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

Issaquah Valley 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.

Building Connections and Relationships

At IVE staff work intentionally on building and fostering positive relationships and connections with students and families. With a strong Tier 1 system we build a sense of community in the classroom with daily morning meetings, greetings at the door, weekly announcements with a focus on school-wide expectations, and character traits of the month. Another tool used at IVE is restorative practices. Staff use restorative practices for students to feel heard, valued, and respected. Building, sustaining, and being consistent with Tier 1 practices is key for students to feel a greater sense of belonging, engagement, emotional well-being, which will improve learning.

Inclusivity and Equity

Equity-driven practices help close achievement gaps by addressing the unique needs of each learner, ensuring that all students can succeed academically. Through the district equity department our staff engages and practices culturally responsive teaching. We ensure that all lessons reflect the backgrounds of our students. Through the work of our Equity Team, we create an environment where students see themselves whether it is through books in their classrooms or our school library. We invite families into classrooms to celebrate diversity and learn about what is important to their family through their celebrations and culture. Staff and students sign an equity pledge which is a meaningful way to show our community is focused on a commitment to kindness and inclusivity for all. Using district provided technology in our front office and at family events. The technology allows our staff to engage with our families in their preferred language. We provide interpreters at parent conferences, IEP meetings, etc. Partner weekly with our family partner liaison to support our families with registration, resources, and classroom support. Through this partnership we have started a video newsletter to communicate with our families that are Spanish speaking.

Classroom Interventions & Block Scheduling

Through a block schedule approach, we have created the opportunity for all grades levels to have access to targeted support, accommodations, and interventions. This allows for more targeted small group support with a success block for reading and math. This approach allows our students to receive the support (Learning Resource Center (LRC), Title I/Learning Assistance Program (TLAP), or Multilingual Learning (ML)) they need while staying within their classroom and not disrupting core instruction. The approach also enables the teachers and support staff to team more effectively to look at student data in order to best support students.

Collaborative Professional Learning Community

Classroom teachers, interventionists, and support staff work together in a collaborative environment and model a culture of teamwork and shared purpose for students. Ongoing collaboration and reflection lead to the implementation of high-leverage teaching practices, which directly enhance student achievement and well-being.

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.

In the coming year our school can leverage our school improvement plan through our ML students as we address
disproportionality. In 23-24, we had a 13% exit rate in comparison to 31% for the district. The continued stagnant growth of our students that are ML is highlighted as a pressing need. In result of this slow growth 12% of our students who are ML are overrepresented in our special education program. This has resulted in more pull-out services such as ML and LRC services. With the implementation of the Benchmark Advance curriculum, block scheduling and the collaboration of our ML teacher with the use of Benchmark Advance-Hello. We aim to support our ML students in targeted small groups during core instruction time. IVE is unique as we have a DL program which half their day is learning in Spanish and the other half is in English. This program has 50% of our ML students. Through the support of the district, we have allocated an ML teacher to work and support only our students in the program. This allows intentional planning and co-teaching with all the teachers in this program. This will also allow the ML teacher to monitor the growth and continued challenges of the students. As a school-wide focus on the growth of all our ML students. The leadership team is teaming up with the district TOSA to support the staff in developing goals for their ML students using the World-class Instructional Design and Assessment (WIDA) data and ELLevation tool.

Another opportunity we can leverage in our school improvement plan is our 3^rd grade students with disabilities in the area of phonics. There was a drop from 60% in 2023 to 36% in Spring of 2024, which led to 22% of students in this group passing on the ELA SBA in Spring 2024. In the Fall of 2024, 21% of students in 4^th grade are still not meeting standard in phonics, and 63% of students with disabilities are not meeting standard. In small pull-out services during success block time, students who qualify for reading services will be engaging in Really Great Reading curriculum during the student success block time. Students in 4^th grade who qualified for TLAP will also be pulled during success block time to work on phonics skills. All students will be assessed in January, to analyze growth or demonstrate more support.

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?

One of the most significant opportunities we can leverage through our school improvement plan is the use of data-driven decision making. By systematically analyzing disaggregated data in our tiered support teams and as a school, we can identify trends in student achievement, discipline, and attendance, particularly across different demographic groups. This detailed analysis will allow us to detect areas of disproportionality early and implement targeted interventions to address them.

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?

