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.

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

District - School Improvement Plans

Clark Elementary School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

MTSS Structure: Tier 1 and Tier 2 systems

These systems create a universal approach to have a sense of belonging by meeting students needs. This tiered system allows for early intervention based on data and prevents students from feeling isolated. A key component in collaborative teams with teachers, students and families which will enhance a sense of belonging. By continually looking at the data, the school can be responsive to student needs and ensure students feel safe, supported and engaged in their learning. The strong implementation of MTSS at Clark prioritizes the well being and academic success for all students and ultimately fosters a strong sense of community and belonging.

Inclusive Practices

Inclusive practices play a critical role in fostering belonging, well- being and learning by creating an environment where all feel respected and valued. This consists of celebrating diverse skills and needs and removing the barriers that can create a feeling of isolation. When students are accepted and supported they are more likely to engage in learning and interact positively with others. These practices nurture individual strengths and increase positive outcomes for all learners.

Title Math/Math Resource Room

Targeted interventions in math help students overcome math challenges such as anxiety, by providing tailored support. Title/LAP intervention support allows students to receive the appropriate curriculum to meet the gaps in their learning in a varied teaching method and setting. Classroom intervention using the resources from the newly developed math room that is aligned with i-Ready allows students to get personalized instruction that can be customized to their learning gaps while staying in the classroom. Overcoming some of these math challenges builds confidence and resilience and teaches students that effort and persistence leads to growth.

What challenges are you working to address, especially in closing gaps?

Based on your data and observations, describe 2-3 of the challenges you hope to address through school improvement? Be sure to address areas of gap closure.

One of our challenges is to decrease the gap for our Multi-lingual Language (ML) students and Sped students in reading. We hope to address this gap with targeted curriculum that is aligned with the gen ed curriculum (Benchmark). This can be done through collaboration with the gen ed teacher, ML teacher and Sped teachers to create continuity for students. Using an inclusion model allows for students in these groups to be a part of the classroom and have access to grade level curriculum with scaffolds and supports to access the learning. We are committed to using the time allocated in the CBA to provide collaboration time to determine what is working and what needs to be adjusted.

Another challenge is strengthening a sense of belonging student to student. There is a clear sense of belonging between adult and student. One of our goals is to make sure students know they are valued and school is not the same when they are not present or engaged. Their contributions matter and make us all better. We have several plans to implement this year to strengthen the sense of belonging for ALL; including, “The People of Clark, “The Best Part of Me,” digging deeper into the meaning of the equity pledge – how do we live it each day when we show up at school and what does that look like and sound like?

What future opportunities will you use to improve and address inequities?

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

MTSS Structure: Using this model that has clear criteria, we are able to analyze data and determine specific interventions for students in behavior, academics and attendance. We are able to monitor the success of the intervention in a systemic way. We are working hard to help families get connected to outside resources for either mental health and/or physician support.

Implementation of Benchmark Advance Literacy

This is such an exciting opportunity to support all of our students and hold them accountable for a high level of engagement and rigor. This adoption has provided the opportunity for a mind shift that ALL students can get what they need in the gen ed classroom in collaboration with LRC and MLL teachers. It has been a fast-paced shift with some challenges but the staff at Clark look at those challenges as opportunities. A great deal of time and energy has been dedicated to digging into the curriculum to help staff determine what individual and small identified groups of students need.

Root Cause and Contributing Factors of Disproportionality

ISD recognizes that not all students benefit equally or achieve equitably within our district. Our outcome measures such as graduation rate, proficiency on assessments, and grades indicate that we are not achieving equitable results for students in identified ethnic and racial groups, students who are experiencing economic hardships, and students with disabilities.

ISD is committed to disrupting patterns that result in inequitable outcomes. Global (across time and place) and local factors contribute to inequitable outcomes in our District, including the following:

Institutional racism and ableism
Impacts of economic hardship, including mobility or discontinuity of education
Impacts of adverse childhood experiences (ACEs)
Lack of consistent access to preventative and responsive services when experiencing ACEs
Lack of consistent access to adequate supports designed to address basic and individual educational needs

Lack of consistent access to high quality, inclusive, universally designed, and culturally responsive education

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?
What steps are you taking to address inequities in student achievement?

