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.

Visit the Issaquah School District SIP website to learn more about SIPs.

District - School Improvement Plans

Creekside Elementary School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

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

Strong Emphasis on Relationships

Staff work intentionally to build meaningful connections with students and families to create a sense of community and trust through morning meetings, intentional and regular check-ins with students, classroom contracts, creating an environment where students see themselves in the classroom whether through classroom libraries or through displayed student work. When students feel seen and heard by staff who know them well, they experience a greater sense of belonging and are more likely to engage more deeply with their learning, feel safe to take risks, and demonstrate perseverance.

Commitment to Equity and Inclusivity

With support from our Equity Team, we prioritize ensuring each student feels valued and supported regardless of their background. We do this through a variety of methods including culturally responsive teaching – incorporating diverse perspectives and ensuring lessons reflect the backgrounds of students allowing them to see themselves in what they are learning. We engage families as partners in the educational process by either providing translation services, holding meetings at varied times to accommodate different schedules, and actively seek input from families through teacher surveys and communication. We have ongoing professional development on equity, implicit bias, and culturally responsive pedagogy. We implement restorative justice practices as a way to repair harm and foster understanding between students. We also celebrate diversity through recognizing different celebrations that are important to our students and families. Equity-driven practices help close achievement gaps by addressing the unique needs of each learner, ensuring that all students have the opportunity to succeed academically.

Universal Design for Learning (UDL)

Staff utilize UDL to ensure lessons are designed to be accessible to students allowing them to engage in content in ways that suit their unique learning styles. By offering multiple means of representation, expression, and engagement, UDL enables diverse learners to thrive, boosting both academic performance and self-confidence.

Collaborative Professional Learning Community

Classroom teachers, interventionists, and support staff work together in a collaborative environment and model a culture of teamwork and shared purpose for students. Ongoing collaboration and reflection lead to the implementation of high-leverage teaching practices, which directly enhance student achievement and well-being.

What challenges are you working to address, especially in closing gaps?

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.

One challenge we face is our current fourth-grade cohort which has consistently underperformed in comparison to other grade levels on both the ELA i-Ready and SBA ELA assessments. For example, i-Ready data shows that 70% met the standard in first grade, followed by a drop to 66% in second grade, and then 70% in third grade. Additionally, 67% met the standard on the SBA ELA. This stagnation in growth highlights a pressing need to address the specific learning challenges within this group. With the implementation of the Benchmark Advance curriculum and the continued use of Reading Foundational Skills Success Blocks, we aim to close this gap through targeted small group interventions and enhanced Tier 1 instruction. These strategies will allow for differentiated instruction that meets the varied needs of these students while reinforcing foundational literacy skills across the board. By focusing on regular progress monitoring through i-Ready diagnostics and formative assessments within Benchmark Advance, we will track student growth more closely. Our goal is not only to improve overall proficiency but also to accelerate the growth trajectory of this cohort, ultimately increasing the percentage of students meeting standard on both formative and summative assessments.

Another challenge we are addressing is the need for a more focused approach to supporting underrepresented student groups, whose data is often suppressed due to small sample sizes. While these groups may be smaller, their needs are equally important. Our deeper data analysis revealed individual students who not only did not meet the standard on the SBA ELA and Math but also showed low growth over time. This underperformance is a clear indication that without targeted intervention, these students risk falling further behind. To prevent these students from "falling through the cracks," we are intensifying our focus on small-group interventions tailored to their specific needs. These efforts will include both academic interventions in core content areas and social-emotional supports as needed. By addressing their unique learning gaps through personalized learning pathways, we can better support their academic growth and well-being. We will closely monitor this group using growth data from i-Ready and Benchmark Advance assessments, SBA performance, and in-class formative assessments. By tracking not just proficiency but also growth metrics, we aim to accelerate progress for these students and close the learning gaps that have persisted.

These targeted efforts are designed to address the specific learning gaps we have identified in both our current fourth-grade cohort and underrepresented student groups. By leveraging new curriculum resources and focused interventions, we are committed to closing achievement gaps and ensuring that all students have the support they need to succeed.

What future opportunities will you use to improve and address inequities?

