics, Green Team

Safe and Respectful School Environment

Fostering Belonging: A safe environment, free from bullying and harassment, makes students feel secure and valued. Schools that prioritize mutual respect help create a culture of kindness and inclusivity.
Supporting Wellbeing: A safe environment allows students to focus on their wellbeing, without the added stress of safety concerns. Positive relationships with peers and staff contribute to emotional security.
Enhancing Learning: A respectful and safe space allows students to take intellectual risks, ask questions, and participate actively in their education without fear, which boosts learning outcomes.
Examples: Bullying and Harassment lessons, Systems in place for reporting and responding, Grade Level Assemblies, Grade Level Incentives for respectful behavior during all school assemblies, Professional Development for staff during on identifying and responding.

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.

1. Low Proficiency Rates in Math and Language Arts: In recent assessments, a significant percentage of students are not meeting proficiency standards in both Mathematics and Language Arts, with especially low performance among specific student subgroups. By focusing on rigorous, data-driven instruction and targeted interventions, the goal is to close this proficiency gap, especially in critical grades where foundational skills are established. This will require implementing evidence-based instructional practices, targeted tutoring, and consistent progress monitoring. Our MTSS process and new peer tutoring program, I believe, are helping us to reach our goals and close gaps.

2. Persistent Achievement Gaps among BIPOC Students in Math: BIPOC (Black, Indigenous, and People of Color) students continue to face disproportionate achievement gaps, especially in Mathematics. This may be due to a range of factors, including access to resources, cultural responsiveness in teaching, and systemic biases. Addressing this gap requires more than academic interventions; it demands culturally relevant pedagogy, equitable access to advanced coursework, and meaningful family and community engagement. Integrating socio-emotional learning (SEL) and building relationships can also help support a positive learning environment. We have been able to leverage our partnership with our VOICE Mentor program to help connect students to trusted adults.

3. Challenges of a Changing Student Population and Reduced Support Systems: Demographic shifts in the student body, combined with reduced support due to budget constraints or resource allocation, create challenges in addressing diverse learning needs. These focus areas target gaps in both proficiency and equity, aiming to build a more inclusive, supportive, and effective learning environment for all students.

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?

In the coming years, schools can leverage several strategic opportunities to promote inclusion, address disproportionality, and foster a positive school culture through frameworks such as Inclusionary Practices, Positive Behavioral Interventions and Supports (PBIS), Social-Emotional Learning (SEL), and Multi-Tiered System of Supports (MTSS). Here are some specific ideas:

1. Expansion of Inclusionary Practices Through Universal Design for Learning (UDL)

Opportunity: PCMS has adopted UDL principles more broadly across classrooms to make instruction accessible for all students. UDL provides a framework for designing curriculum that meets diverse student needs by incorporating flexible methods, materials, and assessments.
Impact: We believe UDL can reduce disproportionality by supporting diverse learners—especially students with disabilities and English learners—in general education settings, reducing the need for separate or remedial programs.
Action Steps: Professional development on UDL can equip teachers to create inclusive lesson plans, and curriculum audits can help identify gaps where UDL can be implemented effectively. UDL and Inclusion work has been a focus of our professional development this year. This work is often lead by our teacher leaders.

2. Strengthening PBIS to Enhance Behavioral Support and Equity

Opportunity: By scaling up PBIS process, we believe we can improve school climate and address behavioral disparities through tiered behavioral support that is proactive, equitable, and culturally responsive.
Impact: Our discipline data reflects that PBIS has reduced our disciplinary actions that disproportionately affect students from marginalized backgrounds each year. By emphasizing positive reinforcement and consistent behavioral expectations, schools can foster a more inclusive environment.
Action Steps: This year we have provided additional PBIS training for teachers, established data-driven systems to monitor behavioral interventions, and ensure family and community engagement to build a more supportive and inclusive school climate.

