Continuous Achievement Plan

First Creek Middle School CAP Plan 2021-2022 – Revised May/June 2021 


Leaders Short Term Vision 


FC identified as a Tier 1 School: Target with 2 subgroups Black/African American (2.1) and SPED (1.9) the CAP plan will address the student groups as well add continue the growth of all student through excellence with equity. Support the staff and systems for continued growth and sustainability of marked success. EQ: How does the leadership team listen with equity, practice deep and strategic listening, influence complex changes and grow a listening culture. 


Leaders Long Term Vision 


Based on lack of proficiency specifically for Black/African American, SPED and ELL subgroups our instructional priorities continue to focus on SPED and ELL subgroups. GLAD support with LA/Glad coach to support continued GLAD training, facilitate GLAD lesson studios, coach, and support schoolwide GLAD implementation. Support 3 major support systems for staff:  
Champs (Selected by SCDM as most inclusive SEL Curriculum)- a SEL curriculum for staff to implement in all classes. Staff need more training to support Professional Learning Community.   Create the conditions for equitable school transformation through excellence with equity including emphasis on AVID, Focused Notetaking, Organizational Tools, and College Bound Focus.  


Building Wide Vision, Mission, Common Agreements 



We demonstrate…trust, respect, kindness, empathy and understanding… “We deposit in the moral bank account…” 

Systems that Serve 

  • We are they… We make it work, we accept the challenge and pass the credit… “We under promise and over deliver…” 

  • Our Ability to Perform 

  • “We perform by serving our children and families… and by helping to them improve their capacity and ability to do so…”  

  • We will teach our students to navigate the school system   

Core Values    

  • Each person within our organization is first an “Educator”. 

  • We are a learning organization and our instructional practices are in the form of service. 

  • We are a model of professionalism for all in our district to follow. 

  • Providing an education to “each child”, and directly supporting those who do, is essential work. 

  • Public education is the foundation of our community and our society.              


  • Honor Time (be on time, use time wisely, all voices heard…) 

  • Be Prepared (read in advance, prepare agendas, be ready to contribute, to listen, to support, to serve…be present) 

  • Assume Positive Intent (seek first to understand and share with respect…) 

  • Be Kinder Than Necessary (be welcoming, notice the contributions of all, affirm good work, and smile)  

  • Be Professional in all Interactions (leaders go first)  

  • Follow the Three Universal Rules for Success 1) Think before we speak or act, 2) If we find ourselves in a hole… stop digging, and 3) Don’t do anything that wouldn’t make one’s mother proud 

  • We will know other stories and we will focus on everyone within the system 




Focus on the Improvement of Instruction, Student Growth, and Achievement, Supported by Equity, Communication, and Resource Alignment 



Evidence of Essential Systemic Leadership. 

Frequent Monitoring of Student Progress/Growth 

  • Staff: Goal setting in September (PLC Teams) Data conversations with admin in Each Evaluative 

  • Meeting.  Individual and as a team  

  • Students: Advisory data a School wide recommitment and implementation of CHAMPS 

  • Common Assessment taken and progress monitored. 6 Week Cycles Developed 

Frequent Monitoring of Instructional Progress/Growth 

  •  School Learning Walks: Once a semester subs will be provided to teachers to participate in an equity walk. School equity walks allow teachers to; observe learning happening beyond their own classroom, help the team collect data on implementation of school improvement initiatives and create a culture of equitable practices in all our classrooms. Walk through tool on Focused Notetaking tool. 

  •  Mentors: Subs are provided when necessary throughout the year to allow teachers to spend a half observing and learning from others. These observations are designed based on teacher need and/or request. Some examples of observations that occur are vertical content observations, house or team/partner observations, same grade level cross content or same content outside the building. 

  • Instructional Coaches will focus work on onboarding new staff and supporting those that are new to the profession. Instructional Coaches will focus on equity and inclusion, grading practices, an advisory program 




  • GLAD/AVID: As a school with intentional focus on student growth and achievement, implementation of GLAD strategies and Advancement Via Individual Determination is expected. GLAD/AVID trainings will be provided through the school year to all staff on all professional development days. 

  • Advisory (Check and Connect/CHAMPS/SEL): Ongoing work around CHAMPS/SEL/Check and Connect based on Standards 

  • Grading Based on Standards: Professional development to focus grading around standard, rubric, assessment cycles, common assessment, and IAB Work. 

  • Wednesday Late Start Days: Extended opportunity to provide staff additional training and professional development with on the teacher day as outlined previously in this document. 

