School Improvement Plan

Highlight 3-5 strengths of your school and how those strengths foster belonging, wellbeing and learning.

At Grand Ridge, our strengths collectively create an inclusive and supportive school culture that promotes student success on multiple levels.

The following strengths significantly foster a sense of belonging, well-being, and enhanced learning in several ways:

1.     Our Student-First Focus

All of our staff, regardless of individual roles, take a student-first focus.  Our staff regularly use strengths-based language when talking about students and seek out the expertise of, and partnership with, other staff in the building who may serve in different roles.

• Fosters Belonging: Our student-first approach ensures that every student feels valued and understood. Teachers prioritize building strong individual relationships with students, making them feel seen and supported.
• Supports Well-being: The emphasis on students' needs helps our staff identify potential challenges early, allowing for timely intervention and support.
• Enhances Learning: Our students know their teachers are invested in their success, so they are more motivated and engaged. Personalized instruction, through differentiation and a UDL focus, ensures that academic needs are met, leading to more meaningful and impactful learning experiences.

2.     Our Diverse Student Population

Grand Ridge takes great pride in its diverse student population.  For the 2024-2025 school year, our school is comprised of 72% Students of Color (BIPOC) and 28% Students who are White.  Our diversity is increasing with our outgoing 5^th grade population (64% BIPOC; 36% White) as compared to our incoming Kindergarten population (86% BIPOC; 14% White).  (Data taken from P223, October 2024).  Grand Ridge, as a school, is more diverse than the Issaquah School District (59% Students of Color and 41% Students who identify as White).

• Fosters Belonging: Our diverse student body allows students to see themselves reflected in their peers and fosters a sense of inclusion. Celebrating various languages, ethnicities, and cultures makes our students feel proud of their heritage and fosters mutual respect.
• Supports Well-being: In a diverse environment like Grand Ridge, students are exposed to different perspectives, which promotes empathy and understanding. This sense of inclusivity enhances emotional safety and well-being.
• Enhances Learning: Grand Ridge’s diversity enriches the learning environment by exposing students to a range of perspectives and ideas. It encourages critical thinking and global awareness, better preparing our students for life beyond school.

3.     Veteran Staff

We have a veteran staff, as defined by low turnover.  This has allowed us, as a collective group of educators, to facilitate vertical conversations about students over time.  We are able to focus on what does/does not work for our Tier 1 students, and to talk deeply about what will ultimately support our Tier 2 and Tier 3 students. 

• Fosters Belonging: Our experienced teachers bring stability and consistency to Grand Ridge. They build long-lasting relationships with students and families, creating a sense of community and trust.
• Supports Well-being: Our veteran staff often have refined skills in managing classroom dynamics, promoting a calm and supportive atmosphere. They can better recognize and respond to student needs, whether academic or emotional.
• Enhances Learning: With years of experience and low turnover, the Grand Ridge staff is adept at differentiating instruction and employing effective teaching strategies that accommodate various learning styles, leading to improved student outcomes.

4.     Our Strong School-to-Home Connections

Our teachers send out regular communication to families, highlighting what is being taught in the classroom.  Teachers use an “ask me about” approach, providing sentence stems for families so that they may ask their students specific content-related questions when at home.  Teachers use a variety of methods to communicate with families; from classroom-based emails to individual emails that are student/family-centered, phone calls, in-person meetings and a variety of volunteer opportunities.  Our teachers consistently use translation tools for families whose language of origin needs to be accommodated in order to have effective and invitational communication.  If our staff find that a student is being supported outside of the school (by a counselor or therapist, for example), they work in partnership with the family and the outside support system to use common vocabulary with the student so the student feels supported and understood.

• Fosters Belonging: Our focus on close communication and our partnerships with families make students feel like they are part of a cohesive support system. Strong family involvement builds a sense of unity between home and school.
• Supports Well-being: When schools work closely with parents, it ensures that student well-being is prioritized both inside and outside the classroom. Early and ongoing communication allows for more proactive support.
• Enhances Learning: When our parents are actively involved in their child’s education, our students receive reinforcement of academic concepts and values at home. This collaboration enhances the overall learning experience and well-being of the child.

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.