3. Integrating SEL Within MTSS to Support Whole-Child Development

Opportunity: Schools can embed SEL into MTSS frameworks to address students' emotional and mental health needs, particularly in response to increased stress and mental health challenges faced by students.
Impact: When SEL is embedded within an MTSS framework, it provides a layered approach that can address both preventative and responsive needs, enhancing students' resilience, social skills, and academic performance, with a particular benefit to historically underserved groups.
Action Steps: Schools can implement tiered SEL programs, build staff capacity through SEL-focused training, and develop partnerships with community mental health organizations to expand available resources and support systems.

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?

Expanded MTSS

Comprehensive Support: An expanded MTSS focuses on integrating academic, behavioral, and social- emotional learning (SEL) support into one streamlined framework. This holistic approach recognizes that students’ achievement is often linked to factors beyond academics alone.
Tiered Interventions: The system provides interventions at various levels (tiers), allowing for differentiated support. More intensive, individualized support is given to those who need it most, ensuring that no student falls through the cracks.
Data-Driven Decision Making: By expanding MTSS, we rely heavily on data to identify students who need additional support and to tailor interventions effectively. Specifically, i-Ready, SBA, mid tri and trimester data to determine the best course of support for each student.

Observed Impact of MTSS Expansion

Since expanding and restructuring our MTSS frameworks we have observed the following:

Improved academic performance: With targeted support, our students show gains in specific subjects, like math and reading, due to timely, evidence-based interventions, specifically peer tutoring and in school support on Wed mornings.
Behavioral improvements: We are seeing a dramatic decrease in behavioral incidents that are often reported because students are receiving proactive support.
Enhanced social-emotional well-being: An increased focus on SEL interventions within MTSS has been able to boost our students’ engagement and attendance, creating a more positive school climate. Specifically, we have seen an improvement in the attendance of our BIPOC students.

Data Used to Monitor Impact

Academic Assessments: Progress-monitoring assessments such as, i-Ready, SBA, Wilson Reading and district benchmark assessments, or curriculum-based measurements are used to track students' growth.
Behavioral Data: We use SWIS to analyze office discipline referrals, attendance records with our Tier I team, and engagement metrics to assess behavioral outcomes.
Social-Emotional Data: Surveys that gauge students' SEL skills, well-being, and overall school climate provide insights into how students feel supported. We use SAEBERS specifically for our social-emotional data as well as student survey’s. Our counselors also conduct “minute meetings” with every student two times a year. During these meetings students make a connection with counselors to ensure they are feeling safe, have a trusted adult, etc.
Intervention Fidelity and Responsiveness: We collect data on the fidelity of interventions and students’ responsiveness to them, ensuring that the support provided aligns with MTSS goals. Specifically, we use our i-Ready, SBA, Read 180, SAEBERS, Attendance data.

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?

At PCMS, this is a focus of ours each year.

Data Analysis and Transparency:
- Disaggregate data by race, socioeconomic status, language proficiency, and special education status to understand where disparities exist and monitor progress.
- Set measurable equity goals aimed at reducing gaps in academic achievement, attendance, disciplinary actions, and advanced placement enrollment.
Professional Development and Anti-Racism Training:
- Ongoing professional development for our staff focused on culturally responsive teaching, implicit bias, and anti-racist practices led by our teacher leaders and utilizing district resources.
Curriculum Reform and Inclusive Practices:
- Curriculum reviews to ensure representation and remove biased or Eurocentric content.
- Inclusive pedagogical practices that recognize and value students’ diverse cultural backgrounds, helping them see themselves reflected in what they learn.
Family and Community Engagement:
- Collaborate with families and communities from diverse backgrounds to co-create initiatives, ensuring that the voices of marginalized communities influence decision-making.
- Regular community meetings and feedback loops to build trust and foster transparency about progress and challenges.

Supportive Programs and Interventions:

Targeted academic support through mentoring, tutoring, and after school support.
Social-emotional and mental health supports that address students' broader needs, which may impact their academic performance and well-being. Specifically, partnering with our Swedish Mental Health Counselor as appropriate.

