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

Cedar Trails 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.

STRENGTHS:

Co-teaching (Multi-lingual Clusters): i-Ready data for Cluster groups

Collaborative Problem-Solving Team (MTSS Tiered Teams): CR-TFI (tier 1 this year and tier 2 last year)

A Sense of Belonging Among a Diverse Community: SAEBRS, Gr. 4 and 5 Soft Skills Surveys

High Community Engagement at PTSA and School Events: Attendance Data at Events

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.

CHALLENGES:

Post-COVID Impact on Current 4^th Grade Cohort

Tier 2 and 3 Data Tracking for all grade levels

Mobility Reporting

NOTE: We are a transient population with many students coming and going throughout the year from various states/cities/countries. This is evident through our monthly P223 headcounts and our class rosters (which differs from OSPI’s report). When looking at our instruction, we have a need to onboard incoming kids into our modules/units and our assessment data is not comparing the same students in each cohort.

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?

Universal Design of Learning (UDL):

Implementation of Benchmark to meet ALL students learning needs (access to curriculum)
Opportunities for student engagement, agency, and access

Parent Engagement/Community Outreach:

Community Fair with Curriculum Night
Multi-lingual Learners Night
Highly Capable Nights: Primary Education Program (PEP), Special Approach to Gifted Education (SAGE)
Title 1/ Learning Assistance Program (LAP) Night
Parent Information Literacy Night combined with our Bedtime Stories

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

NOTE: At Cedar Trails we have many students with ACES/trauma backgrounds. We don’t have a specific data point for their individual childhood trauma but have heard their family stories. We welcome any instruction around Trauma Informed Practices. Our ultimate goal is to love them and give them a place where they feel they belong. Tier 1 team digging into our UDL plan to highlight the ACES work around UDL.

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?

System/Structure: Implementation of Multi-Tiered System of Supports (MTSS)

Description: Recently, the school expanded the MTSS framework to more effectively address academic support in reading and math and behavioral needs. This system includes clear identification of students at risk, more frequent progress monitoring, and targeted interventions that are adjusted based on student data.
Impact: Early indications show an increase in the percentage of students meeting growth targets in both reading and math. Teachers report feeling more equipped to differentiate instruction with our new Benchmark literacy curriculum, especially for students needing Tier 2 and Tier 3 interventions in reading and writing.
Monitoring Data: The school is using a combination of formative assessments, standardized test scores, and behavioral data (such as office referrals in SWIS and attendance rates). Progress monitoring tools like Eureka module assessments/exit tickets and i-Ready are tracking individual student growth, particularly for those in Tier 2 and Tier 3.

Practice: Universal Design for Learning (UDL)

Description: Cedar Trails is in year 4 of a 5-year UDL plan. The UDL framework was expanded across classrooms to reduce barriers and create more accessible learning environments. Teachers are offering multiple means of representation, action, and engagement to accommodate diverse learners. This also each teacher setting a goal around engagement in the 24/25 school year.
Impact: Teachers have observed increased engagement among students with varying learning needs, especially those supported on IEPs or who previously struggled with traditional instruction. There has been an improvement in classroom participation and task completion, indicating that students feel more supported in accessing the curriculum, especially with our new Benchmark curriculum.
Monitoring Data: To monitor the impact of UDL, data from classroom observations, student engagement metrics, and formative assessments are being collected. Teacher feedback through grade level team meetings and our PBIS and Academic MTSS meetings are also being used to evaluate the success of UDL strategies.

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?

Culturally Responsive Teaching and Curriculum

Proactive Step: The school has implemented culturally responsive teaching practices and integrated a more inclusive curriculum. This involves offering materials and perspectives that reflect the diverse cultural backgrounds of students. Teachers are receiving professional development on how to incorporate students' cultures, experiences, and interests into lessons to make learning more relevant and empowering.
Impact: This approach has led to increased engagement among historically marginalized students, as they see themselves reflected in the curriculum. Teachers report a greater sense of belonging among students from different racial and ethnic backgrounds.
Monitoring Data: Disaggregated data from assessments, engagement metrics, and surveys are being used to measure how students from different backgrounds are experiencing the curriculum. Additionally, classroom observations and teacher self-assessments are tracking the integration of culturally responsive practices.

