School Improvement Plan
Issaquah Valley Elementary
School Improvement Plan, 2022-23
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Is annually approved by the school board
- Is a product of collective inquiry, led by the principal with school staff and in collaboration with district staff:
Collective
Inquiry1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence5 Monitoring
What does the evidence tell us about our implementation and the efficacy of the selected strategies?
Product: Feedback
Adapted from DuFour & Eaker and Lipton & Wellman
- Recognizes the impact of non-academic factors on student learning and wellbeing
- Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjusting
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
- Integrates the OSPI-identified 9 characteristics of successful schools:
- clear and shared focus
- high standards and expectations for all students
- effective school leadership
- high levels of collaboration and communication
- curriculum, instruction, and assessments aligned with state standards
- frequent monitoring of learning and teaching
- focused professional development
- supportive learning environment
- high levels of family and community involvement
Staff certification and demographic information is available for each school at the OSPI School Report Card Home
Reflection on Previous Year School Improvement Plan
In this section reflect briefly (1-2 pages) on your prior School Improvement Plan and implementation.
Guiding Questions
- What actions were successfully implemented?
- What impact was observed (or not)? What evidence did you use to determine impact?
- How did actions impact disproportionality and/or engagement with families of disproportionally impacted population?
- What actions would you continue? What actions would you change? Why?
As our leadership team began to examine the data and identify the goals for Issaquah Valley Elementary (IVE), we took time to reflect on our previous year's SIP. As a team, in groups, we discussed actions that were successfully implemented last year that impacted our school-wide goal in reading. These actions included:
- Professional Development for teachers on the use of i-Ready throughout the year
- Building time into building schedule for a 30-minute reading Success Block (RGR instruction time was used during Success Block time)
- WTW (Words Their Way) was implemented in all grade levels
- Small group instruction provided multiple times a week using i-Ready tools, WTW
- RGR (Really Great Reading) instruction was implemented for students who qualified using i-Ready diagnostic tool
- Goal-setting using i-Ready with Tier 2 students in grades 3-5 with classroom teacher, in partnership with our instructional coach
- Providing staff meeting time for grade levels to review and analyze data, and set instructional groupings
- Instructional coaching for data collection, intervention matching, modeling lessons
- TLAP, ELL, instructional coach, and LRC teachers providing direct instructional support and consultation
- Accessibility of technology (1:1 for grades 3-5)
- Use of GLAD resources through building GLAD lead and ELL teachers
These actions increased the teacher's ability to use and implement district instructional tools and resources. Success Blocks were implemented and used to support readers at different levels. WTW and RGR groups were set for this time MTTHF. The use and access of technology in classrooms allowed classroom teachers to use i-Ready extended learning resources, such as MyPath, teacher assigned lesson, and tools for instruction in part of their success block time. Grade levels used time with the instructional coach to work on intervention matching at grade level team meetings.
Evidence of impact was observed in our i-Ready final diagnostics. From fall to spring over 10% of students moved out of Tier 3 level of concern, and we had over 70% of our students in Tier 1 by the end of 21-22. We are beginning this year with a smaller percentage of students in Tier 3 and more students in Tier 1 than in the fall of 2021. Our leadership team reflected that the use of RGR, Benchmark, and Heggerty are all supporting our students in phonological awareness and phonics development. As our teachers have attended Reading Foundational Skills and i-Ready PD, their level of knowledge and implementation is stronger, and we are seeing more results due to using these instructional materials with fidelity.
We also identified conditions that impact students from groups with disproportionality. If students qualified for an RGR group, they might not have time in the day to complete i-Ready Mypath or targeted lessons. The accessibility to technology outside of school is limited for some students, impacting the ability of those families to support their student work on i-Ready at home. Also, consistency of sharing i-Ready results with families in a manner that is meaningful impacted groups with disproportionalities. Noting that initially, not all teachers were engaging students in goal-setting, our instructional coach worked with teachers and modeled student goal setting with Tier 2 students. This resulted in expanded use of this high-leverage practice.
As a team we decided that most of our actions from last year should continue. We believe another year will strengthen the knowledge and application of i-Ready and will increase the efficacy and efficiency of the delivery and management of Success Blocks and intervention matching.