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

	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	75%	78%	81%	84%
BIPOC Focus Group	47%	54%	62%	70%
Students with Disabilities	18%	22%	32%	42%

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

	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	70%	75%	78%	80%
BIPOC Focus Group	43%	38%	48%	58%
Students with Disabilities	22%	29%	43%	56%

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	89%	86%	90%
BIPOC Focus Group	75%	78%	84%
Students with Disabilities	69%	74%	82%

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	84%	82%	86%	90%
BIPOC Focus Group	53%	51%	61%	63%
Students with Disabilities	57%	56%	63%	71%

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
Universal Design for Learning	Diversify Learning Materials and Formats To implement UDL effectively as an evidence-based, inclusive, and culturally responsive instructional framework at Tier 1, here are three specific action items: 1. Diversify Learning Materials and Formats Provide Multiple Forms of Content: Offer information through various media, such as videos, graphics, texts, and audio to support diverse learning preferences. Incorporate Culturally Relevant Resources: Select materials that reflect students' backgrounds and experiences, making the curriculum relatable and validating students' identities. Adapt Language Supports: Use glossaries, bilingual texts, and visual aids to make content accessible for multilingual students and those with differing levels of language proficiency. By diversifying materials, our teachers ensure that all students, regardless of cultural or linguistic background, can engage meaningfully with the content. 2. Offer Flexible Options for Student Expression Provide Multiple Means for Demonstrating Understanding: Allow students to demonstrate learning through presentations, written assignments, creative projects, or digital storytelling. This encourages students to showcase their strengths and cultural identities. Leverage Technology to Expand Accessibility: Use tools like speech-to-text, video creation platforms, and interactive tools to make it easier for all students, including those with disabilities, to express their knowledge. Encourage Culturally Varied Forms of Communication: Recognize and support different ways students may prefer to communicate, respecting diverse communication styles. This flexibility in expression respects individual strengths, promoting inclusivity and engagement across all students. 3. Create a Supportive and Engaging Learning Community Encourage Collaborative Learning: Use peer interactions, group projects, and discussions to foster a sense of community and encourage students to learn from each other’s perspectives. Set Classroom Norms that Value Inclusivity: Develop classroom norms that emphasize respect, understanding, and appreciation for diversity, helping students feel safe to express their unique ideas. This work is done, in large part, during our Advisory Community Circles each Friday. Implement Goal setting and Reflection Activities: Guide students in setting personal learning goals and reflecting on their progress, helping them develop self-efficacy and a sense of purpose. PCMS believes a supportive community encourages students to bring their full selves to learning, creating an environment where engagement is high, and differences are celebrated.	Intended Impacts Increased Accessibility and Inclusivity Reduction of Disproportionality in Educational Outcomes Enhanced Student Engagement and Empowerment Improvement in Teacher Effectiveness Enhanced Equity in Academic Achievement Key Data Student Performance and Academic Outcomes SBA i-Ready Read 180 Formative and Summative Classroom Assessments Disciplinary and Behavioral Data SWIS Skyward Special Education and Intervention Data Student Engagement and Satisfaction 1 min mtgs with counselors SAEBERS Student Surveys Teacher Implementation and Effectiveness Observations Growth Goal School Climate and Culture Data EOY Principal Survey Java with Jeff Promoting Equity and Access Goal: Ensure that all students, regardless of background, have access to high-quality instruction and necessary supports to succeed. Impact: By using data- driven approaches, MTSS helps identify and address gaps in learning and behavior, ensuring that historically marginalized groups receive timely interventions. Reducing Disproportionality Goal: Address and mitigate the overrepresentation of specific student groups (e.g., based on race, socioeconomic status, language background) in special education, disciplinary actions, or underperformance. Impact: Through universal screening, continuous progress monitoring, and a problem-solving approach, MTSS helps educators make informed decisions that reduce biases and systemic inequities. This means fewer students are inappropriately placed in special education or disproportionately disciplined. Improving Student Outcomes Goal: Foster improved academic performance and positive behavior for all students. Impact: MTSS aims to enhance educational outcomes by using evidence-based practices that adapt to the varying needs of students. The tiered approach ensures that more intensive and personalized interventions are provided to those who need them most.
