Grand Ridge 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?

School-wide Success Blocks, K-5
Master Schedule that supported Success Blocks
Ongoing data-driven process to identify Success Block Groups
Common Assessments, both school-wide and district-wide (i-Ready, for example)
Annual Professional Development Plan based on SIP Goals and Success Blocks
WA Kids assessment (Kindergarten)
Benchmark Phonics curriculum (Kindergarten)
Used Google Voice texting to connect with families of students who have attendance issues. Met with these families, in some instances. Purchased alarm clocks, set up pre-arrival “jobs” for students.

What impact was observed (or not)? What evidence did you use to determine impact?

All grades involved in small group literacy instruction
Ongoing data review to develop List of Greatest Needs
Data gathered from Success Blocks used in Tier 2 discussions/decisions about need for further student support and interventions
Kindergarten Consultant came and worked with Grand Ridge Kinder Team to model how to implement Benchmark Phonics with fidelity. This resulted in equitable Tier 1 phonics curriculum implementation across all Kinder classrooms.
Increased attendance, in some cases, for students with attendance issues.

How did actions impact disproportionality and/or engagement with families of disproportionally impacted population?

Attendance meetings and Google Voice texts promoted strong school-to-home partnerships with our families
Recovery Services Meetings, based on a student strengths-based model, held with families who have students on IEPs to collaboratively determine how to effectively close the gap for these students
MLL Teachers and Family Liaison Partner individually connected with families of all new MLL students to welcome them to Grand Ridge.
MLL Teachers provide family communication in home languages

What actions would you continue? What actions would you change? Why?

Continue Success Blocks
Continue data-driven process to establish Success Block groups
Continue to develop PD Calendar based on SIP
Continue with equity-based Tier 1 instructional practices (Benchmark Phonics, for example)
While Recovery Services meetings provided all staff with valuable information and student-centered data to close the gap, the before and after-school model is not sustainable. Family Engagement Meetings modeled on Family Connections Meetings (Kindergarten staff and families) would be preferable.
The elimination of both our Instructional Coach and Student Support Coach has had a tremendous impact on our ability to support students and staff. We would advocate for reinstatement of these positions to continue to effectively close the gap for our students with greatest needs.

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 observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.

Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.

Include possible root causes of disproportionality (i.e. if you were to address the causes, it would likely result in a decrease in disproportionality).

Spring 2022 Tier 1 Academic Team reviews preliminary SBA Scores
Spring 2022- Tier 1 Academic Team meets and decides to transition from reading to math, due to the fact that we now have Success Blocks, Dyslexia Law and updated district guidelines to drive work in literacy
Spring 2022 Admin team reaches out to ISD Math TOSA, Rowena Duane, to co-develop a series of math-based professional development sessions
Spring 2022 Grand Ridge admin team partners with Sunset admin team to share in a common professional development experience to benefit ALL students. This shared experience also allows staff at respective buildings to have the opportunity to hear new voices and collaborate across schools
August 2022 Tier 1 Academic Team Retreat; team takes first look at SIP data dashboard
September 2022- Tier 1 Academic Team continues to review SIP data dashboard
October 2022 - Tier 1 Academic Team reviews common Student Growth Goals in math and approves
October 2022 - Common Student Growth Goals are presented to staff. 100% approve to use common SGGs in the area of math.
November 2022 - Tier 1 Academic Team looks at SIP Data Dashboard. Deeper reflections/noticings/wonderings on math data
December 2022 - Tier 1 Academic Team develops Action Plan, Common Goals (overall and gap-closing) and addresses disproportionality data
January 2023 - Tier 1 Academic Team does final review of SIP before SIP is submitted for district review
January 2023 - SIP is submitted for district review
January 2023 - SIP, in final draft form, is presented at staff meeting
January 2023 - SIP, in final draft form, is presented to Site Council & PTSA

Our identified root cause of disproportionality is as follows: The district-adopted math curriculum is based on a foundation of whole group lessons with practice and application to follow. We have seen through the changes in our most recent literacy practices (Success Blocks, diagnostics, progress monitoring) and pandemic practices (“microbursts” of instruction followed by small group work, guided practice and application) that these practices are closing the gap for our traditionally marginalized students.