The team generated additional actions such as:
- Goal-setting with all students using MyPath
- Expanding use of RGR for small group instruction in general education classes
- WTW delivery to students: stronger and more intentional for the students who did not qualify for RGR
- Increase use of language development and GLAD strategies with MLL newcomers, i.e. intentional vocabulary study
- Fidelity of small group instruction
- Using Heggerty in MLL small groups
- Family friendly i-Ready parent report with suggestions family can support at home
- Family literacy night
- Continue to provide time for grade levels to plan since there is not an instructional coach to support with lesson modeling, support analyzing data, and assigning targeted lessons for students
- Continue to strengthen our Tier 1 academic and behavior practices and use Tier 2 to identify students and support classroom teachers with intervention matching (CICO, breaks are better, more small group time, goal- setting with student)
- Support staff/paraprofessionals who can speak and deliver instruction in Spanish for our DL students
Our team is proud of our students and teachers. The growth they made last year was important after 2 years of COVID. We have seen more learning gaps in students since then, but we believe the actions we have taken we can strengthen our students' achievement in reading.
Examining the Data
This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality.
The Washington School Improvement Framework (WSIF) is provided by the state as part of the OSPI School Report Card to inform and guide school improvement goals and action plans. School SIP teams use additional 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, aligned to the WSIF.
Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
In early August, IVE’s Leadership Team determined to continue to examine growth in the area of reading. The Team found that the data indicated we should continue to focus on growth in Reading Foundational Skills, by increasing the effective use of the newly adopted curricula, the use of i-Ready as a diagnostic tool, and the Success Block structure. The goal was determined due to the percentage of students not meeting Benchmark on i-Ready and identified using the SBA data for our gap-closing student subgroups.
The Leadership Team reviewed SBA data from 2019-2022, WSIF ELA proficiency data, and 2022 i-Ready reading proficiency.
Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.
IVE’s leadership team in studying the SBA data from 2019-2022, WSIF ELA proficiency, and 2022 i-Ready reading proficiency identified that our students who identify as MLLs, Hispanic/Latinx, Low-income, and students with disabilities are still significantly below standard.
Possible root causes for the disproportionality with the below groups can be:
- For our MLL students, a lack of language development, many of our MLL students are newcomers
- Existing MLL students are not exiting at a quick rate
- Need for more MLL support in all classrooms, eg. GLAD
- Many of our MLLs are in the Dual Language program; learning 2 academic languages
- For our Latinx, low-income students, students with disabilities, barriers include the following:
- Language barriers
- Literacy proficiency in native language
- Engaging in grade-level content
- Social emotional needs
- Basic needs
- School/home relationship
Rates of Proficiency:
MLL students – 6.7%
Hispanic/Latinx students – 32.7%
Low-income students – 28.8%
Students with disabilities – 26.7%
Goal Setting
This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented and timely (SMART) school-wide achievement goal(s)
School-Wide Achievement Goal(s)
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.
Disproportionality Goal(s)
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.
District-Wide Action Plan
What systemic (district-wide) research-based strategies will be implemented in support of achievement and disproportionality goals?
Multi-Tiered Systems of Support (MTSS) is a proactive framework to improve outcomes for each and every student through a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.
MTSS employs a team-driven, data-based, problem-solving approach; components of which include early interventions, a comprehensive assessment system, and common assurances around the highest leverage instructional, intervention, and assessment practices.
MTSS Theory of Action: In order to result in ALL holding a sense of belonging and to effectively foster equitable outcomes for students, we will articulate a clear vision and implement with fidelity a strategic plan for a comprehensive MTSS framework that provides an environment in which to thrive that is consistent, predictable, and inclusive of the strengths and needs of all, by supporting adults with resources, training and leadership.