1.        Uneven phonics scores & progress

 In looking at our phonics scores (ISD Strategic Plan, Phonics passing rate for 3^rd graders), we note that we are currently performing with an 80% passing rate for all students.  Our BIPOC phonics passing rate is at 73% and our Students with Disabilities (SWD) passing rate is <50%.  When taking a deep dive to look at our phonics scores to determine what our next steps should be to increase our passing rate and close our gaps, we note that our scores are very uneven (see 3^rd Grade Cohort Performance Over Time graph) over the course of the year for all students (disaggregated for BIPOC and SWD, as well).  There are peaks and valleys in our scores that do not necessarily mirror the trajectory of the ISD 3^rd grade scores.  While there may be incremental growth over time (fall to fall, winter to winter, spring to spring, for example), we are using this year to take data to determine if with the new adoption of the Benchmark Literacy program, we can bring our scores in more close alignment with the district’s scores, meaning we are looking for an upward overall trajectory for all groups; All students, BIPOC students and SWD.

2.       Making our Tier 2 cycle more systematic through continuous data analysis

We have consulted with Richelle (Shelly) Ward for the past two years on the practices that our Tier 2 team currently has in place and how we can improve our systems. 

STRENGTHS: 

• We are a student-focused, gap-closing team.
• We have staff representation on the team:  School Psych, Counselor, LRCI Teacher/s, Assistant Principal, Principal
• We provide Check-in/Check-out (CiCo) for students, as necessary
• We determine interventions for students

AREAS of GROWTH:

• We continue to work on a systematic way to provide CiCo for students (3 SWIS referrals over 3 weeks)
• We continue to work on keeping the process moving (a timekeeper to keep us to less than 5 mis/student, for example)
• We continue to work on knowing when to “archive” support for students
• We continue to work on a solid academic intervention cycle (focus has been primarily on behavior and SEL, with interventions more robustly developed for these two areas).
• We continue to work on Tier 2 as a “system” rather than as an anecdotal round table

Describe 2-3 opportunities in the coming years your school can leverage for this school improvement plan and to address disproportionality?

Data-Driven Instruction

• We use assessment data to identify gaps in performance across subgroups.  We disaggregate our data to:
  • determine who needs the support
  • do a systems check
    • why are students qualifying?
    • are there hidden biases in the data being collected?
    • are we using assessment tools that are aligned with the gap closing work we are doing?
• We implement differentiated instruction based on this data to meet the needs of individual students, offering student-focused learning opportunities. We accomplish this through UDL, working as a multidisciplinary team to provide 360 support for our striving students and through regularly monitored intervention cycles (Tier 2 supports and Specially Designed Instruction, for example).
• We regularly track progress through formative assessments (i-Ready Fall/Winter/Spring and Benchmark assessments, for example) and adjust our instructional strategies accordingly.

Targeted Interventions and Support

• We use a combination of small group and/or one-on-one tutoring through ongoing intervention cycles to address specific academic gaps. Classroom-based teachers, as well as our support staff (ML teacher, Special Ed teachers and Paras, Literacy Intervention Specialist, TLAP Teacher, Tech Specialist, for example) work together to provide ongoing interventions and small group learning opportunities for our students who need it the most.
• We offer our ASAP after-school academic support programs that focus on foundational skills in literacy and numeracy for students struggling to meet benchmarks.  We have focused on math in most recent years, providing intensive bi-weekly instruction for our students through a 6-week intervention cycle, to support students in small groups as we work to close the gap.  We have focused on promoting mathematical confidence for our rising middle schoolers with an additional session tailor-made for them; one that focuses on building that confidence through small group work and applied learning.  We have community volunteers “visit” to highlight how applied mathematics can lead to post-secondary jobs, tying what the students are learning today to the possibility and potential for a future career in applied mathematics. This builds confidence and goal setting in our students, as well as providing them the “why?” when addressing the gap-closing work they are doing.  They are focused on the possibilities that mathematical confidence and a solid skillset can provide them as they focus on not only their present, but on their future.
• For our ML students, we implement language development programs that integrate language learning with content instruction, ensuring these students are building both academic and language skills simultaneously. We accomplish this through short bursts of focused pull-out instruction with an ML teacher and a small group of ML students, as well as through co-teaching and a push-in model that allow our ML students to be surrounded by a rich language environment and the opportunity to apply what they are learning in their intensive small pull-out groups.

