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School Improvement Plan

What is a School Improvement Plan?

A School Improvement Plan (SIP) is a strategic blueprint that schools use to enhance student learning and improve educational practices. It outlines specific goals for improvement, actions to achieve those goals, and methods for measuring progress.

Key Points of a SIP:

  • Goals: Clear objectives the school aims to achieve to enhance student outcomes.
  • Actions: Steps and strategies the school will implement to reach its goals, based on research and effective practices.
  • Monitoring: Regular review of progress with adjustments made to ensure the school stays on track toward its improvement objectives.

The purpose of a SIP is to provide a clear roadmap for schools to improve educational outcomes for all students, particularly focusing on eliminating disparities and ensuring equitable opportunities for every student.

Every school in Washington State is required to have a School Improvement Plan.

Monitoring and Adjusting:

A SIP is not set in stone. It's reviewed regularly, with progress monitored against the set goals and activities adjusted as needed to stay on track toward improvement.

Visit the Issaquah School District SIP website to learn more about SIPs.

District - School Improvement Plans


front of clark elementary

Achievement Goals

By Spring 2024:

  1. Student achievement for all students in the area math will increase from 63% meeting standard to 70% meeting standard as measured by the Smarter Balanced Assessment (SBA).
  2. The gap in student achievement for students in subgroups with disproportionality on our WSIF in the area of math will decrease by 7% as measured by the SBA.

Guiding Questions

Reflecting on previous action plans

Backed by Data

Schools use multiple data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard.

Data Workbook for Elementary School

School-Based Action Plan

Action Implementation Impact: Evidence/Monitoring

Mathematics Tiers of Support & Intervention

Articulating and developing resources for strengthening the use of math learning materials for core instruction (Tier 1), targeted supports and interventions.


  • Though students in elementary returned to levels of achievement near those seen prior to the pandemic, persistent achievement gaps and the continuum of needs demonstrated in math  screener and benchmark data indicate the need for more diagnostic use of math resources and tiers of supports for learner
  • Piloting Equip; a Eureka-aligned targeted support program at grade 3

  • Implementing/Expanding Title I math interventions centered on Bridges math curriculum.

  • Implementing i-Ready coaching/goal-setting support for striving mathematicians.

  • Math Common Assessment on numbers and operations k-5 in the fall and spring.

  • Math Survey to grades 3-5

  • Every grade level has a release day focusing on Tier 1 math supports targeted on small group instruction.

  • All k-5 staff setting individual Student Growth Goals on numbers and operations.


  • Pre-assessment for every module to determine small group instruction using the Equip lessons (grade 3)

  • Assessments: Increase in the Fall and Spring Common Math Assessment (k-5)

  • Equip Pre – Module Assessments – students perform better on EOM assessment

  • Increase in i-Ready minutes/lessons completed and passed per student (goal setting & tracking forms for students)

  • Increase in the data/module within Title (Bridges) math - fall to spring and progress monitoring data between modules

  • Agendas/PowerPoint -action plans & goal- setting grade level

  • Meet with staff 3 times/year to look at student data and progress

  • Monitor identified Exit Tickets and common assessments.

PBSES / Behavioral Supports and Interventions

PBSES is the application of research-based practices on prevention and intervention in the social-emotional and behavioral domains. 2022 marked the transition from a coaching centered model to a building managed PBSES system.

4 Core components:

  • Proactive Classroom Management
  • PBIS Behavior Expectations and Acknowledgements
  • SEL/Second Step
  • Positive Relationships
  • Tier 1 & 2 TFI administered and develop and action plan
  • Action plan implemented
  • Issaquah High School students serving as mentors and coaches at recess and in the lunchroom.
  • A robust Check in/Check Out intervention
  • Students grades 3-5 climate survey
  • Achievement Data
  • Growth Data
  • Rise and Shine program implemented

  • Implement family motivation plan

  • Monitor attendance data to see an increase of daily attendance and a decrease of who needs the intervention

  • Monitor Tier 3 students - attend 4/5 days of school per week. School provides pizza night for the whole family on Friday evening.

Family Engagement
  • Weekly home visits to support families

  • Angel Program to fulfill family needs (food, clothing, household goods, etc.)

  • Math Family Night

  • Change in behavior and engagement in partnership with the school

  • Increase in attendance for some families

  • Families signing up for resources/supports

  • Monitor the requests from families and the ability to fulfill them

  • Specific invitations to students on a Tier 2 math intervention and monitor participation and engagement

  • Monitor the RSVP and measure the level of engagement through the number of those participating

SIP Team & Final Review

  • Principal: Christy Otley
  • Site Council/PTSA Review Date: January 10, 2023
  • Supervisor Review: Susan Mundell
  • School Board Review Date: February 15, 2023

Leadership Team:  

  • Sophia Clausen, kindergarten

  • Annie Frates, Equity Lead/1st Grade

  • Diana Rogers, 5th Grade

  • Gina Jackson, Specialist

  • Laura Gacayan, Title/Lap

  • Brandy Falk, Assistant Principal

  • Marissa Ballard, Counselor

  • Stephanie Wright, MTSS Specialist

  • Erin Rafuse, 2nd Grade

  • Alicia Flynn, 3rd Grade,

  • Robert Anthony, 4th grade