  • High Yield/Leverage Strategy Afterschool Profession Development: 3:00-5:00 with 1-hour application. Afterschool PD is offered at FCMS related to district high yield strategies and/or school initiatives. These PD hours are either available to staff utilizing district optional hour pay and/possibly Title 1 dollars. 
    District High Yield Strategies: GLAD/AVID, Advisory, Grading, and Culturally Responsive Teaching 

Leadership and Systems 

Sharing Leadership Focus and Vision for Our School 

  • Those things shared in the vision stated above are the cornerstones to my leadership focus and vision. These are demonstrated by the following: 

  • Equity for each child. 

  • Culturally Relevant Curriculum… 

  • Recruiting, Hiring, Retaining Diverse Staff 

  • Practices and beliefs are provided through PD… 

  • Equitable distribution of resources… 

  • Provide each student and family access to resources, opportunity, and support… 

  • Community Relationships 

  • Our Purpose… Service to “Each Child” 

  • How I Approach the Work 

  • We and Us vs.  Me, My and I… 

  • Moral Authority vs. Positional Authority…   

  • Making an idea “OUR” idea! 

  • Whose contribution made “OUR” work better? 

  • “WE” are a Team! 

  • Establish our Why. 

  • Why first-class education Matters to Each “Educator” in Our Building… 

  • Our Common Approach to Quality Instruction… 

  • An Authentic Opportunity to “Come Along Side” … 

  • Aligned Acts of Improvement … 

  • Job Embedded Professional Development… 

  • Our Purpose… Service to “Each Child” 

Structuring Systems for Staff/Team Collaboration. Supporting the What and Why of PLC’s. 

  • Leadership Team 

  • This group has been made up of the Administrators, Counselors, and the Instructional Coaches, Office Professionals, Grade Level Instructors, AVID, GLAD, and Equity Instructors. Each Member was chosen based on their roles and diverse perspectives from throughout the staff. This is a group that will change over time as roles change. 

  • Our charge will be to examine all those professional development, school wide instructional initiatives, and school wide opportunities that confront us during the year. The roles will be to represent you colleagues, gather data, and communication with colleagues. They will be an important piece of the input needed to lead a school well.  

  • Grade Level Teams 

  • Grade level teams have been created and will be asked to identify three goals that they will assess using three points of data. These three goals must be one student achievement goal, one equity goal, and one social emotional or SEL goal. This Team will be given time to meet using the Wednesday Late start time and will be guided by a grade level administrator. 

  • Departmental Teams 

  • Departmental teams have been created and will be asked to identify three goals that they will assess using points of data. These three goals must be one academic goal, one equity Goal, SEL Goal. This Team will be given time to meet using the Wednesday Late start time and will be guided by a grade level lead and monitored by the Administrative Staff. 

Family/Caretaker Engagement. How We Will Respond 

  • Schedule 

  • First Creek Schedule is built on the premise that students and families all learn at a different rate and stylistically differ on how each learns. The intervention system during Advisory will allow for teachers to give individual time and additional minutes to those students who are challenged with a concept or need some encouragement using our social emotional learning concepts.  

  • Wednesdays 

  • We have set aside time for our instructional staff and administrators to focus on Professional Development on Late Start Wednesday.  

  • Administrative/Office Personnel 

  • Administrative and Office personnel will monitor both student progress and attendance and will contact any family that the instructional staff is having difficulty in reaching. These individuals will have the circumstances of the challenge examined and remedial plans made.  

Relationship Building with Families and Communication with Students, Staff, Families, and Partners. 

  • Schoology, School Messenger, Telephone, Email, Reader boards, Web Site, Open Houses, Assemblies, Recognitions, Performances, Athletics, and Clubs. 

  • Each of these events are a method that will be used to try to build relationships with the families. We know from research that no one type of communication suits each member of society and so we will use all these means of communication to build relationships and sustain a presence in our community. We will partner with community groups such as AmeriCorps, YMCA, Boys and Girls Club, Rainier Scholars, Trio, and others to ensure that First Creek is representative of a supportive school and vital member of the community. 

  • Providing Professional Development 

  • The Plan 

  • Our focus of professional development is to see growth in the areas specified and articulated by this plan, these include improved instruction, equity, and social emotional goals with at least three data points for assessment purposes. The plan also must ensure that the district wide plan is met, that professional growth goals are established a maintained, and that assessment of progress is maintained. This year’s plan will focus on: 

  • Blended Learning 

  • AVID Strategies 

  • Glad Strategies 

  • Social Emotional Learning (CHAMPS) 

  • Equity 

  • Grading 

  • Advisory 

  • The Facilitation 

  • The development of a yearlong professional development suite will start on September 2 and continue throughout the year. The Leadership Team and School Management Counsel with both have input to the development of the plan based on need and timeliness. Staff and Administrators will all provide school based professional development when appropriate starting on September 1st. We will rely on district led professional development and our instructional coach/s to lead the work regarding Teacher Mentor Programs and Schoology and this will be supplemented by the Administrative Team. District Professional Development will be made available by the district to all our instructional staff. 

