6701 S. Park Ave.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
IDEA High School is a collaborative, project-based community where students explore engineering, design, and innovation through hands-on learning. Guided by our pillars of Community, Empathy, Thinking, and Balance, we ensure that every student engages in authentic, inclusive, and career-connected learning experiences that prepare them for life beyond high school.
Our Vision
We envision a learning community where every student develops confidence, creativity, and critical-thinking skills through design and engineering experiences that prepare them to shape a more equitable and sustainable future.
Our Mission
IDEA's mission is to transform public education through inclusive, project-based learning that integrates design thinking, engineering principles, and community partnerships-empowering students to discover their passions and create meaningful change.
Academic Goals
Core Classes
ELA Goal
Goal: What are we trying to achieve
Ensure 84% of students earn a C or better in this subject.
There are 65% of ELA students meeting the standard based on the common pre-assessment using he engagement self-assessment rubric. Formative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle (date), 100% of students will show growth in their engagement habits. 85% will successfully consider others and show a desire to contribute to the well-being of school and community. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity. Alternate texts will be made available for those struggling to find personal relevance.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group: classroom curriculum and materials that are accessible to all students Some students need to learn in a different way and the teacher will support that learning using supplemental material or strategies Discuss whole group, small group rotations or individual behaviors for academic engagement
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Utilize the SEL 6 rubric to help students identify the habits or behaviors that will help them stay engaged with class material Communicate with parents, mentors and students using specific language from the SEL 6 rubric
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Connect with Student Services to coordinate wrap-around services to eliminate barriers to student success Identify external barriers that may be limiting student engagement.
Math Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
By the end of the semester, 75% of students in my Math and Science classes will earn a grade of C or higher, as measured by final course grades. This will be achieved through targeted academic support including in-class grade analysis, automated family notifications for students at risk, and individualized student check-ins. All strategies will be designed to be inclusive and equitable, ensuring that students with diverse learning needs and backgrounds have access to the resources and support necessary to succeed.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
C and Above Students - Retake & Mastery These students are proficient but benefit from deeper engagement and mastery. Strategies: Retake with Reflection: Require error analysis and correction before retakes. Targeted Retakes: Focus on specific standards or skills. Extension Tasks: Provide challenge problems to promote higher-order thinking. Rubric Alignment: Formative Assessment: Feedback and revision opportunities. Student Engagement: Ownership through reflection and goal-setting. Cognitive Engagement: Tasks promote deeper understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
D Students - Alternative Pathways of Assessment These students may struggle with traditional assessments and benefit from varied modalities. Strategies: Multiple Modalities: Use oral assessments, visual models, and project-based tasks to allow students to demonstrate understanding in diverse ways. Scaffolded Tasks: Break assessments into smaller, supported steps with guiding questions. Flexible Timing: Allow extended time or alternate schedules for assessment completion. Rubric Alignment: Assessment Practices: Differentiated formats support equitable access. Knowledge of Students: Instruction and assessment reflect individual learning needs. Cultural Responsiveness: Modalities honor diverse learning styles.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
E Students - Engagement Plans These students are identified due to chronic attendance issues or disengagement. Strategies: Individual Engagement Plans: Create personalized plans with goals, incentives, and check-ins. Mentorship or Peer Support: Pair students with mentors or peers to build connection and accountability. Flexible Access to Content: Provide asynchronous materials Rubric Alignment: Collaboration: Plans developed with input from students, families, and support staff. Monitoring Growth: Use attendance, participation, and formative data to adjust supports. Equity Focus: Targeted interventions for students furthest from opportunity.
