Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
At SAM/, learning is rooted in place, purpose, and community. Students explore science, leadership, and identity through mentor groups, internships, miniterm, and hands-on work in Point Defiance Park, the Zoo, and Aquarium. Grounded in our five pillars-Community, Empathy, Thinking, Balance, and Adventure-SAM/ graduates grow as whole people prepared to lead, serve, and thrive.
Our Vision
We believe all students have the right to high-quality educational experiences that develop their unique needs and passion.
Our Mission
The Mission of the Science and Math Institute is to change public education by emphasizing creativity and utilizing a fully inclusive model that educates the whole student through our core values of Empathy, Community, Balance, Thinking, and Adventure.
Academic Goals
Core Classes
ELA Goal
Goal: What are we trying to achieve
Ensure 88% of students earn a C or better in this subject.
"By the Spring of 2026, the English Inquiry Team will improve students' performance on building claims, evidence, and reasoning from 86% in the Fall of 2025 earning a C or better to 88%"
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier One Supports: Close reading, Formative feedback, Instructional routines, Jigsaw
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier Two Supports: Students of Concern Meetings, Regular Email, Phone, Synergy Family Communications, Inquiry Team Student Work/Data Analysis, Mentor Teacher 1:1 support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier Three Supports: Mentor Supports, Partnering with Families, Partnering with ELL or Sped Teachers, MTSS - Care Meetings
Math Goal
Goal: What are we trying to achieve
Ensure 90% of students earn a C or better in this subject.
By December 2025, the math team will increase the percentage of students who can accurately demonstrate the shape of a graph from the equation of a function from 20% to 80%. This understanding will be measured through a partner-based formative assessment in which students use hand motions to represent graph shapes, administered once in October and again in December. The team will use formative data from the first assessment to guide targeted instruction, ensuring all students show measurable growth in conceptual understanding and visual reasoning of functional relationships.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 - Core Instruction (All Students) Goal: Ensure all students build foundational understanding of how changes in equations affect graph shapes. Teacher Actions: • Explicitly model how parameters in equations (e.g., slope, intercept, coefficients, exponents) impact the graph's shape, position, and orientation.· Use multiple representations: equations, graphs, tables, and hand-motion kinesthetic modeling.· Incorporate daily checks for understanding, such as warm-up sketches or quick partner demonstrations.· Provide visual anchors (e.g., parent graphs displayed in the classroom, comparison charts, or Desmos visualizations).· Embed opportunities for peer discussion and reflection, emphasizing mathematical language (e.g., "vertical stretch," "reflection," "shift"). • Conduct the October formative assessment to establish baseline data and adjust instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 - Targeted Small Group Support (Some Students) Goal: Support students who struggle to connect equation features to graph transformations. Teacher Actions: • Use small group re-teaching sessions focusing on one type of transformation at a time (e.g., only shifts or reflections).· Implement guided practice with immediate feedback - students describe, then draw, then demonstrate each change using hand motions.· Provide structured graphic organizers that map equation changes to graph outcomes.· Incorporate interactive tools (Desmos sliders, manipulatives, or mini whiteboards) for hands-on practice. • Offer peer tutoring or station rotations where proficient students help model transformations. • Reassess progress every 2-3 weeks with mini exit tasks or short partner demos.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 - Intensive Individualized Support (Few Students) Goal: Address persistent misconceptions through highly individualized and scaffolded instruction. Teacher Actions: • Conduct one-on-one conferencing to identify specific misunderstandings (e.g., confusing horizontal vs. vertical shifts).· Develop individual practice plans with step-by-step visual supports or sentence frames for describing transformations.· Provide additional time and alternative formats - such as teacher-created videos, manipulatives, or guided Desmos explorations.· Coordinate with special education or support staff for specialized interventions or co-teaching support.· Track growth weekly with personalized check-ins, focusing on both accuracy and conceptual explanation. • Include reflective self-assessment where students explain graph changes verbally or through drawings.