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

One of the most significant opportunities we can leverage through our school improvement plan is the use of data-driven decision making. By systematically analyzing disaggregated data in our tiered support teams and as a school, we can identify trends in student achievement, discipline, and attendance, particularly across different demographic groups. This detailed analysis will allow us to detect areas of disproportionality early and implement targeted interventions to address them.

A key example of this approach is the success seen in our 3rd grade phonics data, where students in our BIPOC Focus Group have consistently outperformed their peers over the past two years. However, this success has not yet translated into the same level of performance on the SBA ELA and SBA Math assessments, where students in our BIPOC Focus Group continue to underperform compared to all students. This indicates that while these students are developing foundational literacy skills, there is a gap in applying these skills to more complex tasks on standardized assessments. By leveraging our students’ strengths and the instructional strategies that have proven effective, we can implement targeted interventions that aim to boost performance in the areas measured by the SBA ELA and SBA Math.

Another critical focus area is addressing the needs of our students with disabilities, who have begun to show improvement in math but still have substantial gaps to close. In addition to academic gaps, our data reveals that students with disabilities have lower attendance rates than their peers, which exacerbates the challenges they face in both math and literacy. Attendance and academic performance are deeply correlated, and improving both will be essential to closing the gap for these students. In the coming years, we can leverage our tiered intervention system to address these dual challenges. On the academic side, targeted math and literacy interventions that are tailored to the specific needs of students with disabilities will be critical to maintaining and accelerating their growth. At the same time, a focused effort to improve attendance rates—through family engagement, personalized support plans, and proactive attendance monitoring—will increase access to instructional time, which is essential for sustained academic progress. By integrating academic interventions with attendance strategies, we can support both the academic and social-emotional needs of students with disabilities, ensuring a holistic approach to closing the achievement gap.

Root Cause and Contributing Factors of Disproportionality

ISD recognizes that not all students benefit equally or achieve equitably within our district. Our outcome measures such as graduation rate, proficiency on assessments, and grades indicate that we are not achieving equitable results for students in identified ethnic and racial groups, students who are experiencing economic hardships, and students with disabilities.

ISD is committed to disrupting patterns that result in inequitable outcomes. Global (across time and place) and local factors contribute to inequitable outcomes in our District, including the following:

Institutional racism and ableism
Impacts of economic hardship, including mobility or discontinuity of education
Impacts of adverse childhood experiences (ACEs)
Lack of consistent access to preventative and responsive services when experiencing ACEs
Lack of consistent access to adequate supports designed to address basic and individual educational needs
Lack of consistent access to high quality, inclusive, universally designed, and culturally responsive education

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?
What steps are you taking to address inequities in student achievement?

What new practices are improving student achievement, and how are you tracking their impact?

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?

One area of growth identified through our Tiered Fidelity Inventory (TFI) is the need to enhance data-sharing practices with staff. Currently, we review data during i-Ready and SAEBRs assessment cycles, focusing on student performance and social-emotional learning (SEL) indicators. However, we recognize the need to increase the frequency of these data discussions and further disaggregate the data by student demographics to better identify and address disproportionality in both academic outcomes and behavioral interventions.

By refining our approach to data sharing, we anticipate better early identification of student needs, particularly for historically underserved student populations. Initial conversations around disaggregated data have already highlighted some patterns in both academic performance and social-emotional indicators that require closer examination.

Moving forward, we plan to implement a more frequent cycle of data review, incorporating formative assessments, i-Ready data, and SAEBRS results on a quarterly or monthly basis to inform instructional decisions as a whole school and in our tiered teams. Disaggregating the data will allow us to identify disproportionality early and implement interventions that promote equity. Regular staff data discussions will include a focus on examining academic growth alongside behavioral and SEL outcomes, giving us a holistic view of student progress.

This year, we are also implementing assessments from the Benchmark Advance curriculum to more effectively pinpoint specific areas of need in literacy and comprehension. These assessments will allow us to identify gaps in student learning at a more granular level, which in turn will guide more personalized interventions aligned to each student's individual needs. We expect these assessments to enhance our ability to offer targeted support to students who may not have been previously identified for additional help. By leveraging these tools, we anticipate a measurable increase in student achievement, especially among those receiving Tier 2 and Tier 3 interventions.

