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

Inquiry

1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice

2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action

3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan

4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence

5 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.

Link to ISD Elementary School Improvement Data Dashboard

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 3^rd-5^th 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

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

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

Allocation and IT support of levy funded technology
Distributed leadership and coaching through Ed Tech TOSAs and demonstration classrooms
Identification and promotion of high leverage uses of technology and the ISTE Standards
Professional development
- August ½ day PD launch
- Cycles of PD, implementation and reflection throughout the year

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

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

Success block integrated in master schedule
Screener/Diagnostic assessments to identify student learning needs
Really Great Reading (RGR) teacher training

Summer 2022

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

Data-based decision protocol and staff training
Developing Progress Monitoring tools, training
RELATED: Use of summer school and RFS materials to strengthen after school intervention programs focused on reading.
Technology Integration: i-Ready, 1^st 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 3^rd-5^th 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:

Screener-Benchmark assessment
Targeted supports and extended learning

2020-22: District-wide development of tiered supports

Mapping the uses for Eureka, Zearn and i-Ready materials as determined by assessed need
Selection team to explore, identify and pilot additional intervention materials

Summer 2022:

Use of i-Ready materials (digital and paper-pencil) to strengthen Summer School and ASAP programs.

2022-23 Installation and Implementation

Develop Tier 1 Training targets and plans for staff including:
- Creating a math community
- Establishing math practices
- Targeted Supports (addressing the continuum of learning needs)
Structuring Tier 1 Eureka Modules
Piloting Equip; a Eureka-aligned targeted support program (this is being applied in partnership with Clark Elementary focusing on groups with greater needs).
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

Proactive Classroom Management
PBIS Behavior Expectations and Acknowledgements
SEL / Second Step
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
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

Tiered Teams for PBSES
Piloting training at Clark, IVE and Sunset elementary through disproportionality plan

2022-23

Training for Tier 1 & 2 Teams focused on integrating PBSES and academic decision-making and problem-solving
Calibrating SWIS data collection
Baseline CR-TFI (all schools)

Impact: Evidence / Monitoring

Evidence of Implementation & Impact

Increase equitable outcomes in academics, discipline, special education referrals. Data monitored includes:

Baseline TFI Data
SWIS data, disaggregated
Academic data, disaggregated
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:

Tier 1: Feedback on the use of the data protocol to use data from district assessments to inform instruction.
Tier 2: Tiered teams’ records of the data used to make decisions about interventions

School-Based Action Plan

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

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

Impact: Evidence / Monitoring

Increase in reading achievement scores based on…
- i-Ready Overall Reading
- SBA Reading

Action: Comprehensive Assessment Planning

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

Implementation

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

Impact: Evidence / Monitoring

Increase student achievement
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

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

Impact: Evidence / Monitoring

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

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

To increase understanding of the core structure of school with families; PBSES, communication
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

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

Impact: Evidence / Monitoring

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:

Vanessa Garcia, Principal
Katherine Rudie, Kindergarten
Rebecca Clark, 1^st grade
Elizabeth Zyanya, 2^nd grade
Megan O’Brian, -3^rd grade
Stephanie Eggers, 4^th grade
Kayla Harris, 5^th grade
Jessica Harper, MTSS specialist
Amy Butson, Assistant Principal
Tracy Silva, LRC Teacher
Kris Coleman, PE teacher
Ann Wertz, T/LAP teacher
Renee Saucier, 4^th grade/Equity Team lead
Laurie LaVassar, District literacy TOSA/IVE instructional specialist

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.