Science Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
We want our students to be able to use scientific process and see how scientific skills can transfer across years and classes. By providing hands-on lab experience, providing individualized and systemic support, utilizing Universal Design for Learning strategies, and problem of practice protocol in PLC, we will increase the number of students earning a c or better from 72% to 80% by May 1st.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will implement 2-3 strategies to support students in earning a C or better in Science. -Hands-on lab experience -Providing individualized and systemic support, -Utilizing Universal Design for Learning strategies -Retakes, Revisions, and Item Corrections You may want to reference this visual
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will implement 2-3 strategies to support students moving from a C- or D to a C or better in Science. -MTSS students of concern meetings - Regular communication with students and families through Synergy -Frequently updated grades & Schoology/synergy access to course materials
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will implement 2-3 strategies to support students moving from an E to a C or better in Science.· Tutoring during lunch and A&A as well as tutor.com• MTSS - Care Meetings• Mentor Group grade checks and Spring Conferences
Social Studies Goal
Goal: What are we trying to achieve
Ensure 87% of students earn a C or better in this subject.
There are 73 % of 9-10 World History students meeting the standard based on formatives data from Unit 1 Claim formatives. Formative assessments collected during the semester will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle (May), 100% of students will show growth in their understanding and writing of claims. 80% will successfully write a claim to a "proficient" level given a source set. We will accomplish this by providing multiple opportunities for revision with one-on-one mentor support and offering mentor texts to guide their writing.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Create mini lessons designed for student self-reflection in terms of their progress towards proficiency for our claim standard.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Create small group differentiated double dose instruction that will be taught by the Core Teacher.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Provide Interventions during our RTI time.
Health Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
There are 70% of 10th grade students meeting the standard based on the common pre-assessment using a true/false and written paragraph analysis. Formative assessments and the final summative 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}, 80% of students will show growth in their understanding and identification of claims, evidence and reasoning, while 100% not impacted by turn-in rates will show growth in their understand and identification. 80% will successfully construct claims, evidence, and reasoning to support a community outreach poster given foods significant to themselves and their communities. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all in-class conversations and assignments are relevant and at or above grade level in complexity
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Warm-ups and exit-tickets targeting specific skills and misconceptions
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Team breakouts for students struggling with concepts or to turn in work
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Accessible final project connected to personal passions and interests
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.
By the end of the Fall of 2025 semester, 85% of SAM/ ninth graders will be on track to graduate.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The MTSS Team will meet weekly to look at attendance, behavior and coursework for every student. The team will also communicate with mentors to provide direct instruction for strategies around goal setting, course planning, and executive functioning skills. Every student will conference with their mentor and parents once per semester to track these supports and set goals.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Mentors and classroom teachers provide targeted Tier 2 interventions for students that are exhibiting declining attendance, failing coursework, or have barriers to accessing their education because of outside influence or challenging circumstances. Mentors will submit Tier 2 intervention request through the Students of Concern form and the MTSS team will work alongside mentors and classroom teachers to facilitate interventions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The MTSS team will track all students most at risk for failing courses by monitoring attendance, coursework, behavior, and outside barriers and will schedule and track regular interventions with students and families.
Failing Courses Goal
Goal: What are we trying to achieve
Ensure only 8% or fewer freshman, sophomores, juniors, and seniors are failing one or more courses.
By the end of the Fall Semester 2025, the MTSS team will work to ensure that 8% or fewer SAM/ students have one or more failing grades by supporting attendance re-engagement strategies and ensuring early intervention for students not attending full-days or specific periods through targeted interventions in the first 6 weeks.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The MTSS Team will meet weekly to look at attendance, behavior and coursework for every student. The team will also communicate with mentors to provide direct instruction for strategies around goal setting, course planning, and executive functioning skills. Every student will conference with their mentor and parents once per semester to track these supports and set goals.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Mentors and classroom teachers provide targeted Tier 2 interventions for students that are exhibiting declining attendance, failing coursework, or have barriers to accessing their education because of outside influence or challenging circumstances. Mentors will submit Tier 2 intervention request through the Students of Concern form and the MTSS team will work alongside mentors and classroom teachers to facilitate interventions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The MTSS team will track all students most at risk for failing courses by monitoring attendance, coursework, behavior, and outside barriers and will schedule and track regular interventions with students and families.