What steps are you taking to address inequities in student achievement?

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?

Our school is taking several proactive steps to disrupt predictable patterns and address disproportionality. One key action we are taking is conducting ongoing disaggregated data analysis to identify areas of disproportionality in academic achievement, discipline, and attendance. This allows us to uncover patterns of inequity and take immediate, data-driven action. We use this data to create targeted interventions that address the specific needs of student groups who have historically underperformed, including our BIPOC students, students with disabilities, and Multilingual Learners (ML). By focusing on equity of access to resources, we can ensure that students from different backgrounds are not only receiving the same opportunities but also the specific supports they need to succeed. For example, we’ve identified that students in our BIPOC Focus Group excel in early phonics instruction but struggle on the SBA ELA and SBA Math assessments. We are taking proactive steps to translate their early success into higher performance on standardized measures by implementing culturally responsive instruction and making adjustments in how we teach reading comprehension and problem-solving.

To create a more inclusive learning environment, we are embedding culturally responsive teaching practices across all grade levels and content areas. This involves ongoing professional development for teachers on recognizing and addressing implicit bias, as well as adapting our curriculum to reflect the diverse cultural backgrounds and lived experiences of our students. The goal is for all students to see themselves and their cultures represented in the learning materials, fostering a sense of belonging and engagement.

Engaging families and communities in meaningful ways is a crucial element of our school improvement plan. We recognize that family engagement is vital to addressing institutional racism and ensuring that all students feel supported both at school and at home. Our proactive steps include multilingual communications and providing families with tools to support their children’s academic growth at home.

Through these proactive steps, our school is actively working to dismantle systemic barriers and ensure that every student, regardless of background, has the opportunity to succeed. By addressing both academic and social-emotional needs through an equity lens, we are committed to creating a learning environment that is inclusive and responsive to the diverse strengths and needs of our students.

Backed by Data

Specific, Measurable, Achievable, Relevant, Timebound, Inclusive, Equity-focused goals aligned to the Academic Opportunities priority area of the ISD 3-year strategic plan, referencing data from the School Improvement Data Dashboard.

Data Workbook for Elementary School

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

3rd grade reading is an ISD Strategic Plan milestone. Meeting benchmark on the i-Ready Phonics assessment by the end of 3rd grade is a key performance indicator that a student has met this milestone. Set a target for achievement in phonics even if the group data is suppressed due to there being less than 10 students in the 3rd grade group.

3^rd Phonics	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	86%	79%	84%	88%
BIPOC Focus Group	>74%	>74%	89%	92%
Students with Disabilities	<75%	<50%	40%	51%

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Elementary math metrics provide checkpoints toward the ISD Strategic Plan milestone of successful completion of Algebra 1. The math metrics in the School Improvement Plan Dashboard include:

5th Grade i-Ready Math, percent of students meeting standard
3rd-5th Grade SBA Math, percent of students meeting standard
Accelerated Growth (1st-5th i-Ready or 4th-5th SBA), percent of students who did not meet standard and demonstrated accelerated growth

Select one of the indicators from the SIP Dashboard to set a goal in math.

3^rd-5^th Grade SBA Math	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	86%	79%	84%	88%
BIPOC Focus Group	68%	75%	80%	86%
Students with Disabilities	30%	35%	45%	55%

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

Attending school more than 90% of the time correlates strongly to long-term success in school and is an indicator of successful student and family engagement. This goal area aligns to the ISD Strategic Plan milestone of 9th Grade Success where attendance is a key metric.

Percent of Students who were Regular Attenders.	Spring 2023	Spring 2025 Target	Spring 2026 Target
All Students	85%	86%	87%
BIPOC Focus Group	83%	85%	87%
Students with Disabilities	73%	77%	81%

School-Based Action Plan

Programs and priorities listed below are being implemented, expanded or sustained during this 2-year SIP cycle at each of our elementary schools as part of the ISD Strategic Plan priorities and the establishment of Integrated Multi-Tiered Systems of Support (MTSS). For this SIP cycle, schools will select 3 strategies, including the Implementation of Benchmark Advance Literacy, and at least one other from district-wide program or system listed, and describe their school’s implementation plan and strategies for monitoring impact. Be sure to relate actions plans to the 3 SIP goal areas.