Science Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
By the end of the semester, 75% of students in my Math and Science classes will earn a grade of C or higher, as measured by final course grades. This will be achieved through targeted academic support including in-class grade analysis, automated family notifications for students at risk, and individualized student check-ins. All strategies will be designed to be inclusive and equitable, ensuring that students with diverse learning needs and backgrounds have access to the resources and support necessary to succeed.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
C and Above Students - Retake & Mastery These students are proficient but benefit from deeper engagement and mastery. Strategies: Retake with Reflection: Require error analysis and correction before retakes. Targeted Retakes: Focus on specific standards or skills. Extension Tasks: Provide challenge problems to promote higher-order thinking. Rubric Alignment: Formative Assessment: Feedback and revision opportunities. Student Engagement: Ownership through reflection and goal-setting. Cognitive Engagement: Tasks promote deeper understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
D Students - Alternative Pathways of Assessment These students may struggle with traditional assessments and benefit from varied modalities. Strategies: Multiple Modalities: Use oral assessments, visual models, and project-based tasks to allow students to demonstrate understanding in diverse ways. Scaffolded Tasks: Break assessments into smaller, supported steps with guiding questions. Flexible Timing: Allow extended time or alternate schedules for assessment completion. Rubric Alignment: Assessment Practices: Differentiated formats support equitable access. Knowledge of Students: Instruction and assessment reflect individual learning needs. Cultural Responsiveness: Modalities honor diverse learning styles.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
E Students - Engagement Plans These students are identified due to chronic attendance issues or disengagement. Strategies: Individual Engagement Plans: Create personalized plans with goals, incentives, and check-ins. Mentorship or Peer Support: Pair students with mentors or peers to build connection and accountability. Flexible Access to Content: Provide asynchronous materials Rubric Alignment: Collaboration: Plans developed with input from students, families, and support staff. Monitoring Growth: Use attendance, participation, and formative data to adjust supports. Equity Focus: Targeted interventions for students furthest from opportunity.
Social Studies Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
Specific- • Write weekly 200-word reflection journals after each major historical unit • Identify how personal background influences interpretation of events Actionable- Connect community perspectives to classroom learning in journal entries. Responsible- Facilitate productive group discussions during collaborative projects • Practice active listening techniques in study groups Time-bound- Complete Journals by the end of the semester. Inclusive- Research and share stories from historically marginalized groups during each unit Equitable- Identify and address barriers to participation in classroom discussions • Advocate for accommodations when classmates need support • Create study resources accessible to different learning styles
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high-impact strategies your Social Studies team will leverage to maximize students on track to earn a C or better in each Social Studies course.? How will your Social Studies team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each Social Studies course?? - Grades Reflect Evidence of Student Learning - District Grading Scales - Grade Book for 6-12 - Grading Timeliness and Communication - Retakes, Revisions, and Item Corrections - Teacher Feedback and Late Work - Impact of a Grade - Impact of Attendance on Grades Example: Retakes, Revisions, and Item Corrections: We will identify any summative grades that are having a negative impact on student's overall grade, then require them to take a retake the following week in-class.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Reach out to mentor Come in for office hours
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Reach out to guardian and Mentor Lunch and study Differentiation for summative
Health Goal
Goal: What are we trying to achieve
Ensure 0% of students earn a C or better in this subject.
S - At least 95% of IDEA HS health students will meet 18 standard 3+ on the selected standard by the end of Q3 (semester 2), as measured by summative assessments. M - Progress will be tracked through formative/summative data and reviewed in PLCs to monitor growth and identify needed interventions. A - Formative assessments and targeted interventions will support student understanding. Students needing continued support will follow outlined action steps. R - Support will include office hours, peer tutoring, and collaboration with case managers for accommodations. Attendance will be monitored with admin and mentors to support academic success. T - Goal will be met by end of QJ, as health is only offered in semester 2. I - Stakeholders will partner to provide supports that address learning gaps. E - PLCs will monitor demographics of struggling students to ensure equitable support.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Modelling various method to arrive at the same solution. • Allow students to choose their own comfortable ways to practice the concepts with choices; individual, small groups, group with teacher and or pairs.· Learning stations for individual learning needs.· Opportunities for assessment corrections to continue the learning progression.· Cooperative learning, Graphic organizers, Exit Slips, Peer teaching, reading buddies, Tiered assignments, scaffolds, differentiated text prompts, plan monthly assessments to track progress. Our retake assessment policy where students utilize office hours to do targeted studying towards retaking the summative assessment to meet standard on standards that they were not able to hit on the first attempt. We had a lot of buy-in and having students come to us when they didn't meet standard. We were able to set up tutoring pairs and small groups. We had 100% of our students who retook meet standard. Our open-ended, student-choice rubrics for our projects allowed many students to dig deeper in showcasing the science content in ways that they find engaging. This was evident in the products that were made and the level of quality in how they portrayed the information making it accessible.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
• Send check in emails to students, mentor, and families· Schedule one-on-one support meetings during lunch and study during lunch· Identify high grade impact assignments for students to focus on· Work one-on-one with students to develop goals to stay on track as the semester progresses.· Engage students in self-reflection and self-report grades.· Individualized instruction - 1:1 support - • Additional/supplemental assignments based on students need - Assign addition assignments for struggling groups of students to provided guided practice within the classroom.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Includes all Action Steps in steps 1 and 2 along with... • Require weekly lunch and study meeting· Develop a written plan with students • Students maintain tracker log and check in with teacher and mentor to follow· Focus on current and future assignments rather than past to stay on track.