On the SBA ELA, our overall passing rate is 77%, whereas our Black students are passing at a rate of 42% (a gap of 35%), our Hispanic students are passing at a rate of 68% (a gap of 9%) and our low-income students are passing at a rate of 39% (a gap of 38%). We acknowledge that these gaps are not acceptable but we believe that we are making purposeful progress in closing the gap.

In Math SBA, our overall passing rate is 82%, whereas our Black students are passing at a rate of 42% (a gap of 40%), our Hispanic students are passing at a rate of 64% (a gap of 18%) and our low-income students are passing at a rate of 35% (a gap of 47%).

So, while our overall passing rate in math (82%) is greater than our passing rate in ELA (77%), the passing rate of our subgroups in math compared to the overall passing rate in math shows a greater discrepancy.

Data is showing that our instructional practices in literacy are working to close the gap. Our current SIP is based around leveraging our solid ELA practices across all subjects. “Microbursts” of instruction are followed by targeted small group practice and application and ongoing progress monitoring.

When looking at our cohort data that tracks students from 5^th to 7^th to 8^th grade, we see that not only do all of our students’ passing rates in math decrease, but so do the rates of the groups we are looking to close the gap for.

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)

By May/June 2023, 80% of Grand Ridge students, Grades 1-5, will maintain or increase by at least 0.1 on the detail report in the domain of numbers and operations on the i-Ready Math assessment. Growth will be measured from Fall 2022 to Spring 2023.

Disproportionality Goal(s)

By May/June 2023, 75% of the striving math group (Level 1 & Level 2) will increase by at least 0.2 on the detail report in the domain of numbers and operations on the i-Ready Math Assessment. Growth will be measured from Fall 2022 to Spring 2023.

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.

Action: Professional Book Study: From Reading to Math by Maggie Siena

We are focusing on this book to make the connection for staff that high leverage practices transition across subject matter. Strong instructional practice in reading should be the same as strong instructional practice in math. (for example, decoding, fluency and vocabulary)

Implementation

Using building-based professional development meetings, we are discussing key learnings and implementation strategies across vertical teams.
We are committed to a 2-year cycle.
Tier 1 Academic Team members facilitate discussions in vertical teams
Document thinking in small group/vertical teams and then sharing with all staff

Impact: Evidence / Monitoring

Through classroom observations, we expect to see strategies being implemented
Accessing resources (Math TOSA, observing other staff members, cross-building staff partnerships) to support student-driven instruction
Staff-generated anchor charts available through Math Padlet

Action: Establish ongoing partnership with ISD Math TOSA, Rowena Duane, to provide timely and impactful professional development for staff in regards to evidence-based instructional practices.

Implementation

Rowena presented to all-staff
Rowena developed common assessment for use, K-5, in Numbers & Operation
Rowena met with small groups of staff and grade level teams to support in math
Math Mod Studies

Impact: Evidence / Monitoring

Staff use strategies and tools provided by Rowena in their classrooms
Hearing students use academic vocabulary
Pre/Post Assessment growth
Math Mod Studies provide deeper understanding of math continuum, K-5

Action: Partnering with Sunset Elementary to build a professional learning community (collective learning) across schools to broaden and deepen thinking focused on data-driven instructional practices.

Implementation

Calibration across schools
Collaboration across schools
Schools serve different student populations so different perspectives
Staff can connect classes across schools through technology, for example Seesaw blogs

Impact: Evidence / Monitoring

Student interaction/responses on Seesaw blog, Flipgrid

Action: Establishing a common Student Growth Goal (SGG) framework building-wide to support ongoing cross-grade level student-focused conversations.

Common SGGs provide an opportunity for all staff to use common language when discussing student progress in numbers & operations.

Implementation

Calibration
Common goals = common planning
Encourages staff collaboration
Natural opportunity for collegial support

Impact: Evidence / Monitoring

Staff observe colleagues’ implementation of common student growth goals
Students using common language during goal-setting and reflection

Action: Use of common assessment tool in numbers and operations for all students, grades K-5.

