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

Cascade Ridge 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.

Focus on Equity & Belonging: At Cascade Ridge we prioritize equity by recognizing and addressing the diverse backgrounds and needs of our students. We strive to foster a culture of kindness, respect, and belonging, creating an environment where students feel valued and supported.

Engaged, Supportive Community: Our caregiver community plays an active role in the foundation and ongoing success of Cascade Ridge. Through their involvement in school activities, volunteering, and partnerships, caregivers are true collaborators in our students' education. This strong home-school connection enhances our efforts to meet the needs of every student.

Experienced, Veteran Staff: Our experienced, dedicated, and veteran staff are a cornerstone of our school’s success. Their commitment to student growth and their deep expertise ensure that we consistently deliver high-quality instruction. Their passion for teaching and learning drives continuous improvement and fosters a nurturing environment where all students can thrive.

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.

School Wide Block Schedule: Block scheduling provides increased depth and differentiation, focused instructional blocks and increased student engagement. Block scheduling allows teachers to spend longer periods with students, to reinforce concepts and conduct lessons tailored to varying skill levels. With dedicated blocks for core learning, teachers are able to implement targeted interventions with fidelity and success. Longer periods also allow for increased group work, peer collaboration or project-based tasks.

Inclusionary Practices & Focus on Students with Disabilities: Inclusionary practices allow for equity and access to grade level curriculum for students with disabilities. When the special education teacher and classroom teacher bring all students together in the same learning environment, effective co-teaching can provide support to all, including those with unique needs. Inclusionary practices allow students to learn in a diverse community, where students of varying levels work together. This enhances social-emotional skills, promotes empathy, and builds peer support networks, which all contribute to a positive and inclusive school culture.

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 for Learning: UDL will enhance improvement at Cascade Ridge by promoting equity, diverse pathways to learning and fostering a collaborative, growth-oriented learning environment. Teachers will provide various ways for students to engage with grade level curriculum, considering different interests, backgrounds and emotional needs. Doing this helps reduce barriers for students who do not feel connected to traditional learning methods and are often seen in underrepresented groups. UDL accommodates different strengths and allows students to access information through different formats. This helps students with diverse needs to better understand and process information, therefore reducing learning gaps. Ongoing assessment and feedback allow teachers to modify instruction based on student responses. These adjustments can address early indicators of learning gaps and allow for timely interventions, which benefits long term disproportionality.

Consistent planning time & reflection: Implementation of Universal Design for Learning concepts requires collaboration between staff to create inclusive lessons and build a collaborative learning environment. When teachers, special education staff, and support staff plan and engage in training together, it builds a school wide commitment to equity, improves instructional quality and encourages a shared responsibility for every student’s success. Reflecting on training helps teachers evaluate their current practices, identify what is working well and recognize areas for improvement. This awareness drives intentional, ongoing professional development that ensures staff make alterations to meet the needs of their students. Reflecting with colleagues fosters trust and openness and encourages risk taking and innovation.

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?

Increased collaboration between multilingual and special education staff is a system recently employed to support Cascade Ridge students. By combining expertise and experience of these staff members, lessons will be created that are both linguistically accessible and tailored to meet unique learning abilities. This benefits students who may face challenges in one or both of these areas. Data to monitor this impact includes standardized assessment data, and individualized goal progress.

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?

The Cascade Ridge Equity Team and staff as a whole are committed to proactive steps to disrupt predictable patterns, dismantle institutional racism, and address disproportionality in academic achievement among students of different backgrounds. The Cascade Ridge mission statement was revised and updated to better reflect the demographics and diversity of our learning community. Staff welcomes involvement and feedback to gather diverse perspectives and ensure all voices are heard in decision-making processes. Participation in regular conversations about equity, belonging and inclusive practices help identify areas where all can improve and grow. These actions allow and promote a learning environment where every student feels valued, supported and capable of success, which actively disrupts inequitable patterns and academic disparities.