Tiered Teams	1. Establish Tiered Teams Focused on UDL and Data-Driven Decision-Making Build Collaborative, Multi-Disciplinary Teams: Our MTSS team includes general educators, special educators, counselors, school nurse, school psych and admin. This multi-disciplinary approach allows diverse perspectives in reviewing data and planning interventions that support both academic and social-emotional growth. We have also included a parent representative every other month as well as student representatives to ensure their voices are heard. Conduct Regular Data Meetings: Schedule frequent meetings to review academic achievement data alongside social-emotional learning (SEL) data, ensuring that adjustments to instruction or interventions are responsive to both academic needs and social-emotional factors. Set Clear UDL-Aligned Goals for Tier 1: We PCMS, we really have been intentional around ensuring Tiered Teams establish goals that promote engagement, representation, and varied expression methods for all students, aligning with UDL’s inclusivity and responsiveness. By structuring Tiered Teams to focus on integrated data, schools can make real-time adjustments to support diverse learners more effectively. 2. Use Integrated Data to Adjust Core Instruction Based on Student Needs Analyze Academic and SEL Data to Identify Barriers: Use Tiered Team discussions to analyze where academic performance and social- emotional needs overlap, identifying potential barriers in the learning environment that may affect engagement and understanding. Differentiate Core Instruction Using UDL: Adjust core instruction by incorporating multiple means of engagement (e.g., culturally relevant examples, choice-based assignments), multiple means of representation (e.g., visuals, audio, texts), and flexible options for student expression (e.g., projects, presentations). Monitor the Impact of Adjustments: Collect feedback and student data post-intervention to assess the effectiveness of changes and iterate as needed. Using an integrated data approach allows Tiered Teams to make responsive, targeted instructional changes that align with UDL and support all learners. 3. Develop and Implement Tier 1 Interventions that Address Both Academic and SEL Needs Create SEL-Infused Instructional Strategies: Develop instructional strategies that incorporate SEL, such as fostering a supportive environment, building collaboration skills, and offering choice, to enhance engagement and resilience. Provide Tiered Professional Development: Equip Tiered Teams with training on using UDL to meet academic and SEL needs within core instruction. This includes strategies to support emotional regulation, goal-setting, and collaborative learning. Reflect and Adjust Plans Based on SEL and Academic Data: Implement a cycle of reflection and adjustment where Tiered Teams review data to refine intervention plans, ensuring that SEL integration remains central to supporting diverse student needs. Phase 1: Staffing Identify Team Members: Form Tiered Teams that include general and special educators, counselors, school nurse, attendance specialist, school psych, and administrators. Define Roles and Responsibilities: Assign roles based on expertise, ensuring coverage of both social-emotional and academic domains. Conduct UDL Training: Provide professional development on UDL principles (Engagement, Representation, Action & Expression) focused on inclusivity, engagement, and cultural responsiveness. This work has been led this year by our teacher leaders and IGNITE Team. Outcome: A knowledgeable team prepared to collaboratively analyze and respond to data- driven insights with UDL-aligned strategies. Phase 2: Develop UDL-Aligned Tier 1 Goals and Plans Objective: Set clear, UDL-based instructional goals and develop Tier 1 strategies that address both academic and SEL needs. Steps: Set Inclusive Instructional Goals: Work with Tiered Teams to establish Tier 1 goals that align with UDL principles. These goals should prioritize multiple means of engagement, representation, and action/expression to ensure accessibility and inclusivity. Design Core Instructional Adjustments: Develop lesson plans and activities with flexible engagement options, culturally relevant materials, and multiple ways for students to demonstrate learning. Outline SEL-Integrated Strategies: Incorporate social-emotional components into core lessons, such as group discussions, collaborative projects, and self-reflection exercises to enhance student engagement and self-regulation. Plan for Data Monitoring: Determine how teams will collect and monitor academic and SEL data regularly to assess the effectiveness of Tier 1 interventions. Outcome: UDL-aligned instructional goals and strategies that meet diverse student needs across academic and social-emotional domains. Phase 3: Implement Tiered Data Collection and Review Process