Implementation of Benchmark Advance Literacy. Launch new literacy curriculum that integrates science of reading strategies with comprehension strategies for all students to engage in close reading of grade level text. ISD Priority 2a,c

Select 1-2 of the following to describe in further detail:

Universal Design for Learning (UDL) Implementation of UDL as a framework of evidence-based, inclusive, and culturally responsive instructional practices for Tier 1. ISD Priority 2a

Tiered Teams. Implementation of a Tiered Team structure to examine integrated social-emotional and academic achievement data to adjust core instruction and/or intervention planning. ISD Priority 2b

Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL). Maintaining or enhancing school-wide systems of support and social emotional learning to increase belonging, well-being, and create the conditions for learning. ISD Priority 1

Classroom-Based Intervention & Block Scheduling. Implementation of targeted supports, accommodations, and interventions (Tier 2) through classroom-based interventions, coordination of supplemental programs, in implementation of block scheduling. ISD Priority 2b

Inclusionary Practices. Collaboration and coordination of classroom teachers and special education staff to provide a comprehensive continuum of inclusive services within the least restrictive educational environment to ensure that all students reach their full potential. ISD Priority 2b

Multilingual Learners support. With the understanding that the whole day is an inclusive language learning experience for all students, collaboration and coordination of classroom teachers and multilingual learner specialists to deliver language acquisition strategies, ensure multilingual students have access to all instruction and learning, in a language intensive learning environment so that they achieve their full potential. ISD Priority 2b