An area of growth identified through our Tiered Fidelity Inventory (TFI) is to continue to share SWIS behavior referral data with grade level teams to work towards consistency in referrals and response to behavior. SWIS data is given to grade levels monthly to review and go through a data protocol to look for trends, calibrate, and create an action plan for their grade-level.

Using this approach and having grade levels review their own student data and look for trends as a team empowers them to make decisions based on data. We submitted a grant to ISF last year for the on-line tool Character Strong. This platform gives developmentally appropriate activities and lessons to address what the grade-level may need.

Our Culturally Responsive Tiered Fidelity Inventory (CR-TFI) had our team set goals to create more authentic opportunities for positive reinforcement school wide. Using monthly character traits teachers are selecting students that have best demonstrated the trait on the month. Each student is recognized and celebrated with name in the announcements, picture on the bulletin in the main hallway, certificate, and extra recess.

Our CR-TFI, for Tier 2, is also an area where we set goals. Which was to seek guidance about how to best serve students in our Dual Language (DL) program. At the end of the 23-24 school year we partnered with Teaching and Learning to find a cut score that differs for students in DL. With the implementation of Benchmark curriculum-Adelante we can gather more data and assess in both languages in order to give us a better picture of each student in both languages.

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?

Our school is taking several proactive steps to disrupt predictable patterns and address disproportionality especially within our students identified as Multi-lingual (ML) learners. At IVE we have an overrepresentation of ML students in special education and have a low ML exit rate as assessed on the World-class Instructional Design and Assessment (WIDA). We have taken steps to begin to correct our data through the Tier 2 team being trained in the critical data process. Also, the staff understand this process and how they can best support the development of their ML students. We will have more staff professional development on using the ELLevation tool and how to use the Key Language Uses daily with all students.

We have also taken steps to best support our ML students enrolled in our Dual Language (DL) program since they represent over 50% of our students in this subgroup. An ML teacher has been assigned to only work with the ML students in the DL program. This model allows more co-teaching, co-planning with the classroom teacher. ML teachers are using Benchmark Advance-Hello, to support the students learning in reading.

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	76%	78%	80%	82%
BIPOC Focus Group	75%	69%	73%	77%
Students with Disabilities	60%	36%	48%	60%

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	64%	57%	62%	67%
BIPOC Focus Group	37%	33%	40%	50%
Students with Disabilities	32%	28%	35%	45%

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	80%	82%	84%
BIPOC Focus Group	74%	77%	80%
Students with Disabilities	84%	85%	86%