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.
9th grade students will be on track to graduate by Q2 of 2025-26 school year by showing grades of C or above in all core classes, from 77% in Q2 2024-25 to 85% in Q2 through our IDEA full inclusion program (currently 20% of our students have an IEP)
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
9th grade support through co-taught TIME classes to support executive functioning skills and partnership with families to understand and use the learning management systems.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Mentor and Case Manager collaboration with student and family to develop individualized Student Success Plans for students needing Tier 2 and Tier 3 interventions
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Student Services will support co-teaching model with specific interventions for teachers accommodating students with IEPs (example, notetaking, creating beginning and ending routine check lists, co-planning, modifications of rubrics, etc.)
Failing Courses Goal
Goal: What are we trying to achieve
Ensure only 15% or fewer freshman, sophomores, juniors, and seniors are failing one or more courses.
85% or more students by Q2 will have no course failures including our students with IEPs in our full inclusion model
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Meet weekly with MTSS Team to analyze and develop tiered supports
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During staff meetings, MTSS Team will regularly (bi-monthly) facilitate Student Support Discussions with Mentors/Teachers as professional development to analyze student strengths and barriers and develop a support plan based on tiered support (evidence based) for Tier 2
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students identified at Tier 3 will work with a team for tiered supports and Student Success Plan.
Graduation Goal
Goal: What are we trying to achieve
Ensure 100% of students are on track to graduate.
By May 2026 a/I IDEA seniors will have met graduation standards by identifying transition plans (especially for those with IEPs), VANI, IRCs and meeting core graduation requirements.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly MTSS analysis of Seniors of Concern
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Individualized support plans developed
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Regular 1:1 monitoring of support plans by Mentors
College & Career Readiness Goals
CTE Goal
Goal: What are we trying to achieve
Ensure 68% of students earn a C or better in this subject.
Utilizing Mentors, Student Services, Inquiry Teams (PLCs), and parent communication, we will increase the percentage of students earning a C or higher in CTE from 63% to 68%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Our primary tier of support for all students is our network of mentors that support each student on Wednesday mornings. Every staff member is a mentor with -25 mentees that they meet with weekly on Wednesday mornings for 2 hours. The four student growth goals of mentor group (discovering yourself, developing your strengths, engaging your community, navigating your future) directly address graduation. Each mentor meets individually with each mentees 1:1 once per month to ensure they are attending and passing their classes, making progress on their high school and beyond plan, planning which courses to take next in their pathway, and connecting to internship opportunities and clubs. In addition, every Freshman works with a strong start class practicing time and resource management on Wednesday afternoons, planned by the 9th grade team. Sophomores work with the 10th grade team on Wednesday afternoon identifying pathway connections and schedule planning to ensure all students have a pathway to graduation identified going into their final two years. Juniors work with the 11th grade team on Wednesday afternoons as well with their Next Move coordinator to complete the Next Move curriculum that prepares them in an internship during their spring semester Junior Year. Seniors work with the 12th grade team on Wednesday afternoons. This team covers college options and deadlines, alternative post-high plans, along with covering graduation requirements
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Our primary tier of support for smaller groups of students is our network of mentors that support each student on Wednesday mornings. Every staff member is a mentor with -25 mentees that they meet with weekly on Wednesday mornings for 2 hours. The four student growth goals of mentor group (discovering yourself, developing your strengths, engaging your community, navigating your future) directly address graduation. Each mentor meets individually with each mentees 1:1 once per month to ensure they are attending and passing their classes, making progress on their high school and beyond plan, planning which courses to take next in their pathway, and connecting to internship opportunities and clubs. In addition, the CARE Teams identify groups of students that are struggling to stay on track to graduate using one of the eight pathways to graduation during the last six weeks of each semester. Interventions with smaller groups of students are scheduled by appropriate case managers (SPED teachers if students have an IEP, social workers if a student is experiencing ACE's, or the mentor if the mentor has the closest relationship with those groups of students). In addition, students that are not on track to graduate each year are given specific interventions to get back on track based on their grade level: Our primary tier of support for smaller groups of students is our network of mentors that support each student on Wednesday mornings.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
- Lunch office hours - Mentor communication and intervention - Communication home via Synergy
IRC Goal
Goal: What are we trying to achieve
Ensure 37% of students earn one or more industry-recognized certificates.