Objective: Establish a system for ongoing data collection and review to inform real-time adjustments to instruction. Steps: Set Up Data Collection Protocols: Create a standardized process for collecting academic, SEL, and behavioral data from assessments, surveys, and observations. Include data points like academic performance, attendance, participation, and behavior to gain a holistic view of each student. Conduct Monthly Data Meetings: Schedule regular meetings for Tiered Teams to review and discuss data insights. Analyze where social-emotional and academic data intersect to identify students needing support. Identify and Address Barriers: Use data to pinpoint barriers to engagement and achievement, adjusting instructional methods to support these areas. For example, if data show disengagement in specific subjects, provide alternative engagement methods or culturally relevant resources. Document and Share Data Trends: Track trends in student data to monitor progress, identify patterns, and share insights with relevant stakeholders (teachers, administrators, families). Outcome: A systemized process for data-informed instructional adjustments, enhancing the responsiveness of Tier 1 instruction to student needs. Phase 4: Make Real-Time Adjustments to Core Instruction Objective: Based on data review, implement flexible adjustments to Tier 1 instruction that support both academic and social-emotional needs. Steps: Tailor Instruction to Student Needs: Based on insights from data, adjust instruction to address identified needs. For example, if students show low engagement in a specific subject, integrate student choice, culturally relevant examples, or interactive activities to boost engagement. Integrate SEL into Daily Lessons: Embed SEL practices (goal setting, self- reflection, collaboration) into academic lessons, helping students develop skills that support both social-emotional and academic growth. Offer Varied Demonstration Methods: Allow students to show understanding through diverse formats (e.g., projects, presentations, discussions), supporting different learning styles and cultural communication preferences. Monitor Impact of Adjustments: Regularly check in on the effectiveness of adjustments through ongoing data collection and observation, ensuring that interventions are meeting the intended goals. Outcome: Instruction that dynamically adapts to meet students' social-emotional and academic needs, promoting an inclusive and supportive learning environment. Phase 5: Reflect, Refine, and Scale Up	Promoting Equity and Access Ensure that all students, regardless of background, have access to high-quality instruction and necessary supports to succeed. By using data-driven approaches, MTSS helps identify and address gaps in learning and behavior, ensuring that historically marginalized groups receive timely interventions. Intended Impacts Reducing Disproportionality Our MTSS system helps our teachers make informed decisions that reduce biases and systemic inequities. This means fewer students are inappropriately placed in special education or disproportionately disciplined. This also means a focus of equal representation in our leadership and advanced classes. Improving Student Outcomes Our MTSS system aims to enhance educational outcomes by using evidence-based practices that adapt to the varying needs of students. The tiered approach ensures that more intensive and personalized interventions are provided to those who need them most. Key Data Academic Data Behavioral Data Social-Emotional Data Demographic Data Disciplinary Data Family and Community Feedback
Additional School Improvement Plan Components
Family engagement ISD Priority 4	New Student Orientation WEB Spooky Bingo Back to School BBQ Calling families of new students each month Spring Building Tours
Technology Integration	At PCMS, this involves strategic planning to ensure that tech resources enhance educational quality, improve administrative efficiency, and support student learning. Specifically, we focused on the following areas: Develop a Strategic Plan that for our professional development Implementation of Pilot Programs Monitor and Evaluate Foster a culture of innovation Encourage teacher leaders Digital Citizenship IGNITE UDL teacher leader presentations Systems for laptop onboarding for all students and new students Canvas for Parents offered two times Audit and re-examination of all processes regarding technology hardware including, but not limited our loaner system Building Tech series provided on site Collaborating with alumni to provide technology opportunities for students (Gimkit)

School Improvement Team & Procedure Information

Principal	Jeff McGowan
SIP Team Members	Briant Arnot, Kari Barker, Katie Cohen, Phil Dungey, Kathy Gibson, Erin Kwok, Jen Laramore, Ashley Potter, Braden Richey, Kathy Skalak, Meg Lozada, Michele Van More
Supervisor Review	Sherri Kokx, November 8, 2024
Site Council or PTSA Review	November 4, 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:

Pacific Cascade 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