First stages of systemic implementation of MTSS at the Elementary School are summarized in the following areas:
- Installation of Tier 1 High Leverage Practices
- Implementation of targeted supports and intensive interventions
- Continued installation of a Tiered Team structure and data-based decision-making
Installation of Tier 1 High Leverage Practices
Tier 1 High Leverage Practices are the evidence-based practices that have been proven, when used with integrity, to increase academic achievement and social-emotional learning competencies. Clearly articulating High Leverage Practices and integrating the practices into all instructional systems, including new instructional material selections, professional development and accountability, is a foundational component of an MTSS framework.
At the elementary level, implementation of High Leverage Practices focuses on integration with existing curriculum and explicit articulation of the High Leverage Practices in curriculum maps. Teacher professional development focused on strategies and resources for strengthening instruction and intervention using existing instructional materials and the High Leverage Practices. From spring 2020 through the fall of 2022, several factors affected the implementation of Tier 1 curriculum including:
- Shifts in modality of instruction from in-person to remote to hybrid and back to in-person
- Introduction of supplementary instructional tools such as i-Ready, Learning Ally
- Varied adjustments made to address the need for recovery learning
- Limited capacity for professional development due to constraints on substitute release availability and need for training on COVID-19 mitigation
- Significant staff changes causing the reconstitution of many grade level teams
As a result, the focus of strengthening Tier 1 instruction for the 2022-23 school year includes the following:
- Integrity of instruction. Re-enforce the consistent alignment of instruction to the ISD elementary Scope & Sequence, with explicit integration of the High Leverage Practices.
- Instruction Matching. Focus on training on core curriculum structures, standards and materials for differentiation/universal design to meet the continuum of learning needs.
Together, this focus seeks to build the capacity of and consistency of the strategic, intentional use of research-based practices, applied with the professional judgement of teachers, to meet the needs of students as determined through both observation and validated assessments.
Based on analysis of assessment results, program strengths included strong growth in reading comprehension when fluency and strong foundational skills are established. Students experiencing gaps often demonstrated weaknesses in foundational skills. A similar pattern may be emerging in math. Therefore, recovery learning and strengthening Tier 1 instruction, as well as interventions, focuses first on Reading Fluency/Foundational Skills in literacy and Numbers and Operations in math.
Note on literacy and math focus school SIPs
ISD department staff and school teams will collaborate to develop systems, structures and professional development that eventually can be scaled up to all schools. During this SIP cycle, 8 elementary schools will have math-focused improvement plans and 8 elementary schools will have literacy-focused improvement plans. The district-wide action plans below describe actions in both literacy and math, with the understanding that some actions will apply to all schools and some actions will apply initially to schools based on the focus area of their improvement plan with the intention of scaling actions to all schools in the long term.
- Action: Integration of High Leverage Practices
- Action: Comprehensive Assessment Planning
- Action: Technology Integration
Action: Integration of High Leverage Practices
Reviewing, adjusting and training on current curricular and teacher support materials to ensure High Leverage Practices are effectively integrated and explicitly linked to class structures and instructional routines promotes a clear and consistent implementation of our instructional program while empowering teachers to use their professional judgement in applying evidence-based practices to strengthen teaching and learning.
Implementation
2022-23
- Scope & Sequence alignment
- Re-alignment of Scope & Sequence to integrate High Leverage Practices
- Introduction and training on new common curriculum map
- Development of reading learning progressions (success criteria, developed in collaboration with the Literacy Adoption Committee)
- Introductory professional development High Leverage Practices for Tier 1, including:
- Additional sessions on Trauma Informed Practices
- PD days with Rosetta Lee on Culturally Responsive Practices
- District-provided menu of PD through
- i-Ready, Canvas modules, & department staff
- Content professional development focus on deepening the use of instructional approaches and materials to meet the continuum of student learning needs, including the following:
- Blending Eureka, Zearn and i-Ready to identify and address learning needs in math
- Integration of Reading Foundational Skills strategies and materials, i-Ready scaffolds for reading comprehension, core curriculum, guided reading and reading/writing workshop
Impact: Evidence / Monitoring
Re-establishing integrity of the ISD Scope & Sequence with explicit and intentional integration of High Leverage Practices will increase overall achievement in literacy and math as evidenced by i-Ready and SBA scores.