Peer Mentoring and Collaborative Learning

• Using the strengths of our diverse student population and through a purposeful system of building peer relationships for both academic and behavioral/emotional support (SEL), we have developed Peer Mentoring Partnerships for some of our students.  These students meet at least weekly (sometimes daily) for a quick check-in and/or some one-to-one time for tutoring and support.  Both students benefit through a meaningful relationship that lasts throughout the year, and gives Student Leaders the opportunity to support Student Learners.  Our Student Leaders have the chance to practice their leadership skills and our Student Learners have a chance to see their peers not only as mentors and role models, but also as a learner who has succeeded over time.  This practice creates opportunities for collaborative learning and fosters a sense of belonging for all students involved.
• We also are in Year 3 of the implementation of our Grizzly Dens.  These dens include every staff member and every student school wide.  We meet as a den 1-2 x/month for 30 minutes.  Dens are comprised of the same students assigned to the same staff member over time and allow for the visible arc of Learners to Leaders.  Dens are made up of students, Grade K-5, who partner together on STEM-based and community-focused activities.  These dens also give students a sense of belonging across the broader school and give us an opportunity to establish Peer Mentoring relationships outside of the Dens.  Our motto is: “From Learners to Leaders” and “All staff for All students”.  Everyone from our nurse to our custodians, from our Kitchen Staff to our Tech Specialist are involved in the ongoing support of these Dens.  It has allowed our students to broaden their focus when they seek out the support of both staff and peers. 

Year 1: Foundational Work and Immediate Actions, Collection and Analysis (Proposed)

• Establish Baseline Data: Use student data to identify where disproportionality exists, such as in academic achievement, disciplinary actions, special education placements, or access to advanced courses.
  • Break down data by race/ethnicity, gender, socio-economic status, English Language Learners (ELL), and students with disabilities.
• Regular Monitoring: Create a system for ongoing data analysis (e.g., quarterly reviews) to track disproportionality trends over time.
• Disaggregate Academic Data: Track and analyze the performance of subgroups in formative and summative assessments, including participation in gifted and talented programs or advanced coursework.
• Culturally Responsive Teaching and Curriculum: Implement, with fidelity, the curriculum for all students utilizing a culturally responsive instructional lens.  (UDL, for example)
• Professional Development: Train teachers on culturally responsive teaching practices that recognize and value students' diverse backgrounds. This helps ensure that all students feel seen and included in the learning process.
• Curriculum Review: Ensure the curriculum reflects the diverse cultures, languages, and perspectives of your student population. Implement lessons that are relevant to all students, fostering a sense of belonging and engagement.

Targeted Student Support

• Implement Intervention Programs: Provide targeted academic and behavioral support for students identified as at risk. Ensure these programs are designed with cultural relevance in mind to better serve underrepresented populations.
• Mentoring Programs: Establish mentoring programs where students from underrepresented groups can connect with role models or older students who share similar backgrounds and experiences.

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?

Tier 2 Systems & Structures

We have had a recurring Tier 2 structure in place for a few years but in having a district MTSS specialist come out to a Tier 2 meeting to observe, we have been able to tighten our structure up to make it even more data-driven and student-focused.  Below are some of the highlights that have come out of our discussion:

• Systematization of the process
  • This includes, for example, assigned roles, that allow anybody at anytime to step in and keep the process moving forward for our students in need.
  • A systematic way for all teachers to submit students’ names for referral.  This link appears at the top of all weekly bulletins
  • Data.  We have always used data but as the Tier 2 meetings have progressed, year over year, so has the robustness of the data that the district has provided to the team.
    • One-pagers.  These “At-a-Glance” sheets, available to the team about every student in our building, help us to see who the student is and who the student has been, historically.  The fact that the essential data has already been culled and provided in a one-sheet format has allowed the Tier 2 team to shift from spending time looking for data to actually focusing on the data, meaning that we can look at several students in our weekly sessions, instead of just a couple.
  • Following students over time and, conversely, knowing when to exit students from the process.
    • We have a lot of data on students before they begin the school year (SBA scores, i-Ready scores from years’ past, the TLAP Early Entrants, etc.) so we hit the ground running with data already in place and ready to review and support.
    • With that being said, one of our areas of growth is to not keep such large numbers of students who need to be case managed.  We have historically had a real issue with putting kids on the Tier 2 Intervention Cycle and then keeping them there, in fear that if we didn’t support, they might not thrive.  We now work to support early through our intervention cycles and then archive those students once the interventions are in place and have been found to be effective.  We continue to monitor our archived students, just not as often. 