Action	Implementation	Impact: Evidence/Monitoring
Implementation of Benchmark Advance Literacy	Training All staff will participate in ISD district training All teaching staff will meet on a determined schedule with the school implementation specialist Grade level release days to work with the implementation specialist on implementation Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home Teaming Grade-level teams will meet monthly to analyze data from week 2 e-assessments. Students will be assessed in metacognition, comprehension, vocabulary, writing, grammar, language, word study, and fluency. Students should be able to score 70% in all areas accessed by end of the school year, which will indicate mastery in each category. Teams will look at students who fall below this score in any one or more category and will discuss possible tier 1 and tier 2 interventions (i.e. Benchmark small group, I-Ready, whole class lesson). Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaboration in planning the literacy blocks Resources Allocation Implementation specialist (district) Dedicated staff meeting time to training & collaboration Commitment of team meeting time Grade levels will meet at least monthly to discuss the implementation of Benchmark. The team will discuss the strengths and weaknesses occurring. Additionally, conversations will occur about pacing to ensure that all instructors are within 2-3 lessons of each other. Tier 2 team members will also be offered an invitation to the meeting. to help guide discussions on pacing, Special Education, ML, and the social emotional needs of the students.	Intended Impacts Increase in reading decoding, fluency, vocabulary and comprehension Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing Acceleration of achievement in key gap areas including phonics, overall reading, written expression Key Data i-Ready Phonics & Overall Reading Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring. Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring. Progress as monitored through embedded assessments: Benchmark Performance Tasks Benchmark week 2 assessments for each unit RFS Assessments and Title/LAP progress monitoring
Tiered Teams	Teaming Tier 1 team- leadership team, meets two times a month. The leadership team’s focus is discussing challenges and successes of school wide MTSS initiatives. This team is made up of grade level representatives and specialists. This team also supports the Comprehensive school counseling program (CSCP). Tier 2/3 team- meets weekly. This team is made up of interventionists, academic support staff, school psychologist, counselor, and administration. The tier 2/3 team’s focus is reviewing school wide data on behavior, academics, and social emotional skills. This data is used to identify students in need of tier 2/3 supports. The team also reviews data from those students who are already receiving tier 2/3 supports to determine success of interventions and next steps. This team also supports the Comprehensive school counseling program (CSCP). Training Tier 2/3 team to train the building on utilizing SWIS, SAEBRs, and our tier 2/3 process. Work with the MTSS TOSA, SLP, OT, and other specialist/support staff for tier 1, 2, and 3 training for all staff Integrity of delivery Work with the MTSS TOSA to ensure our processes are effective, efficient, and consistent school wide. Collaborate with the MTSS TOSA to strengthen the tier 2/3 process and implement new interventions based on student need To ensure effective interventions, it is crucial to identify the root cause of performance challenges. This means analyzing academic assessments to determine whether the issue stems from an academic skill gap or is influenced by social-emotional factors that affect academic outcomes. For example, difficulties may arise from a need for support in areas such as test-taking strategies, time management, focus, coping skills, or goal setting. By distinguishing between these underlying causes, we can tailor interventions to meet students' specific needs, ensuring that both academic and social-emotional barriers are addressed effectively. Resources Allocation Dedicated PD and staff meeting time to training and collaboration Commitment of team meeting time Staff to facilitate meetings Intervention resources and materials (IE sensory tools, academic support materials)	Intended Impacts Increase positive behaviors to enhance learning Acceleration of achievement in key gap areas including phonics, 3-5^th grade SBA math, and attendance Key Data Tiered fidelity inventory for tier 1 and 2 i-Ready math and reading SWIS SAEBRs Attendance Health room visits Counselor referrals Identifying students who are not meeting standards and are not making growth Disaggregated data sets to ensure equity of representation in interventions
Enhance schoolwide system of support and social emotional learning to increase belonging, well-being, and create conditions for learning	Teaming At the start of the year, the leadership conducted a comprehensive review of our Positive Behavior Interventions and Supports (PBIS) framework, focusing on our school wide expectations system and how incentives are structured. With input from staff, we re-committed to the use of Otter Awards and enhanced our schoolwide systems of support (recognition at the individual student level, recognition at the classroom level, and recognition at the school level). The primary goal is to promote social-emotional learning (SEL), enhance student well-being, and foster a sense of belonging, creating optimal conditions for learning. The leadership team will quarterly to assess the effectiveness of these systems, ensuring they continue to meet the evolving needs of our student body. Training The building leadership team will train staff on the updated system. Data from both SWIS (School-Wide Information System) and Otter Awards will be regularly shared during staff meetings to monitor progress and adjust as necessary. Student implementation Communication to students was delivered through a schoolwide video, ensuring that all students received a unified message about the program and its expectations. Teachers will be provided with a student-facing PowerPoint to use as a tool for reteaching or reinforcing the program, ensuring its sustainability throughout the year. Students will also have opportunities to provide feedback on whole-school rewards when the collective goal of 1,000 Otter Awards is reached, ensuring student voice is part of the process. Resources Otter Awards were created and distributed to all staff members for implementation. A clear list of reward options at each level or tier was included in the PowerPoint presentation to ensure staff understand the progression of incentives. Awards are color-coded by staff group to facilitate data collection and analysis. The groups include: Teachers and related certificated staff Specialists Paraeducators and Custodians Office Staff, Counselors, and Administrators	Intended Impacts Increase Positive Behaviors: Strengthen positive behavior across the school to enhance the overall learning environment. Integrated Support System: Create a cohesive, schoolwide support system that is both proactive and responsive to student needs. Foster a Positive School Culture: Establish and maintain a positive, inclusive school culture where all students feel valued. Sense of Belonging: Ensure that all students, regardless of background, have a sense of belonging and are actively engaged in the school community. Positive School Experience: Provide every student with a positive and enriching school experience that supports both their academic and emotional well-being. Key Data Tiered Fidelity Inventory: Regular assessment of the PBIS system's fidelity to ensure it is implemented effectively and equitably. Otter Awards Data: Collection and analysis of Otter Awards distributed to identify trends and areas for improvement. SWIS Referrals: Monitor the number and type of behavior referrals to track improvements in student behavior. SAEBRS (Social, Academic, and Emotional Behavior Risk Screener): Use the SAEBRS data to gauge students' sense of well-being and make informed adjustments to the program. Attendance: Track student attendance rates to assess the impact of a positive school culture on student engagement. Health Room Visits: Monitor visits to the health room as an indicator of student well-being and potential areas of concern. Counselor Referrals: Analyze counselor referral data to identify students in need of additional support and ensure timely intervention
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Family Engagement Nights Family engagement nights like our literacy night, Benchmark Advance family night, and PTSA events will include resource sharing and opportunities for families to engage with staff and the community in a welcoming, inclusive environment. Multilingual Communication Provide resources for literacy and math either in other languages or in formats that can be easily translatable. Ensure use of translators for family meetings and events. Family Support for Families of Students with Disabilities Provide resources to families to support learning at home. Provide regular communication through multiple channels like meetings, phone calls, emails, and other communication methods.	Intended Impacts These events aim to foster trusting relationships between families and the school, empowering parents to actively participate in their child’s education. The goal is to remove barriers that prevent families from engaging with the school. These efforts are designed to ensure families of students with disabilities feel empowered and informed about the educational process, leading to better collaboration between home and school. Key Data Increase in student attendance Increased participation in school events by families
Technology Integration	Personalized Learning Teachers use district technology tools such as Seesaw, Book Creator, Microsoft tools, and Canva to present content in multiple ways and to allow students to demonstrate mastery using multiple means of expression. These adaptive learning platforms enable teachers to utilize Universal Design for Learning principles, which in turn help close gaps for students disproportionately impacted by one-size-fits-all instruction. Access to Resources Teachers use tech tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify, or i-Ready, e-books via Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or TrueFlix. Access to these resources continues outside the school day, removing barriers for families and allowing students opportunities for additional review and practice of new skills and concepts. Assistive Technologies Teachers use tools like speech-to-text, screen readers, and customizable user interfaces help students with disabilities or language barriers to fully participate in learning, promoting inclusivity and equity. Project-Based and Creative Tools Creekside teachers utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) give students varied ways to express learning. These tools foster creativity and give students from diverse backgrounds more opportunities to succeed beyond traditional methods.	Intended Impacts Increase student engagement in learning. Reduce barriers and provide access to learning. Key Data Track data usage through Clever I-Ready and Benchmark Assessments to track the impact on student learning Tracking academic outcomes for students who are using technology as part of a tier 2 intervention