What new practices are improving student achievement, and how are you tracking their impact?

Based on previous School Improvement Planning & Tiered Fidelity Inventories, describe 1-2 systems, structures or practices recently introduced or expanded that shows promise for student achievement and will be continued? What impact are you observing? What data are you using to monitor impact?

Attendance Intervention:

Clark has developed a Tier 2 and Tier 3 attendance intervention system. Attendance data is reviewed 2x/month. Students are identified using entry criteria for a student to be on the attendance intervention. Once a student is participating, we monitor the intervention daily. If data reveals there is no shift in attendance, they are moved to a Tier 3 attendance intervention which has a higher level of engagement with the family. Last year we saw an increase in attendance for 70% of the students in the intervention. Rise and Shine has created a shared community and goal for where students work together to meet the collective goal.

Tier 2 Interventions & Quick Reference Guide:

Clark has developed an efficient tool & structure to quickly look at data and determine a Tier 2 intervention that would be appropriate to support the need as well as a monitoring system to determine if an intervention is making the intended impact. An outcome of this work has been that we are able to be efficient in determining interventions based on the data. Interventions are monitored every 3-4 weeks.

What steps are you taking to address inequities in student achievement?

What proactive steps is your school taking through this school improvement plan to disrupt predictable patterns, actively dismantle institutional racism, and address the disproportionality in academic achievement among students of different backgrounds?

Classroom visits reading inclusive books - discussing and signing the Equity Pledge
Equity Pledge school wide art project
Building Classroom Libraries to reflect the population
Translate documents to encourage family engagement
Home visits to support families
Using the Equity Framework in planning events
Implementing UDL to plan for the variability of learners
Basic Needs support- - clothing closet, breakfast program, corporate snack partnership

Backed by Data

Specific, Measurable, Achievable, Relevant, Timebound, Inclusive, Equity-focused goals aligned to the Academic Opportunities priority area of the ISD 3-year strategic plan, referencing data from the School Improvement Data Dashboard.

Data Workbook for Elementary School

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

3rd grade reading is an ISD Strategic Plan milestone. Meeting benchmark on the i-Ready Phonics assessment by the end of 3rd grade is a key performance indicator that a student has met this milestone. Set a target for achievement in phonics even if the group data is suppressed due to there being less than 10 students in the 3rd grade group.

3^rd Phonics	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	66%	79%	81%	82%
BIPOC Focus Group	50%	57%	63%	69%
Students with Disabilities	<75%	<50%	40%	48%

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Elementary math metrics provide checkpoints toward the ISD Strategic Plan milestone of successful completion of Algebra 1. The math metrics in the School Improvement Plan Dashboard include:

5th Grade i-Ready Math, percent of students meeting standard
3rd-5th Grade SBA Math, percent of students meeting standard
Accelerated Growth (1st-5th i-Ready or 4th-5th SBA), percent of students who did not meet standard and demonstrated accelerated growth

Select one of the indicators from the SIP Dashboard to set a goal in math.

3^rd-5^th Grade SBA Math	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	63%	63%	68%	72%
BIPOC Focus Group	33%	35%	45%	56%
Students with Disabilities	30%	27%	43%	56%

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

Attending school more than 90% of the time correlates strongly to long-term success in school and is an indicator of successful student and family engagement. This goal area aligns to the ISD Strategic Plan milestone of 9th Grade Success where attendance is a key metric.

Percent of Students who were Regular Attenders.	Spring 2023	Spring 2025 Target	Spring 2026 Target
All Students	78%	82%	85%
BIPOC Focus Group	59%	66%	71%
Students with Disabilities	66%	74%	76%

School-Based Action Plan

Programs and priorities listed below are being implemented, expanded or sustained during this 2-year SIP cycle at each of our elementary schools as part of the ISD Strategic Plan priorities and the establishment of Integrated Multi-Tiered Systems of Support (MTSS). For this SIP cycle, schools will select 3 strategies, including the Implementation of Benchmark Advance Literacy, and at least one other from district-wide program or system listed, and describe their school’s implementation plan and strategies for monitoring impact. Be sure to relate actions plans to the 3 SIP goal areas.

