302 S. 9th St.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The Tacoma School of the Arts (SOTA) is a specialized public high school dedicated to fostering creativity, artistic expression, and academic excellence. Through an interdisciplinary curriculum in visual arts, music, theater, dance, and more, students engage in immersive learning experiences. With strong community connections and a collaborative environment, SOTA empowers students to explore their passions, think critically, and prepare for creative, innovative futures.
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 Tacoma School of the Arts 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, and Thinking.
Academic Goals
Core Classes
ELA Goal
Goal: What are we trying to achieve
Ensure 75% of students earn a C or better in this subject.
Specific: 75% Measured: using basecamp to track data Achievable: Many opportunities for students to achieve a C or above with various modalities of formative and summative work. Relevant: We believe this is relevant given the basecamp data and our team goals. Timely: We will be tracking data during our team meetings throughout the semester and offering reasonable opportunities for revision and additional support. Conference week, progress reports and fail notices are our main deadlines. Inclusive: We are using SPED push in support to make sure our assignments are scaffolded for all learners and are examining basecamp data with an inclusive lens. Equitable: All students have the opportunity to revise and complete work both in class and during our Wednesday intervention. Work is modified as needed for student IEP and 504 goals.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Strategic student grouping to maximize learning opportunities. Peer mentorship is an important part of our inclusive model.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Wednesday intervention will allow additional support to students. Students can be referred to intervention or self-refer to receive help, extra time or additionally modified work.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
MTSS referral with two way communication with teacher, family and mentor.
Math Goal
Goal: What are we trying to achieve
Ensure 82% of students earn a C or better in this subject.
By the end of spring semester, 82% of students will show mastery in math with a C or better by showing the Case/
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Grades reflect evidence of student learning, using district grading scale Grading timeliness and communication Retakes, revisions, and item corrections Teacher feedback Incorporate training on technical tools during class time, allowing students to practice using professional lighting and cameras. Provide a tutorial on large format scanning and the importance of quality in digital representation. Implement a consistent file naming convention for digital submissions to streamline organization and access. Stop, Look and Listen thinking routine for clarifying claims and sources Performance tasks Revision of work Collaborative learning Guided notes Encourage students to turn in missing work, even if it is late 1:1 conversations about how attendance impact grades SPED liaison adapts all reading and assignments for summative assessment to provide access for all learning levels= Intervention for 1:1 support Contact families and mentor to encourage additional support We will teach grade level content and standards through varied teaching strategies, allowing students the opportunity to practice through multiple formative and summative assessments targeting listening, reading, writing, and speaking.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1 Support* Bridge supports student learning* Communicate with families and CARE team Individualized lessons Create shared resource folder on OneDrive that includes tutorials and examples Sort different claims into appropriate categories Small groups - student and teacher-led to go through a complex texts that make claims and identify the precise claim and its type Intervention* Re-assessment In class support Assessment opportunities Differentiated instruction Opportunities outside of class time to work with teachers and get support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Offer additional time through workshop and after school meetings Create an individual success plan with the student Hands-on workshops focused on mastering digital tools Provide additional support Encourage students to create digital portfolios using OneDrive and Padlet.com to showcase their progress and work Phone calls home, mentor teacher collaboration, Conference Intervention Bridge support Conversations and collaboration with parents on how to best support students We will work with mentors and the CARE team to increase student attendance and offer opportunities for support.
Science Goal
Goal: What are we trying to achieve
Ensure 85% of students earn a C or better in this subject.