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Training

All staff will participate in ISD district training
All teaching staff will meet on a determined schedule with the school implementation specialist
Grade level release days to work with the implementation specialist on implementation
Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home

Teaming

Grade-level teams will meet monthly to analyze data from week 2 e-assessments. Students will be assessed in metacognition, comprehension, vocabulary, writing, grammar, language, word study, and fluency.
Students should be able to score 70% in all areas accessed by end of the school year, which will indicate mastery in each category. Teams will look at students who fall below this score in any one or more category and will discuss possible tier 1 and tier 2 interventions (i.e. Benchmark small group, I-Ready, whole class lesson).

Integrity of Delivery

Use of implementation goals provided by Benchmark / Teaching & Learning Services
Collaboration in planning the literacy blocks

Resources Allocation

Implementation specialist (district)
Dedicated staff meeting time to training & collaboration
Commitment of team meeting time
Grade levels will meet at least monthly to discuss the implementation of Benchmark. The team will discuss the strengths and weaknesses occurring. Additionally, conversations will occur about pacing to ensure that all instructors are within 2-3 lessons of each other.
Tier 2 team members will also be offered an invitation to the meeting. to help guide discussions on pacing, Special Education, ML, and the social emotional needs of the students.

Intended Impacts

Increase in reading decoding, fluency, vocabulary and comprehension
Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing
Acceleration of achievement in key gap areas including phonics, overall reading, written expression

Key Data

i-Ready Phonics & Overall Reading
Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring.
Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring.
Progress as monitored through embedded assessments:
- Benchmark Performance Tasks
- Benchmark week 2 assessments for each unit
- RFS Assessments and Title/LAP progress monitoring

Tiered Teams

Teaming

Tier 1 team- leadership team, meets two times a month. The leadership team’s focus is discussing challenges and successes of school wide MTSS initiatives. This team is made up of grade level representatives and specialists. This team also supports the Comprehensive school counseling program (CSCP).
Tier 2/3 team- meets weekly. This team is made up of interventionists, academic support staff, school psychologist, counselor, and administration. The tier 2/3 team’s focus is reviewing school wide data on behavior, academics, and social emotional skills. This data is used to identify students in need of tier 2/3 supports. The team also reviews data from those students who are already receiving tier 2/3 supports to determine success of interventions and next steps. This team also supports the Comprehensive school counseling program (CSCP).