We will increase the percentage of students earning an industry recognized certificate from 26.9% in the 2024-25 school year to 37% by the end of the 2025-26 school year.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
PLC members share and present IRC programs
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Admin makes IRC conversation a key part of yearly evaluation conversations
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
- Lunch office hours - Mentor communication and intervention - Communication home via Synergy
VANI Goal
Goal: What are we trying to achieve
Ensure 100% of students have a verified acceptance letter from their next institution.
By the Spring of 2026, 100% of IDEA students will submit a VANi and IDEA mentors and post high support team will work to increase the percentage of students that attend a 2 or 4-year school from less than 50% to over 55%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Mentors will continue to use lessons in Schoolinks to develop post high plan by exploring career interests and aligning their pathway goals in Mentor Group, annotating notes from Student Led Conferencing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Continue to provide weekly post high support workshop with humanities teachers and community partners (Write 253 and local colleges and universities.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Survey through conferences and digital surveys what support families would like for post high support (FAFSA/WAFSA nights).
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Ensure 84% of students earn a C or better in this subject.
S -At least 84% of IDEA high school students will pass their art courses with a C or higher. M - We will know we have reached this goal through final course grades of students in the IDEA high school art classes. The data will be tracked through formative and summative assessments and the student work will be brought to PLCs for collaborative monitoring and identification of interventions. A - To continue to work toward the goal, formative assessments are given along with interventions to ensure students are attaining the understanding of the standards. For students that continue to struggle, the Action Steps identified below will be used to continue to move forward toward goal attainment. R - Through office hours, we will work with students who need additional support. Furthermore, we will use peer tutors to increase the amount of 1:1 support we can provide. We will collaborate with case managers to make appropriate accommodations and modifications for teaching and assessment. Given that attendance is an indicator for academic success, we will also collaborate with administrators and mentors about student attendance. T - We are working to attain this goal by the end of second semester in the 2025-2026 school year. I - Through partnering with all stakeholders, students will be provided supports to bridge any learning gaps identified. E - PLCs will monitor demographics of struggling students and ensure equitable supports.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high-impact strategies your Art team will leverage to maximize students on track to earn a C or better in each Art course.· Modelling various method to arrive at the same solution. • Allow students to choose their own comfortable ways to practice the concepts with choices; individual, small groups, group with teacher and or pairs.· Opportunities for assessment corrections to continue the learning progression. Our retake assessment policy where students utilize office hours to do targeted studying towards retaking the summative assessment to meet standard on standards that they were not able to hit on the first attempt.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
- Lunch office hours - Mentor communication and intervention - Communication home via Synergy
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
- Lunch office hours - Mentor communication and intervention - Communication home via Synergy
Music Goal
PE Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
By May 1st, 2025, 75% of students enrolled in PE will earn a C or better by demonstrating growth in PE Safety Standard 4-responsible and respectful participation in physical activity. Through the implementation of student self-assessment, multiple means of representation, and progress checklists, students will build self-efficacy and consistent engagement. Progress will be monitored biweekly using formative assessments and student reflections.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implement self-assessment tools and multiple means of representation to increase student understanding of performance expectations in PE. Teachers will model goal-setting strategies, use visual exemplars of success, and provide opportunities for peer and teacher feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide targeted support to students earning a C- or D through structured progress check-ins, differentiated activity options, and restorative opportunities to improve performance. Emphasis will be placed on attendance recovery, reflective practice, and re-engagement in physical activity to promote movement from tier 2 to tier 1 performance.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will intentionally connect PE learning to prior knowledge and transferable skills from other courses-such as goal setting, self-monitoring, and teamwork-to support students moving from an E to a C or better. Teachers will help students identify success strategies used in other classes (e.g., reflection routines, data tracking, or growth-mindset language) and apply them in PE contexts. By reinforcing cross-disciplinary habits of success, students will build confidence, consistency, and ownership in physical activity engagement.