By Spring 2026 85% of students will earn a c or higher in Science
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Grades reflect evidence of student learning, using district grading scale Grading timeliness and communication Retakes, revisions, and item corrections Teacher feedback Incorporate training on technical tools during class time, allowing students to practice using professional lighting and cameras. Provide a tutorial on large format scanning and the importance of quality in digital representation. Implement a consistent file naming convention for digital submissions to streamline organization and access. Stop, Look and Listen thinking routine for clarifying claims and sources Performance tasks Revision of work Collaborative learning Guided notes
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1 Support* Bridge supports student learning* Communicate with families and CARE team Individualized lessons Create shared resource folder on OneDrive that includes tutorials and examples Sort different claims into appropriate categories Small groups - student and teacher-led to go through a complex texts that make claims and identify the precise claim and its type Intervention* Re-assessment In class support Assessment opportunities Differentiated instruction Opportunities outside of class time to work with teachers and get support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Offer additional time through workshop and after school meetings Create an individual success plan with the student Hands-on workshops focused on mastering digital tools Provide additional support
Social Studies Goal
Goal: What are we trying to achieve
Ensure 78% of students earn a C or better in this subject.
Specific: 78% Measured: using basecamp to track data Achievable: Many opportunities for students to achieve a C or above with various modalities of formative and summative work. Relevant: We believe this is relevant given the basecamp data and our team goals. Timely: We will be tracking data during our team meetings throughout the semester and offering reasonable opportunities for revision and additional support. Conference week, progress reports and fail notices are our main deadlines. Inclusive: We are using SPED push in support to make sure our assignments are scaffolded for all learners and are examining basecamp data with an inclusive lens. Equitable: All students have the opportunity to revise and complete work both in class and during our Wednesday intervention. Work is modified as needed for student IEP and 504 goals.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Strategic student grouping to maximize learning opportunities. Peer mentorship is an important part of our inclusive model.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Wednesday intervention will allow additional support to students. Students can be referred to intervention or self-refer to receive help, extra time or additionally modified work.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
MTSS referral with two way communication with teacher, family and mentor.
Health Goal
Goal: What are we trying to achieve
Ensure 95% of students earn a C or better in this subject.
By Spring 2026 95% of students will earn a c or higher in Health
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Grades reflect evidence of student learning, using district grading scale Grading timeliness and communication Retakes, revisions, and item corrections Teacher feedback Incorporate training on technical tools during class time, allowing students to practice using professional lighting and cameras. Provide a tutorial on large format scanning and the importance of quality in digital representation. Implement a consistent file naming convention for digital submissions to streamline organization and access. Stop, Look and Listen thinking routine for clarifying claims and sources Performance tasks Revision of work Collaborative learning Guided notes
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1 Support* Bridge supports student learning* Communicate with families and CARE team Individualized lessons
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Offer additional time through workshop and after school meetings Create an individual success plan with the student Hands-on workshops focused on mastering digital tools Provide additional support
Academic Progress Indicators
9th Grade On Track Goal
Goal: What are we trying to achieve
Ensure 90% of ninth grade students are passing all their courses.
By June 2025, 90% of students will have passed all of their courses.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Grades reflect evidence of student learning, using district grading scale Grading timeliness and communication Retakes, revisions, and item corrections Teacher feedback Incorporate training on technical tools during class time, allowing students to practice using professional lighting and cameras. Provide a tutorial on large format scanning and the importance of quality in digital representation. Implement a consistent file naming convention for digital submissions to streamline organization and access. Stop, Look and Listen thinking routine for clarifying claims and sources Performance tasks Revision of work Collaborative learning Guided notes
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1 Support* Bridge supports student learning* Communicate with families and CARE team Individualized lessons
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Offer additional time through workshop and after school meetings Create an individual success plan with the student Hands-on workshops focused on mastering digital tools Provide additional support
Failing Courses Goal
Goal: What are we trying to achieve
Ensure only 10% or fewer freshman, sophomores, juniors, and seniors are failing one or more courses.
By end of spring semester 2026, 10% or less of 9th-12th graders will fail one or more classes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly mentor group reflections, project-based learning opportunities, inclusive model, UDL strategies
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Weekly intervention, additional support at lunch, attendance calls home from teachers and mentor
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Weekly intervention, meeting with MTSS, student, and mentor
Graduation Goal
Goal: What are we trying to achieve
Ensure 100% of students are on track to graduate.