Implementation of Benchmark Advance Literacy. Launch new literacy curriculum that integrates science of reading strategies with comprehension strategies for all students to engage in close reading of grade level text. ISD Priority 2a,c

Select 1-2 of the following to describe in further detail:

Universal Design for Learning (UDL) Implementation of UDL as a framework of evidence-based, inclusive, and culturally responsive instructional practices for Tier 1. ISD Priority 2a

Tiered Teams. Implementation of a Tiered Team structure to examine integrated social-emotional and academic achievement data to adjust core instruction and/or intervention planning. ISD Priority 2b

Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL). Maintaining or enhancing school-wide systems of support and social emotional learning to increase belonging, well-being, and create the conditions for learning. ISD Priority 1

Classroom-Based Intervention & Block Scheduling. Implementation of targeted supports, accommodations, and interventions (Tier 2) through classroom-based interventions, coordination of supplemental programs, in implementation of block scheduling. ISD Priority 2b

Inclusionary Practices. Collaboration and coordination of classroom teachers and special education staff to provide a comprehensive continuum of inclusive services within the least restrictive educational environment to ensure that all students reach their full potential. ISD Priority 2b

Multilingual Learners support. With the understanding that the whole day is an inclusive language learning experience for all students, collaboration and coordination of classroom teachers and multilingual learner specialists to deliver language acquisition strategies, ensure multilingual students have access to all instruction and learning, in a language intensive learning environment so that they achieve their full potential. ISD Priority 2b

Action	Implementation	Impact: Evidence/Monitoring
Implementation of Benchmark Advance Literacy	Training All staff will participate in ISD district training All teaching staff will meet on a determined schedule with the school implementation specialist Training parents through a literacy event in the fall to learn about Benchmark Advance and how they can support literacy at home Teaming Teams will meet to review Benchmark Advance assessment data and implications for implementation centered on the following questions: What do we want all students to know and be able to do? How do we know if they learn it? How are we responding when some students do not learn it? How do we extend learning when students demonstrate mastery? Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaboration in planning the literacy blocks Resources Allocation Implementation specialist (district) Dedicated staff meeting time to training & collaboration Commitment of team meeting time Optional tech training to dig deeper into benchmark assessments Release day for instructional teams to collaborate with implementation specialist.	Intended Impacts Increase in reading decoding, fluency, vocabulary and comprehension Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing Acceleration of achievement in key gap areas including phonics, overall reading, written expression Key Data i-Ready Phonics & Overall Reading Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring. Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring. Progress as monitored through embedded assessments: Benchmark Performance Tasks Benchmark week 2 assessments for each unit RFS Assessments and Title/LAP progress monitoring QPA/QSS for k-1 Team Meeting Minutes
Inclusionary Practices	Professional Development All staff engaged in building training All staff attending UDL training to make learning accessible to all students All staff setting a UDL goal aligned with the Danielson Framework All staff engaged in using Elevate to support ML students Curriculum Adaptation Working with district TOSA and building implementation specialist to ensure materials and activities accommodate the various learning needs in the classroom Create flexible grouping based on identified needs Collaborating with ML specialists to use Benchmark materials to support learners Collaborating with LRC teachers to use Benchmark materials to support learners Instructional Teams Collaborative teams have been developed amongst grade level, LRC and ML to determine appropriate tools to support student variability in the classroom Teams to look at Benchmark data at the end of each unit to determine next steps for groups of students. Resource Allocation Utilize the time allocated in the Certificated CBA to provide collaboration and training time Utilize building budget to provide training for Para’s Release day for instructional teams to collaborate with implementation specialist Library collection and resources reflect backgrounds, needs and interest of diverse student population Library resources seek to connect students through shared understanding and experiences.	Intended Impacts Improved performance from students with diverse needs Higher level of engagement Greater level of empathy and understanding of diverse needs Stronger sense of community – all students feel valued and included Key Data Benchmark Unit Assessments i-Ready data Pre-Assessments for math SAEBRS data
Classroom-Based Intervention & Block Scheduling	Math Pre-Assessments All grade levels will administer a pre-assessment prior to each module to determine Tier 2 needs and supports for the upcoming module that are aligned with the curriculum Flexible groups for targeted instruction Benchmark Assessments Flexible groups for targeted instruction Identify student needs and implement Tier 2 intervention Success Blocks Using targeted curriculum/resources Provide small group instruction to meet needs Collaborate with Title, ML and LRC	Intended Impacts Students will receive the appropriate instruction/intervention addressing their needs during success block time. Increase in student proficiency in numbers and operations Stronger coordination with sped staff, title and all other support staff Key Data i-Ready Diagnostic in Numbers and Operations Benchmark Unit Assessments End of Module Assessments i-Ready Diagnostic in Phonics
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Family Needs Assessment Encourage all families to complete survey to identify needs for individual families and look at trends in the building Providing Childcare Providing childcare for school adult events (curriculum night, conferences, Title night etc..) to remove barriers for families to be engaged in their child’s classroom Home Visits Bring resources to families Visit families to determine further barriers Visit families to strengthen partnerships Title Night Families come and learn strategies with their students Families receive resources to take home that align with student needs Communication Ensure documents are translatable Provide interpreters for meetings and events PTA Events Partner with PTA to ensure all events are accessible to families Clark Closet A “store” located in Clark where students and families can come and “shop” to get clothing, bathroom supplies for their family.	Intended Impacts Have a clear understanding of family needs Support individual families with specific needs Families are engaged with the school activities and their students learning Key Data Attendance at events Needs Assessment Survey data
Technology Integration	Student Needs Assessment All 3^rd – 5^th graders take a building needs assessment survey giving the team information to guide the work for the year using student voice Collaborative Learning Using Office 365, students collaborate on group projects, classroom newsletters, etc. Student Expression & Creativity Students have access to sharing their knowledge and understanding through a variety of platforms Data Monitoring Students taking assessments – opportunity to monitor progress, create feedback loops, identity learning gaps or acceleration	Intended Impacts Increased engagement in learning tasks Clear, targeted supports for student needs Key Data RAMP i-Ready Benchmark Online Elevate Needs Assessment Survey data