Evidence of Implementation:
- Identification of High Leverage Practices in Scope & Sequences for Tier 1 instruction
- Professional Development implementation and feedback
Research indicates that the effective use of assessment to inform instruction (teacher analysis and use with students to set learning goals) has a high impact on learning, as would be evidenced by increases in cohort achievement scores and in the targeted domains, particularly in students receiving interventions.
Action: Comprehensive Assessment Planning
The use of screeners, progress monitoring and benchmark assessments, along with strengthening our use of curriculum embedded formative and summative assessments empowers teachers to identify specific learning needs and match instructional approaches and materials to the needs of groups and individual students and empowers data-based decision-making.
Implementation
2022-23
- Scope & Sequence alignment
- Re-alignment of Scope & Sequence to integrate High Leverage Practices
- Introduction and training on new common curriculum map
- Development of reading learning progressions (success criteria, developed in collaboration with the Literacy Adoption Committee)
- Introductory professional development High Leverage Practices for Tier 1, including:
- Additional sessions on Trauma Informed Practices
- PD days with Rosetta Lee on Culturally Responsive Practices
- District-provided menu of PD through
- i-Ready, Canvas modules, & department staff
- Content professional development focus on deepening the use of instructional approaches and materials to meet the continuum of student learning needs, including the following:
- Blending Eureka, Zearn and i-Ready to identify and address learning needs in math
- Integration of Reading Foundational Skills strategies and materials, i-Ready scaffolds for reading comprehension, core curriculum, guided reading and reading/writing workshop
Impact: Evidence / Monitoring
Re-establishing integrity of the ISD Scope & Sequence with explicit and intentional integration of High Leverage Practices will increase overall achievement in literacy and math as evidenced by i-Ready and SBA scores.
Evidence of Implementation:
- Identification of High Leverage Practices in Scope & Sequences for Tier 1 instruction
- Professional Development implementation and feedback
Research indicates that the effective use of assessment to inform instruction (teacher analysis and use with students to set learning goals) has a high impact on learning, as would be evidenced by increases in cohort achievement scores and in the targeted domains, particularly in students receiving interventions.
Action: Technology Integration
Tech integration provides equitable opportunities to learn critical technology skills and tools while enhancing learning as students access, engage with, create, and produce using technological tools.
Implementation
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Allocation and IT support of levy funded technology
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Distributed leadership and coaching through Ed Tech TOSAs and demonstration classrooms
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Identification and promotion of high leverage uses of technology and the ISTE Standards
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Professional development
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August ½ day PD launch
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Cycles of PD, implementation and reflection throughout the year
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Impact: Evidence / Monitoring
Evidence of Implementation & Impact:
Tech integration with the installation of a 1:1 system will be monitored through engagement/surveys of staff, students and families to determine the following:
- Student use of technology to manage learning
- Student use of technology appropriate to purpose
- Student knowledge of and application of safe-use strategies
- Student opportunities to support, extend, or deepen learning through use of technology
Implementation of Targeted Supports and Intensive Interventions
- Action: Reading Foundational Skills (RFS) Success Block
- Mathematics Tiers of Support & Intervention
- Positive Behavior Social Emotional Support (PBSES)/Behavioral Supports and Interventions
- Additional Program Supports:
Action: Reading Foundational Skills (RFS) Success Block
A 20 to 30-minute instructional block at each grade level using assessment data for re-grouping across grade levels to provide targeted instruction and intervention in Reading Foundational Skills.
Rationale
K-4 ELA Menu of Best Practices for MTSS and the CC ELA standards emphasizes the importance of strong early literacy development organized around six building blocks of literacy, starting with a structured, differentiated approach to foundational skills.
Implementation
2020-21: Exploration and selection of instructional model including:
- Adoption of RFS instructional materials
- Selection of early literacy screener (i-Ready)
2021-22: Installation of Success Block and Initial Implementation
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Success block integrated in master schedule
- Screener/Diagnostic assessments to identify student learning needs
- Really Great Reading (RGR) teacher training
Summer 2022
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Use of RFS and i-Ready materials to strengthen summer school programs
2022-23: Initial to Full Implementation of the RFS model of Success Blocks
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Data-based decision protocol and staff training
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Developing Progress Monitoring tools, training
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RELATED: Use of summer school and RFS materials to strengthen after school intervention programs focused on reading.
