Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
We're continuing in 2025-26 with our essential question from last year: "What do we want instruction to look like, sound like, and feel like?" We believe that the positive work we do at Lincoln is vital to the future success of Tacoma. As a school community we're committed to continuous improvement. We're focusing on our theme of One Lincoln this year--with students, staff, and families.
Our Vision
Lincoln is dedicated to growing scholars and champions who explore and create a better world.
Our Mission
Lincoln is a school united with purpose, grounded in a community rich with culture, and supported by each other in becoming Absolutely Better Every day. We will become a better community by utilizing culturally responsive education practices in our classrooms, in our hallways, and in our interactions with families.
Academic Goals
Core Classes
ELA Goal
Goal: What are we trying to achieve
Ensure 72% of students earn a C or better in this subject.
By the end of the 1st semester of 2025 - 2026, 72% of students in ELA classes will earn a grade of C or better, as measured by cumulative semester grades that include formative assessments, and summative projects.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
How will your ELA 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
9th Grade WIN days End of Semester Portfolios Workday Wednesdays Modeling of work - especially with writing - clear on expectations Amnesty days Late work turn Students of concern email (other teachers, counselors, parents, admin)
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in ELA, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
Math Goal
Goal: What are we trying to achieve
Ensure 60% of students earn a C or better in this subject.
Ensure 60% of students will earn a C or better in each Math course by the end of the semester by implementing our 3 action steps in this Cap plan.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Keep an updated gradebook and provide notes online. Students will access resources online when they are absent to prepare them for reassessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Will contact parent/guardians about tardies/absences and extra retake reminders encouraging students to reassess and pass their summative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in math, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
Science Goal
Goal: What are we trying to achieve
Ensure 70% of students earn a C or better in this subject.
Our goal is to ensure 70% of students will earn a C or better in each Science course by the end of the semester. By providing specific, timely and actionable feedback on students' progress towards mastery, accurately communicating with students and families about their current level of proficiency, and by ensuring that students understand how growth and success are possible, even if they're not immediate, we will increase our Science GPA rate from 68% to 70% during this CAP cycle.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will utilize research-based high-yield strategies during the 1st semester, including: GLAD Strategies Feedback groupwork/independent work AVID strategies SEL Differentiation Formative Assessment Restorative Practices Culturally Responsive Teaching Habits of Mind of Scientists Focus on Science and Engineering Practices in order to move students from dependent learners to independent learners in Science. If our students do not meet standard on summative assessments, we will offer reassessment opportunities after they demonstrate that they have attained a higher level of proficiency.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who have a Din Science, we will give 1 on 1 support, provide written and verbal feedback, and use targeted instruction as well as communicate home often. Students will be provided multiple opportunities.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in Science, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
Social Studies Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
There are 75% of Social Studies students receiving a C or higher based on the 2nd semester of the 2024-2025 school year. Throughout this CAP cycle, formative and summative assessments collected will provide data to determine how to support students so that they can show proficiency across grade levels. By the end of the CAP cycle (date), 80% of students will receive a C or higher. We will accomplish this by: Encouraging consistent attendance Encouraging reassessment-creating a culture of reassessment where students understand and believe in their ability to grow in standards Grade check on any work days Providing feedback in a variety of ways so that students can take ownership of their learning Positive encouragement/reinforcement when students show a change in habits that benefit their learning
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. Sentence stems Whole class feedback Anchor charts Modeling thinking Targeted feedback, Peer to peer assessment, Rubric use, Graphic organizers. 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 on Standards. We will align our graded assessments to standards and ensure that they are reflective of students' learning. Teachers reserve the right to adjust assessments to meet student needs. - District Grading Scales We will use the 4 point grading scale, using 1, 2, 3, 4 to be able to clearly communicate student progress in standards - Grade Book for 6-12 We will ensure that grades are updated to provide information for students and families. - Grading Timeliness and Communication We will work to ensure that assessments are graded and entered into the gradebook as quickly as possible. - Retakes, Revisions, and Item Corrections Each teacher will ensure that students have the opportunity to retake summatives based on demonstrating additional studying, revisions, or item corrections to improve their summative grade. Retake opportunities will be given based on the district grading policy requirement of a good faith effort first attempt. - Teacher Feedback
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Differentiated assessments Targeted use of scaffolds Pull out groups Verbal processing Translated texts as appropriate
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in Social Studies, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.?