Block Scheduling

This year, as with all 16 ISD elementary schools, it is an expectation that we will do block scheduling.  While we have done modified versions of this in the past, we now have committed block schedules for all grades and all days that allow for more robust and thorough support for all students by all staff.

• Push-in
  • We now have students who are accessing their LRCI/ML support time through a push-in model which allows students to access grade level instruction while receiving small group support.  This type of student-centered support is only available due to block scheduling so that our LRCI/ML teachers are able to build a schedule that allows for this type of support.  LRCI/ML students travel from room to room and can bring grade-alike students together in small group to access the grade level content all while getting the support, structure and scaffolding to learning they need.
• Co-planning amongst grades
  • When grade-alike staff have common block scheduling with common planning, they can co-plan across the grade.  This is evidenced in our building by shared electronic files and folders where teachers can upload common supports and instruction that have been developed as a result of co-planning through block scheduling.
• Benchmark
  • The Benchmark Literacy program provides an instructional model whereby students are in a continuous cycle of learning and applying.  There is also integration of reading and writing so the students are able to seamlessly navigate between the two with instruction and small group support provided by the classroom teacher.
  • With the implementation of Benchmark came an additional resource, our Literacy Implementation Specialists. We are able to access our LIS one day/week and she has been invaluable in the support she has provided.  She has helped organize the curriculum, provided coaching and consultation for teachers, led professional development and sat in on grade alike meetings to answer emergent questions.
• Math & Literacy Support Blocks
  • With now having both Math and Literacy Support blocks, students are getting dedicated small group support in both of these academic areas.  With Literacy Support Blocks, the focus is on phonics (part of the strategic plan) and vocabulary development, while for Math it is on computation and application through problem-solving.  These blocks provide dedicated time for students to be accessing curriculum and instruction at their targeted level, as determined by an ongoing data-driven process.

 

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?

 

SWIS Data Disproportionality (analyzing & acknowledging that there is disproportionality)

• Disaggregating SWIS data, for example, to look for trends
• Addressing those trends through proactive steps (what constitutes a SWIS referral, for example)
• Revisiting data through continuous cycles to monitor and adjust schoolwide practices

Equity Team

• Monthly newsletters that highlight topics that focus on our students and staff of color
• Ongoing presentations by our Equity Team during staff meetings that highlight books for students and classrooms that feature characters of color
• Ongoing book study and share out by Equity Team (currently reading Start Here, Start Now)
• Equity Team Feedback Survey to determine what practices are/are not working (according to staff) and next steps based on the survey
• Diverse Representation Texts + ISF-Funded books for the classroom.  Maintaining our focus on introducing students to text and literature with a wide range of characters and authors represented.
• Reading Without Walls:  This has been a multi-year focus for all of our students to challenge them to read books written by and for people who are similar to, and different from, their life experiences.  Students are challenged to read a minimum of 5 books during the Reading Without Walls timeframe and when they do, their name is displayed on a community bulletin board directly across from our school library.

Parent Panel

• This will be our 7^th year inviting parent voice into our staff meetings to share perspectives about what it is like to access education at Grand Ridge
• Parents share out what some of the barriers are to access and how they can be reduced/eliminated

Community Events (Cultural Fair, Family Literacy Night)

• During our community events, all families and parents have the opportunity to share and shine.
• Families are featured and supported whether through an event such as Culture Fair or an academically oriented event (Family Math Night, Science Fair, Family Literacy Night, for example)

Access to Technology

• Through the district’s surplus laptop program, we have been able to provide families with laptops for their students to keep at home, often free of charge to qualifying families. This allows students to access curriculum and tech tools during off-school hours (evenings, weekends, breaks and summer)

Critical Data Matrix

• When it is determined that there may be a learning gap for a student, if the student receives ML services, a Critical Data Matrix is done to make sure that it is a result of a potential disability and not just a language acquisition issue.  This CDM encompasses the voices not only of school staff, but of the family as well, to make sure that a complete picture is built of the student when moving toward seeking wider support.