Implementation

Deeper understanding of numbers & operations, K-5
Using other grade levels’ common assessments to support and enrich student understanding

Impact: Evidence / Monitoring

Results of common assessment inform differentiation for small groups
Goal-setting with students based on common assessment
Parents and students have a deeper understanding of what numbers & operations is, based on common assessment
As a result, what is being done in the classroom can be practiced at home, in a targeted way

Action: Family Math Night

Implementation

School-to-community connection
The goal is to send families with something that they can practice at home.
Create a positive growth math mindset for students and families
Families can observe their students interacting with other students at the same grade level to provide context
Opportunity for social interaction, student-to-student and family-to-family
After-hours event to allow most families to attend
Support parent engagement in math

Impact: Evidence / Monitoring

Ready-made games for home
Ready-made resources for home
Parents will more fully understand who their students are, as mathematicians
Parent feedback survey to inform future family/community events
Family attendance at event

Action: Math Padlet

Implementation

Easy-to-access resource for staff, focusing on evidence-based mathematical practices
Padlet created as one-stop shopping
Padlet linked to weekly staff bulletin
Time given in staff meetings to explore padlet
Opportunities given for staff to contribute math-based resources to padlet

Impact: Evidence / Monitoring

Strategies highlighted in padlet may be observed in classrooms

Action: Learning Walks – Critical Friends Groups (focus on math)

Implementation

4 modules with opportunity for small group collegial learning
Implementation Full cycle=planning, implementation and reflection
Opportunities to try new tech
Encourages staff to step out of their comfort zone when it comes to tech

Impact: Evidence / Monitoring

Student choice for assessment
Multi-modality in demonstrating of a concept
Student self-selection based on self-awareness and strengths-based continuum

Action: Grizzly Dens

Implementation

Vertical connections, K-5, for students and staff
Fostering of student-to-staff relationships across all grades and all job titles
Made time in building schedule to support
Work in Dens is directly connected to monthly schoolwide Character Traits

Impact: Evidence / Monitoring

Student leadership
Reinforces character traits
Relationship over time; student-to-student and student-to-staff
Reinforce common schoolwide expectations

Action: Student of Focus (SoF) Roundtable

Implementation

One Wednesday morning dedicated to initial SoF Roundtable, comprised of multi-disciplinary staff who discuss and develop strategies for how to best support students.
List of Greatest Needs developed at each grade level.
All classroom-based teachers attend, even if a student in their classroom is not being discussed
ALL staff are responsible for ALL students

Impact: Evidence / Monitoring

Data taken on SoF indicate increased achievement based on strategies developed by Roundtable
Action Plans developed for SoF. Classroom Teachers get a copy and Roundtable staff get a copy. Review data at the end of a 6-week cycle.

Action: Counselor & Admin-Led SEL Follow-up Lessons

Implementation

CR TFI indicated a need for Precision Problem Statement based on SWIS data
At Tier 1 PBSES meeting, team discusses problem statement and discusses strategies.
One example: For our youngest learners, it was determined that they needed additional support in the area of physical space/bubble. Counselor and Admin will be teaching these students in a small group setting.

Impact: Evidence / Monitoring

Decrease in SWIS referrals from our Kinder and 1st grade recesses
Lesson plans developed through data-driven process

Action: SWIS

Implementation

Gives a way to track student behavior trends in a simple way
Fosters communication across all aspects of a students’ day (classroom, lunchroom, specialists, recess, arrival, dismissal, etc.)
Track students throughout day
Calibration of staff expectations across building

Impact: Evidence / Monitoring

Patterns inform common school-wide expectations
Student drill-downs inform Tier 2 work
Data drives resource allocation

Action: Community Events (Sock it to me! And Apple Cup Food Drive) & Monthly Spirit Days

Implementation

Family and Community Engagement
Communication through School Bulletins, teacher newsletters, PTSA website, school reader board and student-created posters
Community-based philanthropic project

Impact: Evidence / Monitoring

Fifth Grade Leaders on-time attendance increases due to community engagement before/after school

Action: Fifth Grade Leaders

Implementation

Partner with Kinder students
Make weekly school-wide announcements
Personalization of monthly character traits (“I have seen evidence of Friendship Skills when….”)
Schedule collaboratively developed by 5th grade & Kinder teachers for the Leaders
Take lead on Community Events (from planning to implementation)
Monthly Character Trait videos

Impact: Evidence / Monitoring

Ability to speak with confidence in front of large groups
Ability to model appropriate behavior for our youngest learners based on school-wide common expectations
Increased on-time attendance
Building cross-age relationships over time

Action: Great Kids/Monthly Character Traits, videos, etc.

