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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 Issaquah Valley Elementary

Achievement Goals

  1. Issaquah Valley’s School Improvement Goal 2022-2024, is that by spring 2024, 75% of 3rd-5th grade students will meet standard in reading as measured by SBA and i-Ready reading assessment data.
  2. By each spring, 80% or higher of our students in subgroups (MLL, low-income, Black/African American, Hispanic/Latinx, students with disabilities) scoring below benchmark on i-Ready reading assessment will be on track to meet their stretch goal.

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

Reading Foundational Skills (RFS) Success Block

Emphasizes the importance of strong early literacy development organized around six building blocks of literacy, starting with a structured, differentiated approach to foundational skills.

  • Shared commitment to using i-Ready tools- MyPath

  • Professional Development with i-Ready consultant: analyze reports

  • Literacy TOSA at IVE weekly for teacher support in small groups, differentiation

  • Increase in reading achievement scores based on…

    • i-Ready Overall Reading

    • SBA Reading

Comprehensive Assessment Planning

F & P assessments used to inform reading curriculum, as another data point

Grades 1-5; beginning/end of year and throughout as a progress monitoring tool

  • Increase student achievement

  • Support & guides students/teachers with individual reading selections

Positive Behavior Social Emotional Support

(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.

To continue IVE’s work with consultant and continue to build strong school-wide expectation system

  • In 2022-2023, As part of Tier 1 Team action plan from 2021-2022 CR-TFI

  • Building school-wide expectations:

  • Cougar Code (English and Spanish-posted on every classroom & at outer entrances)

  • Mystery reveal, cougar frenzy, postcard writing (admin read them to whole class)

  • Class dojo points (class and specialists)

  • School-wide celebration

  • Weekly morning announcements with admin to model daily check-in and reinforce school-wide expectations

  • Building a year calendar of Tier 1 practices throughout the year

  • Morning meeting and greetings at the door (school-wide expectation in all classrooms)

  • Continued PD of classroom teachers and para using SWIS

  • Increase student-teacher positive relationships

  • Increase of SWIS in order to make data-based decision

  • Teacher increase of Tier 1 practices through use of calendar

Family Engagement

The importance of having an increased family engagement connection is to support a home-school connection

  • 2023-Latinx community coffee with Principal and FLP
  • 2022-current monthly PBSES note in family bulletin sent weekly
  • 2023- Family Literacy Night
  • General PTA presentations to families: (Parent-teacher conference tips, SIP goal, mission and vision, school-wide expectations)
  • To increase understanding of the core structure of school with families; PBSES, communication

  • To increase engagement with families of underserved communities

Tiered Team Structure

Tiered teams allow us to make data-driven decisions in behavior and academic areas

  • 2021-2022 Tier 2 intervention implemented based on action plan

  • Established:

    • Small groups: (targeted on October catch and BEISY)- Counselor & MTSS specialist

    • CICO-Check-in Check out (MTSS specialist)

    • Breaks are Better

  • Tier 1 team- monthly looking at SWIS data

Increase student academic and behavior through use of SWIS; and academic interventions identified through the use of regular data analysis with MTSS specialist

SIP Team & Final Review

  • Principal: Vanessa Garcia
  • Site Council/PTSA Review Date: January 2023
  • Supervisor Review: Susan Mundell
  • School Board Review Date: February 15, 2023

Leadership Team:  

  • Katherine Rudie, Kindergarten 

  • Rebecca Clark, 1st grade

  • Elizabeth Zyanya, 2nd grade

  • Megan O’Brian, -3rd grade

  • Stephanie Eggers, 4th grade

  • Kayla Harris, 5th grade

  • Jessica Harper, MTSS specialist

  • Amy Butson, Assistant Principal

  • Tracy Silva, LRC Teacher

  • Kris Coleman, PE teacher

  • Ann Wertz, T/LAP teacher

  • Renee Saucier, 4th grade/Equity Team lead

  • Laurie LaVassar, District literacy TOSA/IVE instructional specialist