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	94%	92%	93%	94%
BIPOC Focus Group	>74%	>74%	83%	87%
Students with Disabilities	<25%	<75%	45%	50%

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	91%	91%	92%	92%
BIPOC Focus Group	90%	90%	92%	92%
Students with Disabilities	53%	50%	50%	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	90%	91%	92%
BIPOC Focus Group	91%	92%	92%
Students with Disabilities	82%	84%	85%

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	Professional Development Participate in ISD district training & TLS Wednesday professional development sessions Connect with the school implementation specialist & administration team Communicate with caregivers at curriculum night & conferences on resources to learn about Benchmark Advance Offer support and guidance on how caregivers can support literacy at home Regular review of feedback (administration and implementation specialist) to design professional development Grade Level Teaming Building grade level teams will engage in half day release to collaborate and plan with colleagues and implementation specialist Grade level teams will engage in discussions about Benchmark assessment data Collaborate with grade level team and specialists on how to support or extend learning based on student needs. Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaborate in planning the literacy blocks Incorporate UDL aligned strategies and strength-based outlook of student learning Resources Allocation Implementation specialist (district) Dedicated staff meeting time for training & collaboration Commitment of grade level team meeting time	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 Reading Foundational Skills Assessments and Title/LAP progress monitoring
Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)	School Wide Behavior Management & Reinforcement Reinforce and reteach expectations of the Coyote Code – Be Safe, Be Kind, Do Your Job across school community with visual reminders and regular discussions Classroom creation of a positive behavior system that aligns with the Coyote Code and school wide behavior expectations. Acknowledge and reward positive behavior school wide by distributing Coyote Coins Social Emotional Learning & Equity Focused Instruction Implement Coyote Code expectations alongside Social Emotional Second Step Curriculum & Zones of Regulation lessons to create an equitable learning environment Deliver weekly Social Emotional lessons to build emotional regulation and decision-making skills. Collaboration with staff and school counselor to teach anti-bullying lessons. Host Taproot Theatre for annual anti bullying assembly for all grades. Reflection & Caregiver Engagement Foster student reflection using Think it Over forms schoolwide when behavior expectations are not met. Involve caregivers in supporting school-wide behavior expectations at home. Review of Multi-Tiered Systems of Support at Site Council, PTSA General Membership meetings and Community Connection meetings Promote inclusion and ensure every student feels valued through routine school wide communication	Intended Impacts Foster equitable learning environment Increased pro social and positive behaviors Key Data SWIS – Regular assessment of behavior data to inform instruction SAEBRS Caregiver PBIS Survey Staff reflection
Building Equity Team	Implement School Wide Initiatives Plan and carry out of a school-wide art project that highlights themes of diversity and belonging Develop & integrate monthly lessons on key equity topics schoolwide (diversity for October, equal vs. equitable, circle of control) Implement use of land acknowledgement resources across all grades Community Engagement & Communication Continue to host Community Connection meetings and Caregiver Panels to gather insights and engage caregivers in discussions around equity Develop a plan to keep caregivers informed about equity work happening in school Continue to broaden awareness and accommodations for religious observances and ensure students have alternate activities without impacting school experience Reflect & Evaluate Diverse Resources Continue to curate books and materials that represent diverse cultures and perspectives in classroom libraries Regularly reflect as a staff on current building needs and adjust strategies to ensure consistent alignment with the needs of students, staff and the community.	Intended Impacts Increased sense of belonging & community Visual representation of school’s commitment to inclusion & belonging (art project) Foster awareness of Indigenous history & culture Key Data SAEBRS PBIS parent survey SWIS
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Culturally Responsive Communication Engage in information gathering at the beginning of the school year via caregiver survey Engage in professional development monthly with Equity Team, focusing on communication strategies Utilize bilingual staff and district Family Liaison in caregiver meetings and connections. Increase visibility at drop off and pick up by all staff Host yearly Community Learning Night Host regular Community Connection meetings (admin staff) in person for all caregivers and community	Intended Impacts Increased caregiver engagement & trust Stronger cultural awareness and cultural competency Increased student success Key Data Surveys and feedback forms Observation and informal feedback Increase attendance at events
Technology Integration	Personalized Learning Utilize 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 Utilize technology tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify or i-Ready. Students can access e-books via Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or World Book Online. 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. Project Based & Creative Tools Utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) to 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 on learning platform/digital tool usage through Clever I-Ready and Benchmark assessments to track the impact on student learning Track academic outcomes for students who are using technology as a part of Tier 2 intervention

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Professional Development

Participate in ISD district training & TLS Wednesday professional development sessions
Connect with the school implementation specialist & administration team
Communicate with caregivers at curriculum night & conferences on resources to learn about Benchmark Advance
Offer support and guidance on how caregivers can support literacy at home
Regular review of feedback (administration and implementation specialist) to design professional development

Grade Level Teaming

Building grade level teams will engage in half day release to collaborate and plan with colleagues and implementation specialist
Grade level teams will engage in discussions about Benchmark assessment data
Collaborate with grade level team and specialists on how to support or extend learning based on student needs.