Training

Tier 2/3 team to train the building on utilizing SWIS, SAEBRs, and our tier 2/3 process.
Work with the MTSS TOSA, SLP, OT, and other specialist/support staff for tier 1, 2, and 3 training for all staff

Integrity of delivery

Work with the MTSS TOSA to ensure our processes are effective, efficient, and consistent school wide.
Collaborate with the MTSS TOSA to strengthen the tier 2/3 process and implement new interventions based on student need
To ensure effective interventions, it is crucial to identify the root cause of performance challenges. This means analyzing academic assessments to determine whether the issue stems from an academic skill gap or is influenced by social-emotional factors that affect academic outcomes. For example, difficulties may arise from a need for support in areas such as test-taking strategies, time management, focus, coping skills, or goal setting. By distinguishing between these underlying causes, we can tailor interventions to meet students' specific needs, ensuring that both academic and social-emotional barriers are addressed effectively.

Resources Allocation

Dedicated PD and staff meeting time to training and collaboration
Commitment of team meeting time
Staff to facilitate meetings
Intervention resources and materials (IE sensory tools, academic support materials)

Intended Impacts

Increase positive behaviors to enhance learning
Acceleration of achievement in key gap areas including phonics, 3-5^th grade SBA math, and attendance

Key Data

Tiered fidelity inventory for tier 1 and 2
i-Ready math and reading
SWIS
SAEBRs
Attendance
Health room visits
Counselor referrals
Identifying students who are not meeting standards and are not making growth
Disaggregated data sets to ensure equity of representation in interventions

Enhance schoolwide system of support and social emotional learning to increase belonging, well-being, and create conditions for learning

Teaming

At the start of the year, the leadership conducted a comprehensive review of our Positive Behavior Interventions and Supports (PBIS) framework, focusing on our school wide expectations system and how incentives are structured. With input from staff, we re-committed to the use of Otter Awards and enhanced our schoolwide systems of support (recognition at the individual student level, recognition at the classroom level, and recognition at the school level).
The primary goal is to promote social-emotional learning (SEL), enhance student well-being, and foster a sense of belonging, creating optimal conditions for learning.
The leadership team will quarterly to assess the effectiveness of these systems, ensuring they continue to meet the evolving needs of our student body.

Training

The building leadership team will train staff on the updated system.
Data from both SWIS (School-Wide Information System) and Otter Awards will be regularly shared during staff meetings to monitor progress and adjust as necessary.

Student implementation

Communication to students was delivered through a schoolwide video, ensuring that all students received a unified message about the program and its expectations.
Teachers will be provided with a student-facing PowerPoint to use as a tool for reteaching or reinforcing the program, ensuring its sustainability throughout the year.
Students will also have opportunities to provide feedback on whole-school rewards when the collective goal of 1,000 Otter Awards is reached, ensuring student voice is part of the process.

Resources

Otter Awards were created and distributed to all staff members for implementation.
A clear list of reward options at each level or tier was included in the PowerPoint presentation to ensure staff understand the progression of incentives.
Awards are color-coded by staff group to facilitate data collection and analysis. The groups include:
1. Teachers and related certificated staff
2. Specialists
3. Paraeducators and Custodians
4. Office Staff, Counselors, and Administrators

Intended Impacts

Increase Positive Behaviors: Strengthen positive behavior across the school to enhance the overall learning environment.
Integrated Support System: Create a cohesive, schoolwide support system that is both proactive and responsive to student needs.
Foster a Positive School Culture: Establish and maintain a positive, inclusive school culture where all students feel valued.
Sense of Belonging: Ensure that all students, regardless of background, have a sense of belonging and are actively engaged in the school community.
Positive School Experience: Provide every student with a positive and enriching school experience that supports both their academic and emotional well-being.