  • Goal Setting with Staff 

  • Grade Level, Departmental, and Professional Goals. 

  • As described earlier in the plan the staff with begin the process of goal setting on September 3 and continue to monitor these goals in six-week cycles. The Three Goals with by one student achievement goal, one intervention/SEL goal, and one equity goal. They must each have at least two data sets. These must be measurable, must be focused on improved instruction as defined above, and must be reviews every six weeks. This will comply with both CBA Language and expectations, CAP plan expectations, and those of leadership. Goals can be revised or change in collaboration of the team members and the administration team. These are growth mindset goals and will be treated as coaching and mentoring tools. 

  • On First Team Leaders Meetings during Grade Level PLC Time, each grade level solidified their Quarter 1 Remote Learning CAP Goals. All First Creek Certificated Staff were included in the development of these goals. Administrators took art in each team meeting and answered questions as they arose. These goals will be added to the end of this document. 

  • Monitoring Quality Instruction and Learning 

  • School Learning Walks: Once a semester subs will be provided to teachers to participate in an equity walk. School equity walks allow teachers to; observe learning happening beyond their own classroom, help the team collect data on implementation of school improvement initiatives and create a culture of equitable practices in all our classrooms. Walk through tool on Focused Notetaking tool. 

  • Learning Instructional Leadership Vision 

  • Learning 

  • While all the leadership vision from above still apply three words must be added in terms of a leadership vision for remote learning, these are: 

  • Grace 

  • We must allow grace to the students and to the staff as they learn how to learn while learning. We must be very patient understanding that only with grace will all parties move forward in a positive manner. 

  • Patience 

  • We must be patient as we institute and new learning management system, teach remotely, and juggle family and friends. Our families deserve our patience because they have had to patient with us, they waited for us to establish our systems. 

  • Accountability 

  • Grade level teams and departmental teams must be accountable to ensure that there is consistency around expectation for students. We must make it as simple as possible but remain strong with high expectations. 

  • Improving Core Instruction Through Guidelines/Standards 

  • Priority Standards, Essential Standards, or Common Core Standards 

  • The Tacoma Public School System uses priority standards in all their curricular areas. We as a staff will ensure that all common classes will agree to and adhere to those standards necessary to achieve student growth. These will be monitored as part of the weekly team meetings and through the process of collective evidence.  

  • Schoology Gradebook 

  • We will be grading based on these standards and not standards-based grading. We will set up our Schoology gradebook to reflect the priority standards and our assignments will be matched to each standard. 

  • Supporting Each Students Academic Growth, Frequent Monitoring, and Goal Setting 

  • Student Growth Goals 

  • These must be established with the students and should be done in the initial weeks of instruction. They should be attainable, measurable, rigorous yet not overpowering, and should connect with the student’s futures. Each curricular path should be analyzing past performance of the students to set reasonable goals and future Data Days will be used for this examination. 

  • Frequent Monitoring 

  • Each Grade level team will set up a pattern of frequent monitoring. This can be a 6-week cycles. During these cycles’ students should be formatively and summative assessed on key concepts and matched against the goal. Conferences with parents/caretakers should be held keeping them up to date on progress. All data should be consistent with that found in the Schoology Gradebook and parents should have access to these grades daily. Social Emotion monitoring must also take place daily, and intervention or instruction done on the onset of any potential problem. 

  • Supporting Academic Work 

  • We will utilize three distinct times to support academic work. These are our Wednesday Cohort Time and our Student Patron time. Each of these will ensure that students who want or need additional assistance can be accommodated. 

  • Addressing Best Practices. 

  • Professional Development 

  • We will provide ongoing professional development showcasing distinguished lessons and lesson design from within the building and elsewhere. 

  • Schoology 

  • We will utilize the Schoology platform to ensure student and parent interaction with the Learning Management system is positive. We will also utilize the capability of the Schoology Gradebook to update parents and students on daily progress. 

  • GLAD/AVID Strategies 

  • Focus will be on teaching strategies and we will continue to provide examples of ways to accomplish this to all staff members, at the same time monitoring progress within the area of AVID/GLAD. 

  • Grading 

  • Focus on grading based on standard. Grades will be based on standards, rubrics will be used supporting this work, common assessments will be developed and used, IAB’s where appropriate will be utilized, and Grades can be reassessed based on reasonable timelines. 

  • Advisory 

  • We will utilize advisory to ensure all students and staff are grounded in the principles of CHAMPS and intervention cycles, Post High Planning, Notetaking, and College Readiness. 

Social Emotional Learning 

  • Providing Professional Growth Opportunities to Staff and School Wide Systems 

  • Professional Development 

  • First Creek will use CHAMPS as the Social Emotional Curriculum and base for the Restorative Justice System.  The staff will be trained on CHAMPS. We will focus on AVID and GLAD Strategies as means to enhance relationships and focused dialog.  