Implementation

Great Kid Lunches with Principal, monthly for grades K-5
Monthly character trait-focused videos featuring 5th grade leaders
Staff nominate students based on monthly character trait
Grizzly Dens

Impact: Evidence / Monitoring

Monthly Great Kids lunches, focused on specific character trait
Fifth Grade Leaders’ personal reflection of character traits and how it applies to them

Action: Cross-Grade Level Buddies

Implementation

Focus on Reading
Older students as leaders, younger students as learners
Differentiation of partnerships based on data
Small group/partner-pair focus

Impact: Evidence / Monitoring

Action: Equity Events: Reading Without Walls

Implementation

Annual celebration and focus on diverse book titles and authors
Personalized for each student (for example, students get a Bingo Sheet and they can choose how they want to grow as a diverse reader)
Challenges students to read beyond their comfort zone
Reading List provided to staff and students, in terms of suggested book titles
Librarian highlights diverse books through Book Talks and ongoing library shelf-top displays

Impact: Evidence / Monitoring

Students who complete the challenge have their name displayed on a “Reading without Walls” school-wide bulletin board

Action: Hour of Code

Implementation

Brings tech into hands of all students, Grades K-5
Non-computer, as well as computer-based activities
Students work in teams to solve coding challenges

Impact: Evidence / Monitoring

Students are able to independently, or with a partner, solve future coding challenges on their own

Optional additional explanation/rationale/research

While we would like to acknowledge that we have continued work to do in the area of literacy, which has been our SIP focus for the last 3-plus years, we have strategies and practices in place that align our academic practices in this area with our MTSS structure. We feel confident with the Tier 1 practices (diagnostic assessments, progress monitoring, Success Blocks) we have in place and that when we are then looking at students for potential Tier 2 support through our Tier 2 Team, we have multiple pieces of data and strategies that help inform our thinking in terms of “next steps”. We feel that with these structures and strategies in place, our literacy scores will continue to increase over time, including real progress for our students with gap-closing goals.

When looking at math, we do not have these same structures and strategies in place, hence the shift of focus to math for this SIP cycle. We currently use a whole class lesson instructional model and do not have a consistent practice of small group and additional interventions in place. We have i-Ready that helps to inform our instruction. The i-Ready Math assessment is given three times a year but unlike reading/literacy, we do not use the data in the same way and in alignment with our MTSS structure. When we look at students who struggle in math, we do not have as many data points nor do we have as many strategies and built-in structures of support.

Our district scores indicate that our students, as a cohort, have lost more ground in math than in any other academic, post-pandemic.

Results for students who took the test in spring 2022—the first main National Assessment of Educational Progress administration for these grades since the pandemic began—show the biggest drop in math performance in 4th and 8th grades since the testing program began in 1990. (Education Weekly, 10/24/22)

“The results show the profound toll on student learning during the pandemic, as the size and scope of the declines are the largest ever in mathematics,” said National Center for Education Statistics commissioner Peggy G. Carr in a press release announcing the report.

The steepest declines were found in 8th grade math, both nationally and in the Northwest. In Washington, students scored 10 points lower. (U.S. Department of Education, Nation’s Report Card)

Rationale to change our SIP focus from literacy to math would be that we currently have district-mandated practices in place for literacy (dyslexia law, SLPs, LAP, Success Blocks, newly adopted Benchmark Phonics at the Kindergarten Level, Really Great Reading and the data-driven process to qualify, Words Their Way, etc.) as well as robust interventions for Tier 2 and anticipate an increase in our SBA Literacy scores due to these adopted practices. We currently lack this depth of practice, as well as student-centered strategies for our struggling mathematicians and would advocate that with increased focus on strong instructional practice and MTSS-aligned strategies, we can work to close the gap for our most struggling students and increase math scores for all students.

SIP Team & Final Review

Principal: Jill Ravenscraft
Site Council/PTSA Review Date: January 2023
Supervisor Review: Susan Mundell
School Board Review Date: February 15, 2023

Leadership Team:

Gary Aguilar, Assistant Principal
Judith Fernstrom, Counselor
Pearl Doherty, Kindergarten Teacher
Lindsey de Haan, 1^st Grade Teacher
Holly Polak, 2^nd Grade Teacher
Patty Elmer, 3^rd Grade Teacher
Emily Melograna, 4^th Grade Teacher
Leah Stettler-Schug, 5^th Grade Teacher
Laura Kamau, Building-Based Equity Lead

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.