By the end of Spring Semester 2026, 100% of seniors will graduate from the Tacoma School of the Arts.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly mentor group reflections, project-based learning opportunities, inclusive model, UDL strategies
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Weekly intervention, additional support at lunch, attendance calls home from teachers and mentor
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Weekly intervention, meeting with MTSS, student, and mentor
College & Career Readiness Goals
CTE Goal
Goal: What are we trying to achieve
Ensure 84% of students earn a C or better in this subject.
By the end of the 2025-26 school year, 84% of students enrolled in CTE Digital & Visual Arts courses (illustration, Graphic Design, Photography, Film, Tech Theatre, Audio Engineering, and CTE Internship} will earn a grade of C or higher by demonstrating growth in research and application skills (Standards 2 and 4)-specifically, the ability to investigate, interpret, and apply information to creative, technical, or professional challenges. This goal is Specific (raising students below C to proficiency through targeted skill building}, Measurable (based on grade data and formative assessments}, Achievable (via tiered supports and PLC-aligned instruction}, Relevant (supports CTE pathway completion and /RC readiness}, Time-bound (end of school year}, Inclusive {applies to all program areas), and Equitable (ensures supports for multilingual learners, students with IEPs/504s, and underrepresented populations in the arts and tech fields).
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Embed structured research and applications in every major project, requiring students to document inquiry questions, sources, and how research informs their creative or technical choices.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Implement tiered interventions for students with missing or incomplete work; offering catch-up workshops, guided practice in applying research, and individualized help to connect theory to practice.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Create consistent opportunities for applied reflection; through process reflections, peer critiques, or portfolio statements; where students explain how research shaped their outcomes or problem-solving approaches.
IRC Goal
Goal: What are we trying to achieve
Ensure 50% of students earn one or more industry-recognized certificates.
By June 2026, the Digital & Visual Arts CTE PLC will increase the percentage of students earning industry-recognized certificates from 30% to at least 50% in every class, while ensuring that every senior has the opportunity to earn at least one !RC prior to graduation. This goal is Specific (targeting both attainment and opportunity}, Measurable (tracked via district data and SchooLinks reporting}, Achievable (through PLC-aligned instruction and cross-program supports}, Relevant (supports graduation readiness, employability, and CTE program quality}, Time-bound (by the end of the 2025-26 school year}, Inclusive (applies to all courses and student populations}, and Equitable (ensures all students have meaningful, supported access to !RC pathways).
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Align every CTE Digital & Visual Arts course to one or more industry-recognized certifications. Teachers will explicitly teach and assess competencies tied to those certifications.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Implement tiered certification preparation, including guided research, practice assessments, and peer support structures. Students will set certification goals and track progress through Schoolinks.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Establish a cross-referenced data system to ensure accurate, verified reporting of all lRCs earned. Use Schoolinks as the central hub for documenting credentials, ensuring every senior has been offered and recorded for at least one certification opportunity.
VANI Goal
Goal: What are we trying to achieve
Ensure 98% of students have a verified acceptance letter from their next institution.
By the end of the 2026 school year, 100% of graduating seniors will have a VANI.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly mentor group reflections, project-based learning opportunities, inclusive model, UDL strategies
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Weekly intervention, additional support at lunch, attendance calls home from teachers and mentor
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Weekly intervention, meeting with MTSS, student, and mentor, additional interventions from senior advisor.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Ensure 87.5% of students earn a C or better in this subject.
By end of spring 2026 semester, 87.5% of students will be earning a C or better in all art, music, dance and theater classes.
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. How will your Art team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each Music 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
We will offer one on one support. We will use bridges to support student learning, We will communicate with families and CARE team at our school.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
All of the above plus, offering additional time through workshop and after school meetings. We will create an individual success plan with the student.
Music Goal
Goal: What are we trying to achieve
Ensure 87.5% of students earn a C or better in this subject.
