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

Achievement Goals

By Spring 2024:

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).
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

What actions were successfully implemented?

For the past 4 years, the SIP focus was reading. As a staff we were able to successfully implement systems to support Tier 1 reading instructional practices (guided reading groups, i-Ready motivational & goal setting systems, consistent assessment criteria to monitor progress). All staff implemented reading foundational curriculum through Success Blocks and kindergarten with the addition of Benchmark. Students received a targeted Tier 2 intervention if they met the entry criteria. Instructional coach provided training to support the kindergarten paraprofessionals in providing targeted support for students that demonstrated lagging skills. Administration and TOSAs provided training so the LRC para professionals had a clear understanding of the curriculum and appropriate implementation in order to ensure fidelity. Every trimester, a school-wide data pull took place to determine needs of students and to communicate to teachers and families an action plan through the Tier 2 team.

What was observed? What evidence did you use to determine impact?

In analyzing daily schedules, we discovered that the whole staff was very intentional with their instruction for foundational reading skills and time allocations to meet those instructional needs. Based on weekly monitoring of i-Ready minutes and lessons passed, we determined that students were engaged in the learning when they could access it. Based on the in-house assessments, we determined that having the kindergarten paras work with targeted instruction resulted in more kindergarteners than ever before entering 1^st grade with a higher level of skills.

How did actions impact disproportionality and equity?

Based on the WTW data and monitored through teacher’s student growth goals, we determined that students developed a stronger understanding of words transferring to become more fluent readers. Students who were on a Tier 2 intervention (RGR) all made growth. For students who did not make the rate of growth that we would have hoped, we determined what the barriers to learning might be. Based on that information, we developed an individual action plan for those students.

The i-Ready motivational and goal-setting systems put in place created a high level of engagement for students. Home visits to targeted families allowed us to break down some barriers and provide families with some of what they needed. The home visits also helped the school team and family partnership understand the importance of regular attendance and the impact of attendance on their child’s education and opportunities.

What actions would you continue or change?

We will continue to do three school-wide data pulls (both academic and behavior) and follow the protocol we developed for determining individual action plans for striving students. This process helped us target which students had higher needs, what the needs were and in conjunction with family partnerships to gather more data - we were able to create a robust individualized action plan.

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

Process
Findings

Process

The Integrated MTSS leadership team followed the data protocol to look at the data dashboard. Many questions were brought up and the leadership team felt the whole staff would benefit from looking at the data. Rich Mellish presented at a December Building PD with all certificated staff. As a staff they determined the SIP disproportionality goal. Teachers analyzed their classroom data to determine a small group to focus on and develop an action plan to meet those students’ needs.

Findings

One of the root causes we determined was attendance for some students. We have developed and implemented a Tier 2 attendance intervention along with a breakfast program. We have seen an increase in attendance and engagement in school. Another root cause is potentially the lack of targeted supports for math intervention. This has driven the majority of our building action plan to create solid Tier 1 instruction in math and a systematized Tier 2 math intervention.

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. Rationale: 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
Attendance	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/1^st Grade
Diana Rogers, 5^th Grade
Gina Jackson, Specialist
Laura Gacayan, Title/Lap
Brandy Falk, Assistant Principal
Marissa Ballard, Counselor
Stephanie Wright, MTSS Specialist
Erin Rafuse, 2^nd Grade
Alicia Flynn, 3^rd Grade,
Robert Anthony, 4^th grade

Checklist

Action plan includes use of educational technology.
Action plan includes strategies for family engagement.
Action plan includes strategies for engaging students and/or addressing the social, emotional and/or mental health needs of students and barriers to learning
Action plan includes a school-based action to implement one (or more) of Culturally Responsive Practices, Universal Design for Learning, Trauma Informed Practices, &/or the 4 High Leverage Instructional Practices.

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