World Language Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
There are 65% of World Language students meeting the standard based on the common pre-assessment using the engagement self-assessment rubric. Formative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle (date}, 100% of students will show growth in their engagement habits. 75% will successfully consider others and show a desire to contribute to the well-being of school and community. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity. Alternate texts will be made available for those struggling to find personal relevance.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high-impact strategies your WL team will leverage to maximize students on track to earn a C or better in each WL course.? How will your WL team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each ELA course?? - Grades Reflect Evidence of Student Learning - District Grading Scales - Grade Book for 6-12 - Grading Timeliness and Communication - Retakes, Revisions, and Item Corrections - Teacher Feedback and Late Work - Impact of a Grade - Impact of Attendance on Grades Example: Retakes, Revisions, and Item Corrections: We will identify any summative grades that are having a negative impact on student's overall grade, then require them to take a retake the following week in-class.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
-Giving selected students paper copies and paper notes -Modifications to quantity for students -Check notes for accuracy -Notify parents, mentors, and student of grade
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
-Adjusting the grades based on TPS standards -Revisit notetaking concepts, practices -Wait 1-2 weeks for those who need extra time, have been absent, etc. -Notify parents, mentors, and student of grade
ML Progress Goal
Goal: What are we trying to achieve
Ensure 89% of students graduate from ML services or move up a level of English proficiency as measured by WIDA.
By June 2026, IDEA will increase the percentage of Multilingual (ML) students scoring a Level 3 or higher on the WIDA assessment from 79% in 2024-25 to 89% in 2025-26. Use of language acquisition frameworks (SIOP) will be used by our staff as part of effective tiered practice in all content areas (emphasizing academic vocabulary, reading, writing and verbal communication. Formative assessments, writing samples, and WIDA testing will be used to monitor progress. IDEA practices full inclusion through equity, deep relationships, honoring the identity of each student in our community.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
ML Coordinator will provide support for teachers on scaffolding techniques, sentence stems, and visuals to support comprehension.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Ensure every ML student has differentiated support for inclusive instruction. through structured reading, writing, and academic vocabulary strategies across all subjects through tiered sheltered instruction strategies.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students scoring Level 2 or below on WIDA, extra support will be provided by ML Coordinator and monitored bi-weekly.
Behavior, Community & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 98% of students have behaviors NOT resulting in suspension or expulsion.
98% of our students will have behaviors NOT resulting in suspension or expulsion using RT! analysis in collaboration with our MTSS and Admin Team supporting Mentors and Families to partner with students, especially students with IEP behavior goals and our 9th graders who are new to our IDEA community.
Root Cause Analysis:
IDEA has the among the highest rates of full inclusion Sp.Ed in the state of Washington (Gibson Ek has a bit higher at 24%) with consistently over 20%. Students who need more support due to disabilities related to behaviors in the full inclusion setting need push in support, daily goal setting and frequent 1:1s with the opportunities for breaks to regulate behaviors. IDEA is predominately male 83%
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
MTSS weekly RTI analysis to partner with Mentors
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Analyze students with Tier 2 and Tier 3 intervention needs
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Differentiate by Attendance, Behavior and Coursework to find the root cause and find accommodations based on student strengths and leverage relationships to support
Extracurricular Goal
Goal: What are we trying to achieve
Ensure 50% of students are enrolled in one or more extracurricular activities.
SMARTIE Goal: Increase Student Participation in Clubs. S - Specific: Increase student participation in school clubs by 10% by the end of the academic year. M - Measurable: Track club membership numbers monthly and compare them to last year's baseline to measure a 10% increase. A - Achievable: Implement targeted strategies including improved marketing, promotion of lunch-time clubs, and expanded opportunities through the Technology Student Association (TSA). R - Relevant: Boosting club participation supports student engagement, social development, and school culture-key priorities for our school community. T - Time-bound: Achieve the 10% increase by June 2026. I - Inclusive: Ensure outreach efforts are accessible to all students, including multilingual materials and diverse club offerings that reflect student interests. E - Equitable: Provide equal access to club information and opportunities, especially for students who may face barriers to participation (e.g., transportation, scheduling, awareness).