Graduation Goal
Goal: What are we trying to achieve
Ensure 100% of students are on track to graduate.
At the end of the 2025-26 school year, 100% of SAM! students will graduate on time.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The MTSS Team will meet weekly to look at attendance, behavior and coursework for every student. The team will also communicate with mentors to provide direct instruction for strategies around goal setting, course planning, and executive functioning skills. Every student will conference with their mentor and parents once per semester to track these supports and set goals.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Mentors and classroom teachers provide targeted Tier 2 interventions for students that are exhibiting declining attendance, failing coursework, or have barriers to accessing their education because of outside influence or challenging circumstances. Mentors will submit Tier 2 intervention request through the Students of Concern form and the MTSS team will work alongside mentors and classroom teachers to facilitate interventions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The MTSS team will track all students most at risk for failing courses by monitoring attendance, coursework, behavior, and outside barriers and will schedule and track regular interventions with students and families.
College & Career Readiness Goals
CTE Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
There are 46 students at Level 1, 114 students at Level 2, and 58 students at Level 3. By December 15, 2025, 50% of the students at Level 1, 50% of the students at Level 2, and 50% of the students at Level 3 will improve by 1 level on the Professional Communication and Reflection Rubric aligned to CC55.ELA-LITERACY.W.9-10.4 as measured by a summative reflective email assignment.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
1. Scaffold Reflection with SEL-Aligned Prompts Use prompts that encourage self-awareness, empathy, and responsible decision-making: "What part of this project made you feel proud?" "What challenges did you face, and how did you respond?" "Who helped you succeed, and how can you show appreciation?" These promote emotional literacy and help students connect their academic work to personal growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1. Model Professional Communication with Inclusive Examples Provide email samples that reflect diverse voices, respectful tone, and culturally responsive language. Discuss how communication norms may vary across contexts and cultures, and validate students' home language and communication styles.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1. Use Flexible Formats to Support Diverse Learners Allow students to: Draft emails using sentence starters or templates. Record audio or video reflections before writing. Collaborate with peers or use graphic organizers. This ensures accessibility for students with different learning needs, language proficiencies, or neurodiverse profiles.
IRC Goal
Goal: What are we trying to achieve
Ensure 50% of students earn one or more industry-recognized certificates.
By June 2026, the CTE team at the Science and Math Institute will increase the percentage of students earning an Industry Recognized Certificate (/RC) from 28.9% in the 2024-25 school year to 50% in the 2025-26 school year. Teachers will use YouScience to guide students in identifying career-aligned pathways, track /RC progress, and complete credentialing requirements. Instruction will intentionally integrate /RC preparation into coursework, with targeted support and practice opportunities provided through mentor groups and industry partnerships. Progress will be monitored each semester using YouScience data, course-based assessments, and student reflections. This goal emphasizes equity and inclusion by ensuring all students-especially those underrepresented in technical fields-have access to the resources, mentorship, and encouragement needed to pursue and earn certifications.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Step 1 - Tier 1: Core Supports for All Students Integrate YouScience activities and IRC preparation into all CTE courses so every student explores career pathways, practices credentialing skills, and understands certification requirements. Teachers will use common lessons, industry-aligned rubrics, and formative checks to ensure all students are on track for IRC completion.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Step 2 - Tier 2: Targeted Support for Small Groups Identify students who need additional guidance based on YouScience data or course performance. Provide small-group sessions focused on specific certification skills, offer extra practice opportunities, and connect students with peer mentors or industry volunteers for targeted coaching.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Step 3 - Tier 3: Intensive Individualized Intervention For students still not meeting IRC benchmarks, teachers and mentors will create individualized support plans that include one-on-one tutoring, personalized pacing, and alternative testing opportunities. Staff will coordinate with families and community partners to remove barriers and ensure each student has a clear, supported path to earning their certification.