Restorative Practices and Discipline Reform

Proactive Step: The school has shifted from punitive disciplinary policies to restorative practices to address the disproportionate suspension and expulsion rates among students of color. This includes training staff in conflict resolution, peer mediation, and restorative circles, which aim to build relationships and address the root causes of behavior issues rather than focusing on punishment.
Impact: Early data shows a reduction in the suspension rates for students of color and an increase in positive behavior referrals. There is also evidence that restorative practices are improving relationships between students and staff, creating a more inclusive and supportive school climate.
Monitoring Data: Discipline data is disaggregated by race and gender to track changes in suspension, expulsion, and office referral rates. Additionally, surveys on student sense of safety and belonging are being administered to ensure that students feel they are treated fairly and equitably.

Targeted Support through MTSS with an Equity Lens

Proactive Step: The school is using the Multi-Tiered System of Supports (MTSS) framework to identify students from historically underserved groups for early intervention, ensuring that students of color, English language learners, and economically disadvantaged students are receiving the academic and behavioral supports they need. The system includes targeted, culturally responsive interventions designed to prevent achievement gaps from widening and including a thoughtful process for when to exit students from the interventions to promote stretch growth, acceleration, and sustaining skills
Impact: There has been an increase in the number of students from diverse backgrounds receiving timely and effective interventions. Additionally, data shows more equitable access to academic resources and support.
Monitoring Data: MTSS data is being disaggregated to track who is receiving interventions and how effective these interventions are across different demographic groups. Progress monitoring tools, formative assessments, and teacher observations are being used to assess whether interventions are equitably addressing the needs of students of color.

Anti-Racism and Equity Training for Staff

Proactive Step: The school has implemented ongoing anti-racism and implicit bias training for all staff, aimed at dismantling institutional racism and addressing biases that impact how students are taught and disciplined. This includes training on recognizing microaggressions, addressing bias in the classroom, and creating an inclusive learning environment.
Impact: Teachers report a shift in how they approach classroom management and interactions with students, with greater awareness of how their own biases might influence their teaching. This has contributed to a more supportive and equitable school culture.
Monitoring Data: The impact of this training is monitored through staff surveys, classroom observation data, and student feedback. The school also looks at patterns in academic achievement, discipline, and special education referrals to see if gaps are closing among different student populations.

By focusing on these proactive steps, Cedar Trails team aims to disrupt predictable patterns of inequity and create a more inclusive and equitable environment for all students. Data collection and monitoring systems ensure that progress is tracked, and adjustments can be made as needed.

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	83%	69%	79%	88%
BIPOC Focus Group	60%	36%	52%	68%
Students with Disabilities	0%	38%	51%	65%

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	76%	74%	81%	88%
BIPOC Focus Group	48%	37%	51%	66%
Students with Disabilities	17%	35%	47%	59%

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	80%	84%	88%
BIPOC Focus Group	67%	74%	80%
Students with Disabilities	73%	78%	83%

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 Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home Teaming Recommendation: describe how and how often teams commit to discuss Benchmark Advance assessment data and implications for implementation centered on the following questions: 1. What do we want all students to know and be able to do? 2. How do we know if they learn it? 3. How are we responding when some students do not learn it? 4. How do we extend learning when students demonstrate mastery? 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 Video recorded model lessons available Tech training (optional) for learning about resources on Benchmark Universe Just in time (optional) trainings for needs that arise (ex: assessment data analysis, intervention matching, co-planning)	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 QPA/QSA and K Foundational Skills
Universal Design for Learning (UDL)	Action SAEBRS: Use SAEBRS data in the classroom as a collective reflection data point. Trail Tokens: Continue to use the school reward system to foster belonging and community here at Cedar Trails. UDL Hub: Create a digital resource where teachers can access pictures from other Cedar Trails staff showing how they are integrating UDL concepts and Culturally Responsive Education strategies into their classrooms.	Intended Impacts Help teachers understand students at an emotional level with SAEBRS data, which in turn impacts how they learn in the classroom. This also give teachers visibility into the changes over the course of the school year. Key Data SAEBRS data
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Action Curriculum Night: Include daycare so that more families can attend with the ease of on-site childcare for parents/guardians to attend the individual curriculum night(s) Literacy Night: Include students to increase engagement Bedtime Stories: ML Engagement Night: TLAP Engagement Night: Conferences: Resource Fair outside of the Book Fair for families to discretely get access to resources Parents on the Playground (RAD) ~ quarterly	Intended Impacts Increase parent(s) knowledge of curriculum and to positively impact student learning/growth, and building our school-wide community Key Data Attendance at Events Exit Tickets
Technology Integration	Accessibility Tools and Assistive Technology Teachers use tools like speech-to-text and screen readers to help students with disabilities or language barriers to fully participate in learning, promoting inclusivity and equity. Multiple Ways to Engage in Learning Students are provided with access to eBooks through Benchmark, Sora, and Learning Ally which offer multimodal ways to engage with text and provide access to grade level reading comprehension instruction. Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing embedded accessibility supports. Students in grades 4 and 5 utilize Teams to support organization and strengthen executive functioning. Multiple Ways to Demonstrate Learning/Knowledge Creative tools such Seesaw, Book Creator, Canva, PowerPoint, and Sway to give students varied and more inclusive ways to express their learning and knowledge of content.	Intended Impacts Provide equitable access to learning by reducing barriers. Increase student engagement and ownership in learning. Embedded technology in UDL professional development delivered by Ignite teachers. Key Data Learning platform/digital tool usage available through Clever. Track academic outcomes for students who are using technology as part of a tier 2 intervention. Resources Tech TOSA collaboration support Ignite teachers