By end of spring 2026 semester, 87.5% of students will be earning a C or better in all art, music, dance and theater classes.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high-impact strategies your Music team will leverage to maximize students on track to earn a C or better in each Music course.? How will your Music team leverage the TPS' Grading Regulations to maximize students on track to earn a C or better in each Music 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
We will offer one on one support. We will use bridges to support student learning, We will communicate with families and CARE team at our school.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
All of the above plus, offering additional time through workshop and after school meetings. We will create an individual success plan with the student.
PE Goal
Goal: What are we trying to achieve
Ensure 95.9% of students earn a C or better in this subject.
By the end of the semester, 95.9% of students will receive a C or better in all fitness related classes by showing us their fitness progress inside or outside the classroom.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
PLC meeting times, whole group instruction, end of class circle.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tutorials given to small groups, bridges working in small groups or one on one with students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Wednesday intervention time, students can work on fitness progress at the YMCA workshop.
World Language Goal
Goal: What are we trying to achieve
Ensure 87% of students earn a C or better in this subject.
We want our students to be able to write and communicate in the target language, evidenced by earning a C or better in Spanish class. This goal will be achieved by utilizing (3-5 strategies), we will increase the number of students earning a C or better from 83.9% to 87% by May 1st.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will implement 2-3 to support students in earning a C or better. -Inquiry team analysis of student work -community circles -communication with families -engaging lessons with student choice
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will implement 2-3 strategies to support students moving from a C- or a D to a C or better. -Wednesday intervention -phone calls and emails with students/families -restorative circles -goal setting
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. -Care Team meetings/support from Steve -1:1 student conferencing -Interventions on Wednesdays -Consult mentors -Failure letters to inform families
ML Progress Goal
Goal: What are we trying to achieve
Ensure 45% of students graduate from ML services or move up a level of English proficiency as measured by WIDA.
By the end of the 25/26 school year, 45% of students with ML services will make progress as measured by WIDA.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly mentor group reflection and support.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Intervention on Wednesdays
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Care Team meetings with ML Coordinator, MTSS team, Mentor, Co-Director, student, family
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.
By the end of 25/26, 98% of students will have behaviors not resulting in suspension or expulsion.
Root Cause Analysis:
As a school we must continue to ensure that ALL students have a sense of belonging, are challenged academically, and receiving the support they need to be successful. Our MTSS team will continue to identify barriers for students at the individual level and our PLCs will focus on engagement of all learners.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
While our overall baseline was fairly low for discipline/behavior, the percentage of students behaviors who also receive special education services were proportionally higher. Additionally, our students of color have a higher rate of behavior/discipline proportionally than their white classmates.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Weekly mentor group reflections, project based learning opportunities, inclusive model, UDL strategies, community building circles school year. MTSS team will meet weekly to review attendance, behavior, and grade data and implement and track targeted interventions with students and families.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Weekly intervention, additional support at lunch, attendance calls home from teachers and mentor, restorative circles.
Extracurricular Goal
Goal: What are we trying to achieve
Ensure 45% of students are enrolled in one or more extracurricular activities.
By the end of the 2025/2026 school year, SOTA's extracurricular participation will increase from 15% to 45%.
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Share clubs/extracurricular activities with students in Mentor Group. Share opportunities at showcase. ASB advisors will begin using Basecamp to track club participation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide in school opportunities for students to engage in extracurricular activities
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
At conferences, mentors, students, and families will identify opportunities for students who have not had the opportunity to engage in a club.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 100% positive rating on the selected Climate Survey item.
During the 2025/2026 school year, 100% of staff will feel that their school supports their mental/emotional well-being.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Professional development (full day/weekly Wednesday morning) opportunities will include time for staff to connect and support one another.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 72% positive rating on the selected Climate Survey item.
Based on data from the student climate survey, we will increase the percentage of students that say they are good at solving conflict with others ("Almost always true" or "Often True") from 53% to 75%.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Last year we have started a restorative justice class that will operate during the school day. This year we have created a Restorative Justice Center and systems where students can access support from staff and their peers. This goal is a continuation of the work we started during the 2024/2025 school year.