School Improvement Plan

Building Leadership Team

• Lenzi Dean – Developmental Kindergarten

• Julie Jones – LAP

• Jennifer Thomas – Support Center

• Dana Binkley – Librarian

• Meredith Cromis – Counselor

• Jennifer Guild – 1st Grade

• Mercedes Bower – 3rd Grade

• Christina Lindner – 5th Grade

• Marcus Micheles – Assistant Principal

• Alicia Jensen – Principal

MTSS Student Support Team

• Meredith Cromis – Counselor

• Amie Palmira – School Psychologist

• Julie Jones – LAP Teacher

• Jessica Ellis – Paraeducator

• Marcus Micheles – Assistant Principal

• Alicia Jensen – Principal

Parent and Community Partners

• Sarah Fent

• David Ham

• Student Equity Advisory – 35 students

Most Meaningful Data Used in Needs Assessment

• Washington School Improvement Framework
• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Discipline Referrals
• Suspension Data
• Panorama Survey
• Special Education Eligibility/Disproportionality Data
• Special Education Placement Data (LRE)
• Fiscal and Financial Data

Contributing Factors in Areas of Strengths and Challenges

Some of the strengths that we bring at Shaw Road include: a mostly veteran teaching staff, with diverse backgrounds in education that support the needs of students coming into our school. With programs supporting Developmental Kindergarten, Support Center, as well as Quest in grades 3rd through 6th, we have a diverse student population of needs that we work to ensure equitable access for all students. Building on those strengths, as a staff we identified that we are committed to all students and seeing growth in all. That we value the contributions and knowledge that we gain from each other through our professional work to meet the needs of our students.

We are working to engage deeply with students who are not as connected with our school community. We have a strong family involvement community at Shaw Road, with an active PTA, family volunteers, and art docent program. This allows for students to see a variety of adults throughout the school who care about them as individuals and their growth. As we dove deeper into our student data from last spring, we noticed that students, although in a school with a lot of adults who care about them, don’t always recognize who and how adults are recognizing their strengths. We are working to actively be more specific with praise of students tied directly to the character traits in the PurposeFull People curriculum and ensuring that this year each student is personally recognized for the strengths that they are bringing to our school publicly.

As we increase our work and professional knowledge around assessment practices as we move through the process of analyzing data tied to unit assessments in mathematics. We are embedding professional work this year on Mondays using the book Assessment as a Catalyst for Learning. We are also increasing our professional knowledge and skills around student goal setting, and monitoring those goals through progress monitoring tools embedded into the curriculum.

Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

We are working to create a place where all who enter know that they are valued for the gifts that they bring, and the contributions that they provide to our school and community. Our school's vision is evident in our day-to-day actions. The "4 at the door" practice ensures that all adults in our school actively contribute to a positive and inclusive environment. Community circles provide a practical way for students to communicate and build a sense of community. We implement special education inclusion assignments to ensure equal access to education for all students, aligning with our commitment to diversity.

The Student Equity Advisory Committee reflects our dedication to fairness, as students actively participate in shaping school policies. We prioritize collaboration within grade level teams and with specialists, fostering open communication and partnership to meet the diverse needs of our students. These initiatives demonstrate our school's ongoing efforts to create an inclusive and student- centered learning environment.

2023 Shaw Road Elementary Overall Framework Score by Student Group

Goal 1: Aligning Curriculum - Academic Achievement

Building on last year’s progress in aligning instruction al practices in mathemati cs, our goal for the 2024-2025 school year is to strengthen consistency and effectivene ss across grade-level teams. By the end of the school year, we aim to:

• Ensure all teachers maintain alignment within two days on the math pacing guide.
• Foster deeper collaboration through regular, data- informed team meetings that include reflection on pre- and post- assessments.
• Develop consistent practices for inputting grades in Schoology to enhance communication and clarity for students and families.
• Further refine teacher understanding of grade- level standards and rigor through shared professional development and collaborative planning .

These efforts will ensure continued growth in aligning instruction al practices and supporting high- quality math instruction across all grade levels.

Goal 2: Closing the Gap

In alignment with our five-year goal to create a sustainable schoolwide MTSS system we will be working this year on closing the achievement gap for students in our identified population s of: Students with disabilities, Multi- Language Learners, Students who’s student growth percentile was below 50%. Through this work we will work to our goal of our overall student growth percentile average to be above 65% for all students as measured by the Spring STAR assessment for Fall to Spring growth and SBA data.

Goal 3: Creating a Culture

Our goal is to increase student leadership opportunities and student sense of belonging. Our goal is for each student in grades 4-6th to participate in a school leadership opportunity if they choose to in order to be able to contribute to a stronger student- centered school culture. We will measure this through classroom and school survey data, as well as through our Spring Student Survey.

Implementation and Accountability Plan

• School Administration

• Grade Level Teams

• Student Equity Advisory

• Adjust LAP support in kindergarten to reduce the number of students leaving at the intensive level by using a push-in model with the CKLA curriculum

• Add staffing support to grades 1st and 2nd to document interventions tied directly to individual students to support MTSS plans

• Add building para support to grades 3rd–6th focused on:

  • Students who scored a 2 on the SBA the previous year

  • Students who dropped a level from past SBA scores

  • Students with Disabilities

  • Students who are Multi-Language Learners

Creating Culture

• Identify staff members to take on student leadership activity opportunities

• Increase student leadership opportunities by adding one every two months

• Increase student/family engagement events to at least three for the year

Aligning Curriculum

• Teams meet weekly with documentation of meetings

• Collect data for interventions by groups for all grade levels

• Identify individuals to attend the PLC conference in Summer 2025

Success Measures

• Student Leadership Participation rates

• Student sense of belonging rates

• SBA and STAR proficiency scores

• SBA and STAR student growth percentile rates

• Meeting frequency rates by PLC

• Pacing calendar data from grade level teams and common assessments

Professional Development to Support Your Goals

• PLC training

• Student engagement around questioning and discussion

• Updated state standards

• Potential adjustments to the rigor of instructional practices