Health Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
75% of students taking healthy will earn a C or better in the first semester of 2025-26. By providing specific, timely and actionable feedback on students' progress towards mastery, accurately communicating with students and families about their current level of proficiency, and by ensuring that students understand how growth and success are possible, even if they're not immediate.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will utilize research-based high-yield strategies during the 1st semester, including using translation services for ML learners when needed, seeking feedback from students on relevant topics to study, and utilizing projects and Power Points for students to make their learning visible in order to move students from dependent learners to independent learners in health. If our students do not meet the standard on a summative assessment, we will offer reassessment opportunities after they demonstrate that they have attained a higher level of proficiency.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who have a D in health, we will send emails to families and students, provide opportunities for reassessment, and give one-on-one support during class, lunch, before or after school to get students caught back up. Lastly, if needed we can use differentiation of assignments so that students can be more successful.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in health, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.?
Academic Progress Indicators
9th Grade On Track Goal
Goal: What are we trying to achieve
Ensure 80% of ninth grade students are passing all their courses.
By January 2026, the percentage of Ninth grade students passing ALL their classes will increase from 70% to 80% as measured by Semester 1 Report Cards.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Regular meetings with our 9th Grade Team with targeted interventions. Tutoring from our own 9th grade teachers at lunch and after school, and community partners. We've devoted one counselor to the 9th grade. Geometry PLCs/Algebra PLCs Data Days Admin and counselor check-ins Weekly meetings with IC NEW this year--Monthly BINGO cards.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Admin and counseling team will take on students with more than 2 Es.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
WIN Day pull-outs. Abe Crew challenges.
Failing Courses Goal
Goal: What are we trying to achieve
Ensure only 25% or fewer freshman, sophomores, juniors, and seniors are failing one or more courses.
We will improve our percentage of students failing one course from 32.5% last year, to 25% after the 1st semester for the 2025-26 school year.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Team will ensure all teachers are prepared to offer re-take and re-learning opportunities per the TPS grading policy. Ensure students have access to StudentVUE and guardians have access to ParentVUE. If there is a language barrier, help parents set up their ParentVUE in their language. Our team plans to invite guardians to after school sessions on how to use ParentVUE. PD on high yield strategies during our staff meetings and Data Days. We will focus on strategies that ensure grades are accurate and ensure we build student confidence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Engage with the student around their interest to build a plan for graduation whenever a student comes through the office. Work with attendance committee to implement policies for chronic skipping.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Meet with guardians, students, counselor and other stakeholders to explore other schooling options. Tour Oakland, WSA, Bates. Offer Edgenuity courses.
Graduation Goal
Goal: What are we trying to achieve
Ensure 92.5% of students are on track to graduate.
Last year's graduation rate was the best percentage in school history! We'll look to continue to improve by providing specific, timely and actionable feedback on students' progress towards mastery, accurately communicating with students and families about their current level of proficiency, and by ensuring that students understand how growth and success are possible, even if they're not immediate, we will increase our graduation rate from 91.6% to 92.5%. We have weekly meetings with the counseling team and frequent meetings with a senior teacher group to determine what extra supports seniors need that are off-track or falling off-track.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Best practice teaching strategies for all teachers. For our 9th grade students, our 9th grade team will be tracking those students with 1-2 Es.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Offering tutoring after school and during lunch for students. Scholar Saturdays for students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Credit retrieval options in room 130 and on-line with Ms. Walker and Ms. Fiorini. Summer School. Our graduation specialist and Communities in Schools rep will have a caseload to monitor. Jamila Jones and Karl Hoseth will be working with the students with the lowest number of credits.
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.
The action goal for CTE is to pull data from base camp at the quarter and to target our Tier 2 students in each of our classes that narrows our focus we on.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will utilize research-based high-yield strategies during the 1st semester, including 21st century skill reflections, Hands on activities and stressing the importance of attendance in all classes in order to move students from dependent learners to independent learners in CTE. If our students do not meet the standard on summative assessments, we will offer reassessment opportunities after they demonstrate that they have attained a higher level of proficiency.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who have a D in CTE, we will: Retakes, Revisions, and Item Corrections: We will identify any summative grades that are having a negative impact on student's overall grade, then encourage them to take a retake the following week in-class. Teacher Feedback and Late Work: Per TPS grading policy, students will be provided 10 days to make up work where they did not exhibit effort on the first attempt. Teacher feedback will be timely and detailed in Synergy to help students find success in the course. Impact of Attendance on Grades: Using the Synergy data available to us; students, parents, and teachers can directly show how attendance correlates to grades and success of students in all courses. Family Contact and Involvement: Increasing and prioritizing communication with families regarding students' progress in each CTE course and creating individualized action plans to help each student succeed and reach a C or better in the CTE course
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in CTE, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
IRC Goal
Goal: What are we trying to achieve
Ensure 28% of students earn one or more industry-recognized certificates.