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
Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home

Teaming

Recommendation: describe how and how often teams commit to discuss Benchmark Advance assessment data and implications for implementation centered on the following questions:

1. What do we want all students to know and be able to do?

2. How do we know if they learn it?

3. How are we responding when some students do not learn it?

4. How do we extend learning when students demonstrate mastery?

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
Video recorded model lessons available
Tech training (optional) for learning about resources on Benchmark Universe
- Just in time (optional) trainings for needs that arise (ex: assessment data analysis, intervention matching, co-planning)

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
- QPA/QSA and K Foundational Skills

Universal Design for Learning (UDL)

Action

SAEBRS: Use SAEBRS data in the classroom as a collective reflection data point.
Trail Tokens: Continue to use the school reward system to foster belonging and community here at Cedar Trails.
UDL Hub: Create a digital resource where teachers can access pictures from other Cedar Trails staff showing how they are integrating UDL concepts and Culturally Responsive Education strategies into their classrooms.

Intended Impacts

Help teachers understand students at an emotional level with SAEBRS data, which in turn impacts how they learn in the classroom. This also give teachers visibility into the changes over the course of the school year.

Key Data

SAEBRS data

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Action

Curriculum Night: Include daycare so that more families can attend with the ease of on-site childcare for parents/guardians to attend the individual curriculum night(s)
Literacy Night: Include students to increase engagement
Bedtime Stories:
ML Engagement Night:
TLAP Engagement Night:
Conferences: Resource Fair outside of the Book Fair for families to discretely get access to resources
Parents on the Playground (RAD) ~ quarterly

Intended Impacts

Increase parent(s) knowledge of curriculum and to positively impact student learning/growth, and building our school-wide community

Key Data

Attendance at Events
Exit Tickets

Technology Integration

Accessibility Tools and Assistive Technology

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

Multiple Ways to Engage in Learning

Students are provided with access to eBooks through Benchmark, Sora, and Learning Ally which offer multimodal ways to engage with text and provide access to grade level reading comprehension instruction.
Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing embedded accessibility supports.
Students in grades 4 and 5 utilize Teams to support organization and strengthen executive functioning.

Multiple Ways to Demonstrate Learning/Knowledge

Creative tools such Seesaw, Book Creator, Canva, PowerPoint, and Sway to give students varied and more inclusive ways to express their learning and knowledge of content.

Intended Impacts

Provide equitable access to learning by reducing barriers.
Increase student engagement and ownership in learning.
Embedded technology in UDL professional development delivered by Ignite teachers.

Key Data

Learning platform/digital tool usage available through Clever.
Track academic outcomes for students who are using technology as part of a tier 2 intervention.

Resources

Tech TOSA collaboration support
Ignite teachers

School Improvement Team & Procedure Information

Principal	Tera Coyle
SIP Team Members	Laura Biller, Dean Melissa Skone, Kindergarten Sarah Fulghum, 1^st Grade Jenny Emsky, 2^nd Grade Jen Barth, 3^rd Grade Katie Wright, 4^th Grade CJ Jarreau, 5^th Grade Erin Mathias, OT/SpEd Rep Reyna Yamamoto, TLAP (Reading & Math)/Intervention Rep Brittany Hogan, PE Teacher/Specialist Rep Megan Larson, Counselor/504 Coordinator Aly Lamont, Ed. Tech TOSA Agnes Jang, Implementation Specialist Malorie Ulrich, Paraprofessional/Para Rep
Supervisor Review	November 13, 2024 Melinda Reynvaan
Site Council or PTSA Review	November 12, 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:

Cedar Trails 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