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 Grade-level release days to work with the implementation specialist on planning and watching modeled lessons DL consultant to release and work with DL teachers in August LID time, and 3 times throughout the year Training parents through a literacy event in the fall to learn about Benchmark Advance and how they can support literacy at home Teaming Grade-level teams meet and review Benchmark together along with teaming with implementation specialist DL consultant for Benchmark is working with DL teachers to implement curriculum and look at cross-linguistic planning Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaboration in planning the literacy blocks Resources Allocation Implementation specialist (district)- on campus with modeling lessons and planning with teachers 2 times a week Dedicated staff meeting time to training & collaboration Commitment of team meeting time ML and LRC staff in team meetings to support the planning for Benchmark and how they best do small groups in that block of time.	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
Multilingual Learners support	Teaming With support of ML TOSA our leadership analyzed ML exit rate data & ML/Sped student data Looked at WIDA and focusing on Speaking component ML teacher collaborating/co-teaching with DL teachers Training Leadership team looking at individual class data with ELLevation ML teachers in collaboration with classroom teachers to set goals for students Integrity of delivery Work with ML TOSA to identify barriers to access ELLevation Key language uses and how we incorporate them into our daily learning targets Resources ELLevation Dedicated PD and staff meetings to training and collaboration Time with grade-level and ML TOSA ML/TOSA to facilitate meetings	Intended Impacts Increase student passing rate on WIDA Decrease ML referrals to special education Increase in reading development Key Data WIDA i-Ready-Reading Attendance records Reviewing individual student growth Using Benchmark Advance-Hello knowledge checks
Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)	Teaming In August days, leadership review school-wide expectations and how we are presenting it and if additions/deletions need to be made Making signs, expectations, in Spanish Reviewing yearlong calendar to incorporate holidays, teachings, character trait per month testing windows, etc Presented and began to log-in and explore ISF grant program Character Strong-Purposeful People Monthly Cougars are Character Strong-recognition Cougar collab is used from Sept-Oct., to teach school-wide expectations Reward system- “Cougar awards”- Cougar store Training Leadership team will train staff New teacher on-boarding Para staff monthly training SWIS training Student implementation School –wide weekly announcements Teacher resources in TEAMS channel in Tier 1 handbook Classes earn class dojo points in class and specialists- coins in the pineapple after collecting every 50 points (classes come on weekly announcements) Resources Cougar awards TEAMS resources (ppt in English and Spanish) School-wide expectation signs in English and Spanish in all areas of school (hallways, bathroom, recess, etc.)	Intended Impacts Decrease in SWIS data Positive teacher Tier 1 survey Schoolwide support system Increased school engagement Foster a sense of belonging and kindness Positive and enriching school experience in emotional well-being and academics Key Data CR-TFI an assessment used to review the school's fidelity to Tier 1 practices SWIS referrals-monitor/grade-level/location/time/day/type of behavior and make plans Use of Character Strong resource Review and implement action plan develop after TFI is conducted in the Fall Class dojo points SAEBRS-
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Family Engagement Nights Family engagement nights like our literacy night, PTSA events will include resource sharing and opportunities for families to engage with staff and the community in a welcoming, inclusive environment. Multilingual Communication Weekly news bulletin sent to families Family liaison partner uses a video newsletter to share in Spanish to our families ILA- interpretation device used in front office to support families in the language needed ILA- device also used in family curriculum events in order for families to follow the presentation in preferred language Family Resources/support ISF tool 4 school Power packs for students SMBHC on site 3 days a week Social worker-works with families that need support with resources Pilot with Sound	Intended Impacts These events aim to foster trusting relationships between families and the school, empowering parents to actively participate in their child’s education. The goal is to remove barriers that prevent families from engaging with the school. These efforts are designed to ensure families that speak a language other than English feel welcomed and supported at school. Families can communicate with teachers and staff when supporting their child Key Data Increase in student attendance Increased participation in school events by families
Technology Integration	Assistive Technology Speech-to-text and screen readers are tools to help students with disabilities or language barriers to fully participate in learning, promoting inclusivity and equity. Multiple Ways to Engage in Learning Students are provided with access to eBooks through Benchmark and Epic, which may provide access to grade level reading comprehension instruction. Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing accessibility support. Intermediate students utilize Teams to support organization. Multiple Ways to Demonstrate Learning Tools such as Seesaw and Book Creator give students creative and more inclusive ways to express their learning and knowledge of content.	Intended Impacts Provide equitable access to learning by reducing barriers. Increase student engagement in learning. Continue teacher learning through optional building-based technology training. Key Data Learning platform/digital tool usage available through Clever. Track academic outcomes for students who are using technology as part of a tier 2 intervention. Track interest and attendance at optional building-based tech trainings. Resources Tech TOSA collaboration/support Ignite teacher

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
Grade-level release days to work with the implementation specialist on planning and watching modeled lessons
DL consultant to release and work with DL teachers in August LID time, and 3 times throughout the year
Training parents through a literacy event in the fall to learn about Benchmark Advance and how they can support literacy at home

Teaming

Grade-level teams meet and review Benchmark together along with teaming with implementation specialist
DL consultant for Benchmark is working with DL teachers to implement curriculum and look at cross-linguistic planning

Integrity of Delivery

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

Resources Allocation

Implementation specialist (district)- on campus with modeling lessons and planning with teachers 2 times a week
Dedicated staff meeting time to training & collaboration
Commitment of team meeting time
ML and LRC staff in team meetings to support the planning for Benchmark and how they best do small groups in that block of time.

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

Multilingual Learners support

Teaming

With support of ML TOSA our leadership analyzed ML exit rate data & ML/Sped student data
Looked at WIDA and focusing on Speaking component
ML teacher collaborating/co-teaching with DL teachers

Training

Leadership team looking at individual class data with ELLevation
ML teachers in collaboration with classroom teachers to set goals for students

Integrity of delivery

Work with ML TOSA to identify barriers to access ELLevation
Key language uses and how we incorporate them into our daily learning targets

Resources

ELLevation
Dedicated PD and staff meetings to training and collaboration
Time with grade-level and ML TOSA
ML/TOSA to facilitate meetings

Intended Impacts

Increase student passing rate on WIDA
Decrease ML referrals to special education
Increase in reading development