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 SAM! students will submit a VAN! and the SAM! team will work to increase the percentage of students that attend a 2 or 4-year school from 67% to 75%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Every junior and senior will receive a copy of the College and Career Knowledge workbook in mentor group to start the school year, guiding them through the specific steps to take in the college application process.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
SAMI will host FAFSA completion nights for families that have not traditionally applied for school, along with utilizing the WAGAP guaranteed admissions program to encourage students who are eligible for guaranteed to admissions to complete the common app. SAMI will have a senior support workshop on Wednesday afternoons for students struggling with the college application process.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
SAMI will identify students who are not planning on attending a 2 or 4-year college to pick at least one college to apply to and arrange a local field trip for first-time college going juniors and seniors.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Ensure 90% of students earn a C or better in this subject.
90% of students will make growth and/or improvements in their based on the formative assessment data collected at the start experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. 90% of students will be successful in analyze, select, and critique personal artwork
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Incorporate in-class work time and assignments for major items with individualized feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Target specific skills for struggling students using station rotations
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Chunk specific skills like art analysis, in-class critique, and self-grading during warm-ups and exit tasks to develop awareness of the skills and rubrics throughout the semester.
Music Goal
Goal: What are we trying to achieve
Ensure 97% of students earn a C or better in this subject.
N/A SAMI doesn't have music classes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
PE Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
"By the Spring of 2026, the PE Inquiry Team will improve students performance on students making up missing work from 95 in the Fall of 2025 to 96"
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Building relationships with students
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Contacting mentor teacher and families when students have low grades.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Conference with student around missing work and attendance issues.
World Language Goal
Goal: What are we trying to achieve
Ensure 100% of students earn a C or better in this subject.
By providing alignment with standards, reinforcing effort and providing recognition, setting objectives and providing feedback, using cooperative learning, and providing multiple opportunities for practice, we will increase the number of students meeting or exceeding standard on FL.K-12.1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions through multiple formative assessments and the WL interim assessment given periodically throughout the year from 10% beginning and 20% approaching to 20% approaching and 30% meeting by the end of January 2026
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high-impact strategies your World Language team will leverage to maximize students on track to earn a C or better in each World Language course.? How will your World Language team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each World Language course?? - Grades Reflect Evidence of Student Learning - District Grading Scales - Grade Book for 6-12 - Grading Timelines 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 within ten school days
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide multiple opportunities to demonstrate proficiency on standard and to engage in class -Provide time adjustments -Chunk or break down materials and communicative tasks -Communicate with families and teachers to support the student - smaller groups working with additional supports
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
- 1-1 tutoring opportunities - Family outreach and consistent collaboration with all involved in the students learning. - Provide consistent and detailed feedback on formative and summative tasks - Providing differentiated instructional materials (could be smaller percent of the target language) - Provide additional time to complete assessments
ML Progress Goal
Goal: What are we trying to achieve
Ensure 90% of students graduate from ML services or move up a level of English proficiency as measured by WIDA.
By June 2026, SAM/ will increase the percentage of Multilingual (ML) students scoring a Level 3 or higher on the WIDA assessment from 70% in 2024-25 to 85% in 2025-26. Teachers will intentionally embed language development strategies into all content areas (emphasizing academic vocabulary, reading comprehension, and written expression) while also celebrating and incorporating students' native languages and cultures into classroom activities. Progress will be monitored through formative language assessments, writing samples, and WIDA interim data. This goal reflects SAMl's commitment to inclusion and equity, ensuring that every multilingual student feels a sense of belonging and is recognized for the value their linguistic and cultural diversity brings to the community.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Ensure every ML student has access to language-rich, inclusive instruction. Teachers will integrate structured reading, writing, and academic vocabulary strategies across all subjects. The World Language Team and ML Coordinator will provide professional learning on scaffolding techniques, sentence stems, and visuals to support comprehension. Classrooms and ASB clubs will celebrate multilingualism through displays, peer sharing, and connections between native languages and academic content.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide additional instruction and feedback for students scoring Level 2-3 on WIDA. Implement small-group interventions focused on reading fluency, writing conventions, and oral language practice. Collaborate with mentors and content teachers to reinforce language goals within regular coursework. Use biweekly progress monitoring through short writing samples or vocabulary checks to track growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Address persistent gaps for students scoring Level 1-2 who need more intensive intervention. Create individualized learning plans with one-on-one tutoring, language lab sessions, or pull-out supports led by the ML Coordinator. Involve families in setting goals and supporting language development at home through bilingual resources and communication. Conduct monthly progress reviews to adjust instruction and ensure both academic and social-emotional needs are being met.