By the end of first semester, Lincoln High School's CTE Department will increase the percentage of students earning industry-recognized certificates from 25% to 28% by embedding certification prep into every CTE course, expanding Tier 2 attendance supports, and increasing student access to practice assessments and test fee waivers.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Embed certification vocabulary and skill standards into daily lessons. Provide dedicated certification prep days each quarter. Post visible tracking charts and communicate deadlines to students and families. Recognize and celebrate completion during advisory and at CTE showcases.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Identify students who failed or missed certification attempts. Offer small-group prep, after-school tutoring, and targeted make-up testing. Use weekly attendance reports to support re-engagement and parent contact. Partner with ML and SPED specialists to adapt materials.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Meet individually with seniors who have not yet earned a certification. Create personalized recovery plans with counselors. Offer retest opportunities and connect students to community or dual-credit options. Coordinate with district CTE leadership for external testing supports.
VANI Goal
Goal: What are we trying to achieve
Ensure 100% of students have a verified acceptance letter from their next institution.
By increasing awareness of the VANI process, bringing on-campus visits from secondary institutions, and increasing collaboration with community partner and building staff, we will increase the percentage of students who finish VAN/ from 98% to 100%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Collaborate with ELA department - Provide support during the day for students to complete the process - Bring in college and post-secondary presentations - Provide field trips to a variety of career opportunities Provide one-on-one support for people to support students
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
One-on-one meetings with students to evaluate their HSBP and determine an appropriate VANI to complete.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Leverage other stakeholders with people who have strong relationships with students (coaches, community partners, etc.)
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
Our goal is to ensure that 75% of students will earn a C or better in each Art course by the end of the semester. By providing specific and actionable feedback on students' progress and classwork, that is both timely and works towards next steps, continual communication with students and their families that focuses on improvement in skill and progress towards mastery, and continual work with students to improve skills and work towards mastery throughout the entire semester, we will increase our Art GPA rate from 70% to 75% by the end of the CAP cycle.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
How will your Art team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each Art course? Use grades to track student progress, missing assignments, etc. to flag students below 75% Create a support list of students with grades less than 75% for targeted interventions, check-ins, make-up work sessions, or reteaching of key techniques/ skills Collaborate with counselors and other key support educators to address attendance, motivation, or other factors impacting performance Break up projects into scaffolded checkpoints for clarity Provide tiered rubrics to showcase success at all grading bands Offer mini skill refreshers for those who need them at the start of summative assignments Review learning objectives for the day/ assignment that are connected to TPS Priority Standards and National Art Standards Use formative feedback from the teacher and / or students to help guide student revision before final grading Showcase proficient and advanced work as examples Connect projects to students I interests/ cultures/ and include contemporary artists Use choice-based assignments when relevant Celebrate progress and success by showcasing student work in a gallery or public setting (display cases) Allow and encourage revision of major projects after targeted feedback has been given to replace lower grades Grade checks throughout the semester
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
- Early intervention by doing in class grade checks I check ins with students who have a grade of C or lower that includes a student I teacher conversation where students need to find actionable steps to improve grade - Encourage students to access extra time before I after school make up work or extra help with a teacher
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in arts, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.?
Music Goal
Goal: What are we trying to achieve
Ensure 83% of students earn a C or better in this subject.
In the previous grading period (2nd semester of 2024-2025 school year), 78% of our students in Music earned a C or better.? We will measure and evaluate assignment completion and devise strategies to increase student turn-in rates, including multiple avenues for completing assignments, regular progress reports and student reflection.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will utilize research-based high-yield strategies during the 1st semester, including providing multiple opportunities to demonstrate mastery, accurate and timely feedback and regular and clear overviews of assignment expectations in order to move students from dependent learners to independent learners in music.? If our students do not meet standard on summative assessments, we will offer reassessment opportunities after they demonstrate that they have attained a higher level of proficiency.???
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who have a D in music, we will provide timely verbal and written feedback, and multiple opportunities to redo work during class and after school.???
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in music, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.?
PE Goal
Goal: What are we trying to achieve
Ensure 80% of students earn a C or better in this subject.