Key Data

WIDA
i-Ready-Reading
Attendance records
Reviewing individual student growth
Using Benchmark Advance-Hello knowledge checks

Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)

Teaming

In August days, leadership review school-wide expectations and how we are presenting it and if additions/deletions need to be made
Making signs, expectations, in Spanish
Reviewing yearlong calendar to incorporate holidays, teachings, character trait per month testing windows, etc
Presented and began to log-in and explore ISF grant program Character Strong-Purposeful People
Monthly Cougars are Character Strong-recognition
Cougar collab is used from Sept-Oct., to teach school-wide expectations
Reward system- “Cougar awards”- Cougar store

Training

Leadership team will train staff
New teacher on-boarding
Para staff monthly training
SWIS training

Student implementation

School –wide weekly announcements
Teacher resources in TEAMS channel in Tier 1 handbook
Classes earn class dojo points in class and specialists- coins in the pineapple after collecting every 50 points (classes come on weekly announcements)

Resources

Cougar awards
TEAMS resources (ppt in English and Spanish)
School-wide expectation signs in English and Spanish in all areas of school (hallways, bathroom, recess, etc.)

Intended Impacts

Decrease in SWIS data
Positive teacher Tier 1 survey
Schoolwide support system
Increased school engagement
Foster a sense of belonging and kindness
Positive and enriching school experience in emotional well-being and academics

Key Data

CR-TFI an assessment used to review the school's fidelity to Tier 1 practices
SWIS referrals-monitor/grade-level/location/time/day/type of behavior and make plans
Use of Character Strong resource
Review and implement action plan develop after TFI is conducted in the Fall
Class dojo points
SAEBRS-

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Family Engagement Nights

Family engagement nights like our literacy night, PTSA events will include resource sharing and opportunities for families to engage with staff and the community in a welcoming, inclusive environment.

Multilingual Communication

Weekly news bulletin sent to families
Family liaison partner uses a video newsletter to share in Spanish to our families
ILA- interpretation device used in front office to support families in the language needed
ILA- device also used in family curriculum events in order for families to follow the presentation in preferred language

Family Resources/support

ISF tool 4 school
Power packs for students
SMBHC on site 3 days a week
Social worker-works with families that need support with resources
Pilot with Sound

Intended Impacts

These events aim to foster trusting relationships between families and the school, empowering parents to actively participate in their child’s education.
The goal is to remove barriers that prevent families from engaging with the school.
These efforts are designed to ensure families that speak a language other than English feel welcomed and supported at school.
Families can communicate with teachers and staff when supporting their child

Key Data

Increase in student attendance
Increased participation in school events by families

Technology Integration

Assistive Technology

Speech-to-text and screen readers are tools to help students with disabilities or language barriers to fully participate in learning, promoting inclusivity and equity.

Multiple Ways to Engage in Learning

Students are provided with access to eBooks through Benchmark and Epic, which may provide access to grade level reading comprehension instruction.
Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing accessibility support.
Intermediate students utilize Teams to support organization.

Multiple Ways to Demonstrate Learning

Tools such as Seesaw and Book Creator give students creative and more inclusive ways to express their learning and knowledge of content.

Intended Impacts

Provide equitable access to learning by reducing barriers.
Increase student engagement in learning.
Continue teacher learning through optional building-based technology training.

Key Data

Learning platform/digital tool usage available through Clever.
Track academic outcomes for students who are using technology as part of a tier 2 intervention.
Track interest and attendance at optional building-based tech trainings.

Resources

Tech TOSA collaboration/support
Ignite teacher

School Improvement Team & Procedure Information

Principal	Vanessa Garcia
SIP Team Members	Dana Hunter- Assistant Principal Jessica Harper-MTSS specialist Anne Taylor-School counselor Aly Lamont-Tech TOSA Renee Saucier 4^th grade teacher/Equity lead Seble Fekade- LRC teacher Nora Armstrong- Kindergarten teacher Vickie Peick- 1^st grade teacher Renee Burton- 2^nd grade teacher Dana Macario- 3^rd grade teacher Krista Bir- 4^th grade teacher Kari Young- 5^th grade teacher Carolina Canedo- 3^rd grade DL teacher Amy Bettinger-Werner- TLAP
Supervisor Review	Susan Mundell- November 13, 2024
Site Council or PTSA Review	11/12/24
School Board Review	12/3/24

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Issaquah Valley 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