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Action Step 1: Create a Student Hub for Club Communication Establish a centralized "Student Club Hub" that serves as the go-to resource for all things related to student organizations. This hub can be both digital (via the school website, Teams, or a shared platform) and physical (a bulletin board in a high-traffic area like the cafeteria or main hallway). It will include: A directory of active clubs with meeting times, advisor contacts, and student leaders. Clear instructions on how to join a club or start a new one, including downloadable forms and guidance. Regular updates and announcements about upcoming events, new clubs, and opportunities. Multilingual materials to ensure accessibility for all students. A suggestion box (physical or digital) for students to propose new club ideas or give feedback. This hub will improve visibility, streamline communication, and empower students to take initiative in their extracurricular involvement.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Action Step 2: Promote Lunch-Time Club Meetings Encourage existing clubs to take advantage of the school's extended lunch period by holding meetings during that time. This strategy helps remove barriers for students who may have after-school responsibilities such as jobs, family care, or transportation issues. To support this: Provide club advisors with scheduling support and access to available meeting spaces. Promote lunch-time clubs through daily announcements, posters, and the Student Club Hub. Offer incentives such as snacks, recognition, or club spotlights to encourage participation. Coordinate with student leaders to ensure meetings are engaging and inclusive. By making clubs more accessible during the school day, you'll increase visibility and participation among a broader range of students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Action Step 3: Launch a Technology Student Association (TSA) Chapter Start a local chapter of the Technology Student Association to provide students with hands-on experiences in STEM fields and opportunities to compete in regional and state-level events. This initiative will: Introduce students to career pathways in technology, engineering, and design. Foster leadership, teamwork, and problem-solving through competitive events. Connect students with mentors, industry professionals, and real-world applications. Build school pride and visibility through participation in TSA competitions and conferences. Begin by recruiting interested students and a faculty advisor, then register your chapter with the national TSA organization. Promote the launch through the Student Club Hub and school-wide communications to generate excitement and engagement.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 0% positive rating on the selected Climate Survey item.
By June 2025, IDEA staff will close the 4% perception gap between individual and collective perceptions of readiness for change as measured by the Climate Survey. Through structured opportunities for peer-led professional sharing, staff will build relational trust, empathy, and shared accountability. An anti-racist PAUSE will guide implementation to ensure that all voices are included, and that change efforts reflect diverse perspectives and equitable participation in leadership and innovation.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Peer-Led Learning Sessions - Establish regular professional learning opportunities where staff share strategies, tools, or practices they have successfully integrated into instruction. (Lead: Professional Learning Committee; Timeline: Quarterly) Collaborative Reflection Rounds - Facilitate reflection protocols during staff meetings where teams identify successes, challenges, and next steps related to instructional innovation and change. (Lead: Whole Child Facilitator; Timeline: Monthly) Feedback & Celebration System - Implement a simple feedback loop to acknowledge innovative practices and celebrate risk-taking among peers. (Lead: Administrative Team; Timeline: Ongoing throughout the year) Mid-Year Check-In - Conduct a brief internal survey midyear to assess progress on collaboration, trust, and shared perception of change readiness. (Lead: Admin Team & Whole Child Coach; Timeline: January 2025)
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 70% positive rating on the selected Climate Survey item.
By June 2025, 70% of students will respond positively to the Climate Survey item, "My school invites me to be a student leader." To achieve this, IDEA will expand and diversify student leadership opportunities beyond traditional ASB roles by embedding leadership experiences into clubs, workshops, and school-wide projects. Using an anti-racist PAUSE, we will ensure that leadership pathways are inclusive of students from all backgrounds, with specific attention to historically underrepresented voices in school decision-making. Progress will be monitored through student participation data, Climate Survey results, and feedback from club facilitators.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Reimagine ASB Structure - Expand ASB membership and redefine leadership roles to include representatives from various student communities and interests. (Lead: ASB Advisors, by October 2024) Develop Leadership-Based Clubs - Establish student-led clubs that meet during Wednesday Workshop time and focus on authentic school projects such as community events, sustainability initiatives, and peer mentorship. (Lead: Club Advisors and Student Leadership Team, by December 2024) Implement Leadership Reflection Framework - Introduce short reflection tools and self-assessments that help students recognize leadership skills developed through classes, clubs, and project work. (Lead: Mentor Group Teachers, ongoing throughout the year) Monitor and Share Progress - Gather student feedback quarterly through surveys and discussions; share progress publicly to reinforce visibility and value of diverse leadership contributions. (Lead: Whole Child Team & ASB Advisors, ongoing)