Integrity of Delivery

Use of implementation goals provided by Benchmark / Teaching & Learning Services
Collaborate in planning the literacy blocks
Incorporate UDL aligned strategies and strength-based outlook of student learning

Resources Allocation

Implementation specialist (district)
Dedicated staff meeting time for training & collaboration
Commitment of grade level team meeting time

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
- Reading Foundational Skills Assessments and Title/LAP progress monitoring

Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)

School Wide Behavior Management & Reinforcement

Reinforce and reteach expectations of the Coyote Code – Be Safe, Be Kind, Do Your Job across school community with visual reminders and regular discussions
Classroom creation of a positive behavior system that aligns with the Coyote Code and school wide behavior expectations.
Acknowledge and reward positive behavior school wide by distributing Coyote Coins

Social Emotional Learning & Equity Focused Instruction

Implement Coyote Code expectations alongside Social Emotional Second Step Curriculum & Zones of Regulation lessons to create an equitable learning environment
Deliver weekly Social Emotional lessons to build emotional regulation and decision-making skills.
Collaboration with staff and school counselor to teach anti-bullying lessons.
Host Taproot Theatre for annual anti bullying assembly for all grades.

Reflection & Caregiver Engagement

Foster student reflection using Think it Over forms schoolwide when behavior expectations are not met.
Involve caregivers in supporting school-wide behavior expectations at home.
Review of Multi-Tiered Systems of Support at Site Council, PTSA General Membership meetings and Community Connection meetings
Promote inclusion and ensure every student feels valued through routine school wide communication

Intended Impacts

Foster equitable learning environment
Increased pro social and positive behaviors

Key Data

SWIS – Regular assessment of behavior data to inform instruction
SAEBRS
Caregiver PBIS Survey
Staff reflection

Building Equity Team

Implement School Wide Initiatives

Plan and carry out of a school-wide art project that highlights themes of diversity and belonging
Develop & integrate monthly lessons on key equity topics schoolwide (diversity for October, equal vs. equitable, circle of control)
Implement use of land acknowledgement resources across all grades

Community Engagement & Communication

Continue to host Community Connection meetings and Caregiver Panels to gather insights and engage caregivers in discussions around equity
Develop a plan to keep caregivers informed about equity work happening in school
Continue to broaden awareness and accommodations for religious observances and ensure students have alternate activities without impacting school experience

Reflect & Evaluate Diverse Resources

Continue to curate books and materials that represent diverse cultures and perspectives in classroom libraries
Regularly reflect as a staff on current building needs and adjust strategies to ensure consistent alignment with the needs of students, staff and the community.

Intended Impacts

Increased sense of belonging & community
Visual representation of school’s commitment to inclusion & belonging (art project)
Foster awareness of Indigenous history & culture

Key Data

SAEBRS
PBIS parent survey
SWIS

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Culturally Responsive Communication

Engage in information gathering at the beginning of the school year via caregiver survey
Engage in professional development monthly with Equity Team, focusing on communication strategies
Utilize bilingual staff and district Family Liaison in caregiver meetings and connections.
Increase visibility at drop off and pick up by all staff
Host yearly Community Learning Night
Host regular Community Connection meetings (admin staff) in person for all caregivers and community

Intended Impacts

Increased caregiver engagement & trust
Stronger cultural awareness and cultural competency
Increased student success

Key Data

Surveys and feedback forms
Observation and informal feedback
Increase attendance at events

Technology Integration

Personalized Learning

Utilize 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

Utilize technology tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify or i-Ready. Students can access e-books via Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or World Book Online. 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.

Project Based & Creative Tools

Utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) to 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 on learning platform/digital tool usage through Clever
I-Ready and Benchmark assessments to track the impact on student learning
Track academic outcomes for students who are using technology as a part of Tier 2 intervention

School Improvement Team & Procedure Information

Principal	Jennifer Sehlin
SIP Team Members	Michelle Moon – Dean of Students; Carla Geraci – School Counselor; Carrie Haines – Kindergarten Teacher; Jennifer Yamamoto – First Grade Teacher; Kari Perkin – Second Grade Teacher; Dana Shawver – Third Grade Teacher; Lynette Springborn – Fourth Grade Teacher; Kristin Page – Fifth Grade Teacher; Elizabeth Dragonjac – Science/Technology Magnet Fifth Grade Teacher; Zana Moore – Librarian; Megan Bernicchi – Implementation Specialist; Rowena Duane – Technology TOSA
Supervisor Review	11/10/24 Melinda Reynvaan
Site Council or PTSA Review	1/6/25
School Board Review	12/3/24

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Cascade Ridge 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