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 2023, student achievement for all Creekside students in the area of reading will increase from 73.6% (as measured on the 2022 i-Ready Reading Assessment) proficiency to 80% as measured on the 2023 Spring i-Ready Reading Assessment.
- Each year of the SIP, 75% of students scoring below grade level on i-Ready Reading will be on track to exceed their Typical Growth Goal and 67% will be on track to meet or exceed their Stretch Growth Goal, or equivalent in SBA growth.
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 |
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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 promote 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. |
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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. |
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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. |
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PBSES / Behavioral Supports and Interventions PBSES is the application of research-based practices on prevention and intervention in the social-emotional and behavioral domains. 2022 marked the transition from a coaching centered model to a building managed PBSES system. 4 Core components
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As a result of the CR-TFI completed in Fall 2022, the following action steps will occur:
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Family Engagement According to the CDC, research shows that parent engagement in schools is closely linked to better student behavior, higher academic achievement, and enhanced social skills. |
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SIP Team & Final Review
- Principal: Amy Allison
- Site Council/PTSA Review Date: November 14, 2022
- Supervisor Review: Susan Mundell, January 6, 2023
- School Board Review Date: February 15, 2023
Leadership Team:
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Nicole Min, Kindergarten
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Leann Schumacher, First Grade
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Bree Russell, Second Grade
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Kelli Stonebreaker, Third Grade
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Liz Yanev, Fourth Grade
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Carrie Alexander, Fifth Grade
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Sarah Moniak, Special Education
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Makinlee Sellevold, PE
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Maureen Walmsley, Fifth Grade, Equity Building Lead
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Shaun Cornwall, Assistant Principal