Key Data

Tiered Fidelity Inventory: Regular assessment of the PBIS system's fidelity to ensure it is implemented effectively and equitably.
Otter Awards Data: Collection and analysis of Otter Awards distributed to identify trends and areas for improvement.
SWIS Referrals: Monitor the number and type of behavior referrals to track improvements in student behavior.
SAEBRS (Social, Academic, and Emotional Behavior Risk Screener): Use the SAEBRS data to gauge students' sense of well-being and make informed adjustments to the program.
Attendance: Track student attendance rates to assess the impact of a positive school culture on student engagement.
Health Room Visits: Monitor visits to the health room as an indicator of student well-being and potential areas of concern.
Counselor Referrals: Analyze counselor referral data to identify students in need of additional support and ensure timely intervention

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Family Engagement Nights

Family engagement nights like our literacy night, Benchmark Advance family night, and PTSA events will include resource sharing and opportunities for families to engage with staff and the community in a welcoming, inclusive environment.

Multilingual Communication

Provide resources for literacy and math either in other languages or in formats that can be easily translatable.
Ensure use of translators for family meetings and events.

Family Support for Families of Students with Disabilities

Provide resources to families to support learning at home.
Provide regular communication through multiple channels like meetings, phone calls, emails, and other communication methods.

Intended Impacts

These events aim to foster trusting relationships between families and the school, empowering parents to actively participate in their child’s education.
The goal is to remove barriers that prevent families from engaging with the school.
These efforts are designed to ensure families of students with disabilities feel empowered and informed about the educational process, leading to better collaboration between home and school.

Key Data

Increase in student attendance
Increased participation in school events by families

Technology Integration

Personalized Learning

Teachers use district technology tools such as Seesaw, Book Creator, Microsoft tools, and Canva to present content in multiple ways and to allow students to demonstrate mastery using multiple means of expression. These adaptive learning platforms enable teachers to utilize Universal Design for Learning principles, which in turn help close gaps for students disproportionately impacted by one-size-fits-all instruction.

Access to Resources

Teachers use tech tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify, or i-Ready, e-books via Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or TrueFlix. Access to these resources continues outside the school day, removing barriers for families and allowing students opportunities for additional review and practice of new skills and concepts.

Assistive Technologies

Teachers use tools like speech-to-text, screen readers, and customizable user interfaces help students with disabilities or language barriers to fully participate in learning, promoting inclusivity and equity.

Project-Based and Creative Tools

Creekside teachers utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) give students varied ways to express learning. These tools foster creativity and give students from diverse backgrounds more opportunities to succeed beyond traditional methods.

Intended Impacts

Increase student engagement in learning.
Reduce barriers and provide access to learning.

Key Data

Track data usage through Clever
I-Ready and Benchmark Assessments to track the impact on student learning
Tracking academic outcomes for students who are using technology as part of a tier 2 intervention

School Improvement Team & Procedure Information

Principal	Amy Allison
SIP Team Members	Samantha Helfen, Kindergarten Teacher Joy Hartmann, 1^st Grade Teacher Samantha Caiarelli, 2^nd Grade Teacher Kim Goodman, 3^rd Grade Teacher Liz Yanev, 4^th Grade Teacher Trevor Peden, 5^th Grade Teacher Stephanie De Jesus, SAGE Teacher Sarah Kwateh, LRC Teacher Karen Nelson, ML Teacher Makinlee Smith, PE Teacher Kylie Massey, Counselor Patti Skurski, Assistant Principal
Supervisor Review	Susan Mundell- November 14, 2024
Site Council or PTSA Review	October 21, 2024
School Board Review	December 3, 2024

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Creekside Elementary School Improvement Plan

2024-2026

Strengths, Challenges, & Opportunities

What school strengths support belonging, well-being, and learning?

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

What challenges are you working to address, especially in closing gaps?

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.

What future opportunities will you use to improve and address inequities?

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

Root Cause and Contributing Factors of Disproportionality

Reflection & Theory of Action

What new practices are improving student achievement, and how are you tracking their impact?

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?

What steps are you taking to address inequities in student achievement?

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?

Backed by Data

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

School-Based Action Plan

School Improvement Team & Procedure Information