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Technology Integration: i-Ready, 1st grade RGR Playground (targeted), Words Their Way digital tools.
Impact: Evidence / Monitoring
Evidence of Impact:
Increased reading fluency with comprehension as evidenced by:
- Progress monitoring data from Really Great Reading and Words Their Way spelling inventories
- K-3 phonics scores on i-Ready (3x/year)
- Spring 3rd-5th grade SBA ELA & i-Ready reading scores
- All assessments reported for:
- All schools, all students
- Groups experiencing disproportionality
- Students receiving interventions
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 learners.
Implementation
2019-20: Pilot of i-Ready resources for:
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Screener-Benchmark assessment
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Targeted supports and extended learning
2020-22: District-wide development of tiered supports
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Mapping the uses for Eureka, Zearn and i-Ready materials as determined by assessed need
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Selection team to explore, identify and pilot additional intervention materials
Summer 2022:
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Use of i-Ready materials (digital and paper-pencil) to strengthen Summer School and ASAP programs.
2022-23 Installation and Implementation
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Develop Tier 1 Training targets and plans for staff including:
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Creating a math community
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Establishing math practices
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Targeted Supports (addressing the continuum of learning needs)
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Structuring Tier 1 Eureka Modules
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Piloting Equip; a Eureka-aligned targeted support program (this is being applied in partnership with Clark Elementary focusing on groups with greater needs).
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Implementing/Expanding Title I math interventions centered on Bridges math curriculum.
Impact: Evidence / Monitoring
Evidence of Impact:
Increase in math achievement scores based on…
- i-Ready Number and Operations
- i-Ready Overall Math
- SBA Math
All assessments reported for:
- All schools, all students
- Groups experiencing disproportionality
- Students receiving interventions
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.
4 Core components
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Proactive Classroom Management
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PBIS Behavior Expectations and Acknowledgements
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SEL / Second Step
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Positive Relationships
Implementation
Training:
- Trauma Informed Practice
- Implementation and Calibration of School-Wide Information System (SWIS) (2019-20 installed)
- Behavioral interventions
- Continued training to use strategies in classroom and intervention
Support focused on teams, based on building needs
- Consulting with principals,
- Providing a padlet of resources
Impact: Evidence / Monitoring
Evidence of Impact:
Decrease in behavioral incidence for identified individuals and their development of self-management skills as monitored through:
- BEISY
- SWIS
- Discipline Data
- Behavior GT referrals
Evidence of Implementation:
- Early identification of risk-factors
- Tiered Teams minutes/notes / files
- Culturally Responsive Tiered Fidelity Inventory (CR-TFI) action plans
Additional Program Supports:
Continued support for targeted support and intervention programs support school implementation of MTSS.
Implementation
Programs providing additional support for specifically identified students and families:
- ELL/MLL (Multi-Lingual Learners) Program. In 2022-24, continuing implementation/transition to WIDA, a more inclusive approach to MLL service, which includes a parent advisory
- Special Services Programs (LRC 1&2, Early Learning programs)
- Family Partnership Liaisons
Impact: Evidence / Monitoring
Evidence of Implementation:
- Family engagement records, advisory records
Continued Installation of Tiered Teams and Data-based Decision-making
Tiered Team Structure
Tiered Teams provide a structure for data-based decision-making to guide program decisions and the determination of interventions for individual students.
Implementation
Pre-2022-23
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Tiered Teams for PBSES
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Piloting training at Clark, IVE and Sunset elementary through disproportionality plan
2022-23
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Training for Tier 1 & 2 Teams focused on integrating PBSES and academic decision-making and problem-solving
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Calibrating SWIS data collection
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Baseline CR-TFI (all schools)
Impact: Evidence / Monitoring
Evidence of Implementation & Impact
Increase equitable outcomes in academics, discipline, special education referrals. Data monitored includes:
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Baseline TFI Data
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SWIS data, disaggregated
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Academic data, disaggregated
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Special Education referrals, disaggregated
Data-Based Decision-Making
Data-based decision-making includes the use of data protocols for teams to review screener and progress- monitoring data.