Improve the number of students receiving a "C" or higher from 76% last year to 80% in 2025-26. By providing specific, timely and actionable feedback on students' progress towards mastery, accurately communicating with students and families about their current level of proficiency, and by ensuring that students understand how growth and success are possible, even if they're not immediate.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will utilize research-based high-yield strategies during the 1st semester, including providing a variety of options for active engagement and connection on Fitness Fridays, using progressive skill development with each new game or sport, having students track their own growth and development, and providing opportunities for students to build community within the classroom in order to move students from dependent learners to independent learners in PE. If our students do not meet standard on summative assessments, we will offer reassessment opportunities after they demonstrate that they have attained a higher level of proficiency.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who have a D in PE, we will contact families, provide time for reassessments, and one-on-one conferences with students. We will provide opportunities in Synergy, after school make-ups, before, during or after school make-up opportunities as well.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in PE, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
World Language Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
Students are to grow by one level of proficiency on the ACTFL proficiency scale in May. We will increase our World Language proficiency level rate by one at the end of the cap cycle across all levels of World Language. We will help students to bring up their GPA rate higher than C by providing specific, timely and actionable feedback on students' progress towards mastery, accurately communicating with students and families about their current level of proficiency, and by ensuring that students understand how growth and success are possible, even if they're not immediate.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will provide: - Scaffolding and differentiation of content - Proof of language acquisition or comprehension through different assessments (reading, writing, listening speaking, projects, presentations) - Multiple assessment opportunities - Providing materials that will be needed for each task (general and task specific supplies) - Content delivered in 90% target language -Authentic materials and resources - Cultural and history of target language taught throughout unit
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 support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who have an E in World Language, we will work in partnership with the student, their family, their case manager and/ or multi-lingual teacher to identify appropriate accommodations or modifications, offer on-going tutoring and support, and create a plan for the student to demonstrate new levels of proficiency on priority standards.
ML Progress Goal
Goal: What are we trying to achieve
Ensure 25% of students graduate from ML services or move up a level of English proficiency as measured by WIDA.
Ensure 25% of students progress 1 level on the WIDA or exit. This goal is specific, measurable, achievable, relevant, timebound, inclusive and equitable with targeted support for newcomers and second-year emergent learners.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Support for Ss on track to improve: implement push in/small group pull out sessions. Focus on academic language, development in context.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Establish consistent classroom routines and structures to help promote engagement and accountability.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Deliver intensive and differentiated interventions for Ss at the lowest proficiency levels as well as supporting ss who have newly arrived. Frequent check ins and family communication with synergy, outlook, etc.
Behavior, Community & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 93% of students have behaviors NOT resulting in suspension or expulsion.
From September 2025 - June 2026, we will reduce the number of students suspended at Lincoln from 9.0% to 7.0%.
Root Cause Analysis:
We are continuing to work at improving the passing rates and attendance rates for our Hispanic and ML students. In order to continue improving in these metrics, we want to reduce the number of days Hispanic students are suspended, especially in our ML program.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Continue to look for opportunities to use restorative practices whenever possible to address discipline situations.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Utilize parent meetings.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Training staff in Restorative Practices.
Extracurricular Goal
Goal: What are we trying to achieve
Ensure 40% of students are enrolled in one or more extracurricular activities.
By the end of November, we would like to increase the number of students participating in a sport Lincoln from 26.3% to 35% schoolwide. We would like 40% of all students to participate in a sport, and 50% to participate in a club, sport, or school activity after school.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Recruitment by coaches. Public Relations. Here are the dates. If you are interested, here are the numbers. Get numbers from advisors for how many students came to a club. Cafeteria recruitment. Collecting data.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Public Relations. Here are the dates. If you are interested, here are the numbers. Get numbers from advisors for how many students came to a club. Cafeteria recruitment. Collecting data.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Public Relations. Here are the dates. If you are interested, here are the numbers. Get numbers from advisors for how many students came to a club. Cafeteria recruitment. Collecting data.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 90% positive rating on the selected Climate Survey item.
From the Spring Climate Survey in 2024, 87% of staff is in the "blue area" (sometimes true, mostly true, often true) in response to the statement: my school is a place where people want to come to work. By creating weekly adult SEL meetings where staff can feel an increased sense of connection, intentional staff appreciation days, and organized classroom check ins - we will increase the overall number by 3% to 90% by the next Climate Survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1) Share positive stories with staff and families each week of great things occurring at Lincoln. 2) Create staff appreciation days for October and November. 3) Have bi-monthly donuts in staff lounge and a place to talk before school. 4) New set-up for Kudos and Concerns with TEA reps that help people feel heard and provide a space to see action that occurred with concerns.
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.
From the Spring Climate Survey in 2024, increase the percentage of positive (all three blue categories} from 70% to 80% (as well as an improvement 15% moving from sometimes true to often true or almost always true} on the climate survey item I ENJOY COMING TO SCHOOL. The blue percentages were: Almost always true--14%, Often true--25%, Sometimes true--31 %.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
• Increase the percentage of Positive Interactions from 35% to 50%. • Continue to keep the campus safe by having students stay on campus during lunches.• Student recognition through post cards, students of the month, celebration to state parades three times a year.• Honor students with "Positive Referrals" from teachers and drawings for students who are Absolutely Better Every Day.