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Training

All staff will participate in ISD district training
All teaching staff will meet on a determined schedule with the school implementation specialist
Training parents through a literacy event in the fall to learn about Benchmark Advance and how they can support literacy at home

Teaming

Teams will meet to review Benchmark Advance assessment data and implications for implementation centered on the following questions:

What do we want all students to know and be able to do?
How do we know if they learn it?
How are we responding when some students do not learn it?
How do we extend learning when students demonstrate mastery?

Integrity of Delivery

Use of implementation goals provided by Benchmark / Teaching & Learning Services
Collaboration in planning the literacy blocks

Resources Allocation

Implementation specialist (district)
Dedicated staff meeting time to training & collaboration
Commitment of team meeting time
Optional tech training to dig deeper into benchmark assessments
Release day for instructional teams to collaborate with implementation specialist.

Intended Impacts

Increase in reading decoding, fluency, vocabulary and comprehension
Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing
Acceleration of achievement in key gap areas including phonics, overall reading, written expression

Key Data

i-Ready Phonics & Overall Reading
Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring.
Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring.
Progress as monitored through embedded assessments:
- Benchmark Performance Tasks
- Benchmark week 2 assessments for each unit
- RFS Assessments and Title/LAP progress monitoring
- QPA/QSS for k-1
- Team Meeting Minutes

Inclusionary Practices

Professional Development

All staff engaged in building training
All staff attending UDL training to make learning accessible to all students
All staff setting a UDL goal aligned with the Danielson Framework
All staff engaged in using Elevate to support ML students

Curriculum Adaptation

Working with district TOSA and building implementation specialist to ensure materials and activities accommodate the various learning needs in the classroom
Create flexible grouping based on identified needs
Collaborating with ML specialists to use Benchmark materials to support learners
Collaborating with LRC teachers to use Benchmark materials to support learners

Instructional Teams

Collaborative teams have been developed amongst grade level, LRC and ML to determine appropriate tools to support student variability in the classroom
Teams to look at Benchmark data at the end of each unit to determine next steps for groups of students.

Resource Allocation

Utilize the time allocated in the Certificated CBA to provide collaboration and training time
Utilize building budget to provide training for Para’s
Release day for instructional teams to collaborate with implementation specialist
Library collection and resources reflect backgrounds, needs and interest of diverse student population
Library resources seek to connect students through shared understanding and experiences.