  • Staff Check-ins  

  • We will continue to check in with staff daily to ensure their SEL needs are being met. We will engage in weekly dialog using a variety on means listed above. We will frequently be in their classes remotely. 

  • We will focus on the following: 

  • Rigor 

  • Relevancy 

  • Relationships 

  • Realistic Expectations 

  • We will laugh 


  • What is us why for doing the work? How will you communicate the importance for this work to the staff? 

  • Create a personalized learning environment where differentiated instruction, student centered education and varied learning opportunities are responsive to student’s strengths, needs, interests, and passions is the first operational expectation we have in education. Each of those words holds significant meaning.  

  • An Equitable Education System builds capacity in others.  

  • An Equitable Education System is transparent and cultivates engagement with all stakeholders. 

  •  An Equitable Education System asks teachers, administrators, parents, and community members to implement critical instructional and policy initiatives.  

  • An Equitable Education System works to assure equitable access to core programs and equal opportunity for all students, especially for students who struggle the most to find success in big systems. 

  • An Equitable Education System creates an inclusive environment in which diverse members of the community and those with unique perspectives feel welcome.  

  • An Equitable Education System is one that promotes avid learning, one that uses the past to influence the future and who learns how to grow from challenges or setbacks.  

  • An Equitable Educational System should have great communication skills, a sense of humor, and an attitude toward personal and professional growth. 

  • An Equitable Educational System sees color, seeks to understand, and respect all cultures, religions, gender identities, social movements, and pollical motivations. 

  • An Equitable Educational Systems exams bias, racism, and aggressions and seeks to remove these from the systems and policies that make up the organization. 

  • An Equitable Educational System places an emphasis on resources to support equity and inclusion. 

  • How are we ensuring an interdisciplinary approach is taken as it relates to Culturally Responsive Teaching, social justice, and multicultural components of equitable practices. 

  • We must have a commitment to each component of your equity work. A commitment is defined as the quality of being dedicated to a cause or activity which falls far short of what we must become to serve all our students. Equity must foster an environment that offers a supportive, inclusive school environment and a sense of belonging. It requires a look at one’s own bias, the system, and processes within each classroom, hallway, and playground. It is a relentless effort to grow in both knowledge and ability to facilitate change. This must be demonstrated this on many levels and in many ways from hiring practices, to removal of barriers facing our students within our systems of class access, development of systems to evaluate how welcoming our schools are, the development of curriculum to support culture and diversity, and by professional development around social justice and culturally responsive teaching.  

  • Every aspect of school operation will be measured against the backdrop of each equity measure. If it is equitable, sustainable, and allows access for all students we will not do it. Our daily work will have reminders every day, from our agendas, to our programs, to our community outreach. 

  • What leadership moves will we make to advance equity in our building and improve equitable systems that support our students? 

  • Culturally Relevant Curriculum…We will use it 

  • Recruiting, Hiring, Retaining Diverse Staff…We will hire with a lens toward these things 

  • Practices and beliefs are provided through PD…GLAD, AVID, Equity Team and Modules 

  • Equitable distribution of resources…Measure against statements above. 

  • Provide each student and family access to resources, opportunity, and support… 

  • Community Relationships-Build them and enhance them 

Instructional Initiatives 

  • Math and English Language Arts Focuses (All Grades, All Curriculum Areas) 

  • Math 

  • Focus on the following claims 

  • Number Sense 

  • Proportional Reasoning 

  • Sense Making 

  • English Language Arts 

  • Focus on the following claims 

  • Vocabulary 

  • Comprehensive Literature 

  • Comprehensive Informational Text 

  • Focused Notetaking (All Grades, All Curriculum Areas) 

  • Cornell Notes 

  • Used every day and electronically stored 

  • Learning Target 

  • Essential Question 

  • Questions that I have 

  • Notes 

  • Learning Log (All Grades, All Curriculum Areas) 

  • AVID Learning Log 

  • Used every day and electronically stored 

  • What I did 

  • How I worked on assignments and how I learned 

  • What I learned 

  • College Ready Environment-Post High Planning 

  • TPS Post High Plan. AVID College Bound Success 

  • Every Classroom 

  • Will adopt a college 

  • Will promote college readiness 

  • Will support a college going atmosphere 

Individual Grade Level Data 

  • What are the Quarter 1 goals for each grade level PLC at First Creek Middle School? 

  • 6th Grade PLC Goals 

  • Academic Student Growth Goal 

  • Equity Goal 

  • SEL (MTSS) Goal 

  • 7th Grade PLC Goals 

  • Academic Student Growth Goal 

  • Equity Goal 

  • SEL (MTSS) Goal 

  • 8th Grade PLC Goals 

  • Academic Student Growth Goal 

  • Equity Goal 

  • SEL (MTSS) Goal