School Improvement Plan
What is a School Improvement Plan?
A School Improvement Plan (SIP) is a strategic blueprint that schools use to enhance student learning and improve educational practices. It outlines specific goals for improvement, actions to achieve those goals, and methods for measuring progress.
Key Points of a SIP:
- Goals: Clear objectives the school aims to achieve to enhance student outcomes.
- Actions: Steps and strategies the school will implement to reach its goals, based on research and effective practices.
- Monitoring: Regular review of progress with adjustments made to ensure the school stays on track toward its improvement objectives.
The purpose of a SIP is to provide a clear roadmap for schools to improve educational outcomes for all students, particularly focusing on eliminating disparities and ensuring equitable opportunities for every student.
Every school in Washington State is required to have a School Improvement Plan.
Monitoring and Adjusting:
A SIP is not set in stone. It's reviewed regularly, with progress monitored against the set goals and activities adjusted as needed to stay on track toward improvement.
Visit the Issaquah School District SIP website to learn more about SIPs.
District - School Improvement Plans
Achievement Goals
By the spring of 2024:
- Student achievement for all students in the area of English Language Arts will increase from 71.7% to 75% as measured by the spring 2024 Smarter Balanced Assessment.
- Student achievement for Black/African American students in the area of English Language Arts will increase from 54.5% to 60% as measured by the spring 2024 Smarter Balanced Assessment.
- Student achievement for Hispanic students in the area of English Language Arts will increase from 48% to 55% as measured by the spring 2024 Smarter Balanced Assessment.
- Student achievement for students with disabilities in the area of English Language Arts will increase from 23.7% to 30% as measured by the spring 2024 Smarter Balanced Assessment.
Guiding Questions
Reflecting on previous action plans
- What actions were successfully implemented?
- What was observed? What evidence did you use to determine impact?
- How did actions impact disproportionality and equity?
- What actions would you continue or change?
What actions were successfully implemented?
What was observed? What evidence did you use to determine impact?
How did actions impact disproportionality and equity?
What actions would you continue or change?
Backed by Data
Schools use multiple data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard.
School-Based Action Plan
Action | Implementation | Impact: Evidence/Monitoring |
---|---|---|
Increase student voice | Students on Tier 1 team, continue student clubs, offer peer support opportunities (Leadership class partnering with LRC2 class) | Improve student engagement, resulting in improved academic achievement in reading comprehension. Measured by the Smarter Balanced Assessment (SBA), i-Ready assessment, and academic grades. Also aims to improve score on the Culturally Responsive Tiered Fidelity Inventory by enhancing “student voice.” |
Professional development focused on explicit and intentional instruction | Provide professional development during staff meetings. Examine achievement data at Team Leader meetings, department meetings, and staff meetings. Review data with staff during evaluation meetings. | Improved academic achievement in reading comprehension. Results measured by the Smarter Balanced Assessment (SBA), i-Ready assessment, and academic grades. |
Targeted intervention for improved reading comprehension | Offer Read 180 courses for all three grade levels. | Improved scores on i-Ready assessments. |
Increase parent/guardian voice | Solicit parent/guardian input through surveys and informal conversations. Hosting Hispanic family events in their home language. | Increased awareness of systems and practices noted in survey data. Aims to improve score on the Culturally Responsive Tiered Fidelity Inventory by enhancing “parent voice.” |
i-Ready | Used in all English Language Arts (ELA), Social Studies, and Science classes to inform instruction. | Examine achievement and stretch growth goal data throughout the school year. Improve academic achievement in reading comprehension. Results measured by the Smarter Balanced Assessment (SBA), i-Ready assessment, and academic grades. |
SIP Team & Final Review
- Site Council/PTSA Review Date: January 19, 2023
- Supervisor Review: Sherri Kokx , January 6, 2023
- School Board Review Date: March 1, 2023
- Leadership Team:
- Crystal Weik, Principal
- John Gardiner, Assistant Principal
- Kristin Beasley, Counselor Team Leader
- Bree Chang, Science Team Leader
- Ben Coyne, Sixth Grade Team Leader
- Randee Kissinger, Equity Team Leader
- Heather Foltz, English Language Arts Team Leader
- Angela Louser, Student Support
- Dawn Graham, PBSES Team Leader
- Carin Redmon, Social Studies Team Leader
- Stephanie Tolonen, Seventh Grade Team Leader
- Andrea Van Horn, Special Education Team Leader
- Stephanie Siler, Co-Eighth Grade Team Leader
- Dawn Richardson, Co-Eighth Grade Team Leader
- Ron Ciraulo, Math Team Leader
- Steve Wessel, Electives Team Leader
- Joan Siegfried, Assistant to the Principal