Behavior, Community & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 0.5% of students have behaviors NOT resulting in suspension or expulsion.
During the 2025-26 school year, SAM/ will work to reduce discipline incidents from 1.2% (10 students} to .5% (5 students}, by utilizing early interventions with mentors and administration, proactively supporting students who are historically excluded from school with relationships with adults in the building, and utilizing student leaders for restorative approaches to minor incidents.
Root Cause Analysis:
The number of students that are disciplined with exclusionary practices is too small to make distinctions between sub-groups and imply disparities.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
SAMI will utilize a restorative approach to reducing exclusionary discipline which includes three tiers of proactive support for students.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Every student at SAMI participates in circle conversation with their mentor every Wednesday and most classroom introductions. Students practice conflict resolution skills and weekly focus on self-reflection around SAMl's five pillars and subsequent SAMI compass competencies.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
When small groups of students experience conflict, mentors, administrators, and student services support staff practice restorative circles and shared dialogue, empowering student leaders to guide the conversation. Exclusionary discipline is only used when a student's behavior is creating an unsafe environment for the school community.
Extracurricular Goal
Goal: What are we trying to achieve
Ensure 50% of students are enrolled in one or more extracurricular activities.
By June 2026, SAM/ will increase the percentage of students participating in extracurricular activities from 35% in the 2024-25 school year to 50% in the 2025-26 school year. Staff and student leaders will intentionally promote ASB clubs through mentor groups, community meetings, and student-led outreach, emphasizing belonging, leadership development, and alignment with students' post-high school goals. Progress will be monitored quarterly through club rosters and participation data, with targeted outreach to underrepresented groups to ensure inclusive and equitable access to meaningful opportunities for every student.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Create a schoolwide culture that values and celebrates involvement. ASB advisors and mentors will introduce all students to club options through mentor group time, A&A, and conferences. Provide accessible materials (club directory, sign-up links, posters, student videos) that highlight how clubs connect to SAMl's pillars and post-high school goals. Recognize and celebrate participation publicly to normalize involvement and build a sense of belonging.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Identify and re-engage students who have not joined a club. Use ASB rosters and MTSS data to find groups of students with low involvement (e.g., grade-level cohorts, new students, or historically underrepresented populations). Organize small-group "club fairs," mentor check-ins, or lunch events that pair these students with peer leaders or club representatives. Provide logistical supports such as help with scheduling, transportation, or access to materials.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Personalize connection and remove barriers one-on-one. Assign mentors or MTSS team members to meet individually with students who remain disengaged, exploring interests, obstacles, and possible matches with clubs or leadership roles. Create individualized intervention plans that may include family outreach, one-on-one introductions to club advisors, or personalized goal-setting. Monitor progress monthly and celebrate each new connection to ensure every student feels known, valued, and included in the SAMI community.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 75% positive rating on the selected Climate Survey item.
By the end of the next climate survey in 2026, SAM/ will have at least 75% of the staff saying that when we have a problem, we "often" or "almost always" talk about how to solve it.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Through collaborative work with inquiry team leaders once a month, and all-staff meetings on Wednesday mornings, staff will be invited to share problems of practice for collaborative group discussions. Inquiry team leaders will share concerns from their teams once a month at team leader meetings, where each team lead can work together to discuss solutions.
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.
Increase collaboration with Point Defiance Zoo and Aquarium and Metro Parks. Provide opportunities for students to get to know staff at those organizations to improve students' awareness of the broader safety and security efforts on campus.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Invite staff from PDZA and Metro Parks to staff meetings. 2. Invite staff from PDZA and Metro Parks to mentor group and outdoor education classes. 3. Continue to work with safety committee to address concerns raised by students, staff, parents, and community.