Intended Impacts

Improved performance from students with diverse needs
Higher level of engagement
Greater level of empathy and understanding of diverse needs
Stronger sense of community – all students feel valued and included

Key Data

Benchmark Unit Assessments
i-Ready data
Pre-Assessments for math
SAEBRS data

Classroom-Based Intervention & Block Scheduling

Math Pre-Assessments

All grade levels will administer a pre-assessment prior to each module to determine Tier 2 needs and supports for the upcoming module that are aligned with the curriculum
Flexible groups for targeted instruction

Benchmark Assessments

Flexible groups for targeted instruction
Identify student needs and implement Tier 2 intervention

Success Blocks

Using targeted curriculum/resources
Provide small group instruction to meet needs
Collaborate with Title, ML and LRC

Intended Impacts

Students will receive the appropriate instruction/intervention addressing their needs during success block time.
Increase in student proficiency in numbers and operations
Stronger coordination with sped staff, title and all other support staff

Key Data

i-Ready Diagnostic in Numbers and Operations
Benchmark Unit Assessments
End of Module Assessments
i-Ready Diagnostic in Phonics

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Family Needs Assessment

Encourage all families to complete survey to identify needs for individual families and look at trends in the building

Providing Childcare

Providing childcare for school adult events (curriculum night, conferences, Title night etc..) to remove barriers for families to be engaged in their child’s classroom

Home Visits

Bring resources to families
Visit families to determine further barriers
Visit families to strengthen partnerships

Title Night

Families come and learn strategies with their students
Families receive resources to take home that align with student needs

Communication

Ensure documents are translatable
Provide interpreters for meetings and events

PTA Events

Partner with PTA to ensure all events are accessible to families

Clark Closet

A “store” located in Clark where students and families can come and “shop” to get clothing, bathroom supplies for their family.

Intended Impacts

Have a clear understanding of family needs
Support individual families with specific needs
Families are engaged with the school activities and their students learning

Key Data

Attendance at events
Needs Assessment Survey data

Technology Integration

Student Needs Assessment

All 3^rd – 5^th graders take a building needs assessment survey giving the team information to guide the work for the year using student voice

Collaborative Learning

Using Office 365, students collaborate on group projects, classroom newsletters, etc.

Student Expression & Creativity

Students have access to sharing their knowledge and understanding through a variety of platforms

Data Monitoring

Students taking assessments – opportunity to monitor progress, create feedback loops, identity learning gaps or acceleration

Intended Impacts

Increased engagement in learning tasks
Clear, targeted supports for student needs

Key Data

RAMP
i-Ready
Benchmark Online
Elevate
Needs Assessment Survey data

School Improvement Team & Procedure Information

Principal	Christy Otley
SIP Team Members	Amy Hoell – Kindergarten Danielle Nourigat – 1^st Grade Megan Bissen – 2^nd Grade Madeline Heywood – 3^rd Grade Jennifer Giambrone – 4^th Grade/Equity Lead Laura Cramer – 5^th Grade Jill Phillips – MTSS Specialist Hannah Niblock – Counselor Laura Gacayan – Title Teacher Eve Yen – Assistant Principal
Supervisor Review	November 13, 2024 Melinda Reynvaan
Site Council or PTSA Review	November 12, 2024
School Board Review	Dec. 11 2024

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Clark Elementary School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

What challenges are you working to address, especially in closing gaps?

Based on your data and observations, describe 2-3 of the challenges you hope to address through school improvement? Be sure to address areas of gap closure.

What future opportunities will you use to improve and address inequities?

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

Root Cause and Contributing Factors of Disproportionality

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?

Based on previous School Improvement Planning & Tiered Fidelity Inventories, describe 1-2 systems, structures or practices recently introduced or expanded that shows promise for student achievement and will be continued? What impact are you observing? What data are you using to monitor impact?

What steps are you taking to address inequities in student achievement?

What proactive steps is your school taking through this school improvement plan to disrupt predictable patterns, actively dismantle institutional racism, and address the disproportionality in academic achievement among students of different backgrounds?

Backed by Data

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

School-Based Action Plan

School Improvement Team & Procedure Information