Implementation
2022-23
- Screener assessments:
- i-Ready Reading & Math
- BEISY (possible re-evaluation of social-emotional screener assessments)
- Initial implementation of data protocols for tiered teams
- Initial implementation of data protocols for academic and behaviors data at teacher and school instructional teams
- October NSD use of data protocol with literacy data
- Exploration of data systems and tools to make use of data more accessible to all users
Impact: Evidence / Monitoring
Evidence of Implementation:
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Tier 1: Feedback on the use of the data protocol to use data from district assessments to inform instruction.
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Tier 2: Tiered teams’ records of the data used to make decisions about interventions
School-Based Action Plan
What additional or specific research-based strategies will be the focus of implementation to achieve school-wide goals? Or describe how your school is implementing systemic action listed above. Indicate elements targeted (not school-wide) to address disproportionality.
IVE staff have committed to the district actions above as the core of our SIP Action Plan. The following highlights a few additional areas of emphasis for our team.
Action: 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.
Implementation
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Shared commitment to using i-Ready tools- MyPath
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Professional Development with i-Ready consultant: analyze reports
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Literacy TOSA at IVE weekly for teacher support in small groups, differentiation
Impact: Evidence / Monitoring
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Increase in reading achievement scores based on…
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i-Ready Overall Reading
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SBA Reading
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Action: Comprehensive Assessment Planning
F & P assessments used to inform reading curriculum, as another data point
Implementation
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Grades 1-5; beginning/end of year and throughout as a progress monitoring tool
Impact: Evidence / Monitoring
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Increase student achievement
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Support & guides students/teachers with individual reading selections
Action: 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
Implementation
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In 2022-2023, As part of Tier 1 Team action plan from 2021-2022 CR-TFI
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Building school-wide expectations:
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Cougar Code (English and Spanish-posted on every classroom & at outer entrances)
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Mystery reveal, cougar frenzy, postcard writing (admin read them to whole class)
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Class dojo points (class and specialists)
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School-wide celebration
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Weekly morning announcements with admin to model daily check-in and reinforce school-wide expectations
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Building a year calendar of Tier 1 practices throughout the year
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Morning meeting and greetings at the door (school-wide expectation in all classrooms)
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Continued PD of classroom teachers and para using SWIS
Impact: Evidence / Monitoring
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Increase student-teacher positive relationships
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Increase of SWIS in order to make data-based decision
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Teacher increase of Tier 1 practices through use of calendar
Action: Family Engagement
The importance of having an increased family engagement connection is to support a home-school connection
Implementation:
- 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)
Impact: Evidence / Monitoring
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To increase understanding of the core structure of school with families; PBSES, communication
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To increase engagement with families of underserved communities
Action: Tiered Team Structure
Tiered teams allow us to make data-driven decisions in behavior and academic areas
Implementation
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2021-2022 Tier 2 intervention implemented based on action plan
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Established:
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Small groups: (targeted on October catch and BEISY)- Counselor & MTSS specialist
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CICO-Check-in Check out (MTSS specialist)
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Breaks are Better
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Tier 1 team- monthly looking at SWIS data
Impact: Evidence / Monitoring
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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
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Principal: Vanessa Garcia
- Site Council/PTSA Review Date: January 2023
- Supervisor Review: Susan Mundell
- School Board Review Date: February 15, 2023
- Leadership Team:
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Vanessa Garcia, Principal
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Katherine Rudie, Kindergarten
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Rebecca Clark, 1st grade
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Elizabeth Zyanya, 2nd grade
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Megan O’Brian,
-3rd grade -
Stephanie Eggers, 4th grade
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Kayla Harris, 5th grade
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Jessica Harper, MTSS specialist
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Amy Butson, Assistant Principal
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Tracy Silva, LRC Teacher
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Kris Coleman, PE teacher
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Ann Wertz, T/LAP teacher
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Renee Saucier, 4th grade/Equity Team lead
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Laurie LaVassar, District literacy TOSA/IVE instructional specialist