School Improvement Plan

2024-2025

A School Improvement Plan (SIP) or School Development Plan (SDP) is a central document used by Senior Leadership teams to map out their strategic plans for the development of their school.

Student Learning in Reading

SMART Goal Specific, measurable, attainable, relevant

ALL Students

• In 2024, 56.4% of students met or exceeded on the ELA IAR assessment, 18% of students were at the approaching level.

• In 2025, 65.4% of students will meet or exceed on the ELA IAR assessment. (moving ½ of the students who were approaching to meeting or exceeding)

English Learners

• In 2024…25% of EL students scored a 4, 5, or 6 on the writing portion of the ACCESS test.

• By spring of 2025, as measured on ACCESS, the following percentage of EL students attaining a 4, 5, 6 score in writing will increase by 10% (from 25%-35%)

Students with IEPs

• In 2024, 20.9% of students with IEPs in grades 3, 4 and 5 were meeting expectations on the IAR ELA assessment. 

• By Spring of 2025, as measured on the IAR ELA assessment, 33% of students with an IEP in grades 3, 4 and 5 will meet or exceed expectations.

Specific Action Step	Timeline & Setting	Point Person
Tier 1/2: Utilize WIN (30 min. daily) to determine small groups to address speaking and writing development (specifically for our EL students).	Ongoing	Classroom Teachers
Students will utilize iPads to practice/develop speaking skills (specifically for our EL students) in order to enhance their writing skills.	Ongoing	All Teachers
Students (including part-time EL)  will practice reading/language arts skills using iReady Reading on their iPads. They will be monitored using the iReady diagnostic every trimester. Full time EL students will be monitored using the Imagine Learning app (30 min/day or 10 lessons by December and 20 lessons within the school year) to practice reading/language arts skills.	Ongoing	All Teachers
Tier 1/2/3: PLC teams will meet with the instructional coach, school psychologist, interventionists, and the principal, once per trimester for a “data day”.	Once per Trimester	School Psychologist
Tier 1: Teachers will utilize the book room to level students in reading groups, and they will use decodable readers to help teach foundational reading skills.	Ongoing	Classroom Teachers
Tier 1: Classroom teachers will utilize classroom library book sets to increase student opportunity for choice and sustained independent reading time.	Ongoing	Classroom Teachers
Tier 3?: The special education program will implement new specialized curriculum for students with IEPs.	Ongoing	SPED Teachers
Tier 3: 67% of 1st-5th grade general education students who score below the 30%tile on Fall Reading Fastbridge and Reading MAP assessments will receive Tier 3 reading intervention using Benchmark Phonics Instruction and LLI  to build foundational skills and fill instructional gaps.	Ongoing	Reading Interventionist
Tier 1: Use Title 1 funds to increase parent involvement through Family Reading Night where families will receive books and a reading strategies handout to keep and utilize at home.

 

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Student learning in Math

SMART Goal Specific, measurable, attainable, relevant

ALL Students

• In 2024…54% of students met or exceeded on the Math IAR assessment. 26% of students were at the approaching level.

•In 2025…63% of students will meet or exceed on the Math IAR assessment. (moving ⅓ of the students who were approaching to meeting or exceeding)

English Learners

• In 2024…4 EL students were meeting expectations on the IAR Math assessment. 

• By Spring of 2025, as measured on IAR Math assessment, 8 EL students will meet expectations.

Students with IEPs

• In 2024, 17% of students with an IEP in grades 3, 4 and 5 were meeting or exceeding expectations on the IAR Math assessment. 

• By Spring of 2025, as measured on the IAR Math assessment, 25% of students with an IEP in grades 3, 4 and 5 will meet expectations.

Specific Action Step	Timeline & Setting	Point Person
Tier 1: Teachers will utilize iReady math following a diagnostic benchmark assessment that creates an individualized learning path to fill in specific learning gaps 3 times a week.	Ongoing	Classroom Teachers
Tier 3: 94% of 1st-5th general education students who scored below the 30%tile on Fall Math Fastbridge and Math MAP Fall assessments will receive Tier 3 math intervention using Math Recovery and Bridges Intervention to build foundational skills and fill instructional gaps.	Ongoing	Math Interventionist
Tier 1: Students will take regular Bridges checkpoints and unit assessments, with data being monitored by classroom teachers in Forefront, to establish student groupings and address learning gaps.	Ongoing	Classroom Teachers
Tier 1/2: Utilize WIN (30 min. daily) to reteach and extend learning in small groups based on benchmark data and unit assessments.	Ongoing	Classroom Teachers
Tier 1/2/3: PLC teams will meet with the instructional coach, school psychologist, interventionists, and the principal, once per trimester to interpret data to drive decision-making.	Once per trimester	School Psychologist
Tier 1: Use Title 1 funds to increase parent involvement through Family Math Night where families will receive manipulatives and activities to use at home.	Fall and Spring	Classroom Teachers and Math Interventionist
Tier 3?: The special education program will implement new specialized curriculum for students with IEPs.	Ongoing	Special Education Teachers

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Student social emotional well-being

SMART Goal Specific, measurable, attainable, relevant

Current Data as of August 2024:

• 37% fully implemented on TFI

SMART Goal for May 2025

• 50% Fully Implemented on TFI OR Fully Implemented Specific Features of Tier 1 TFI:

*Move from a score of 0 to 1 in the following specific features:

• Discipline Policies

• Student/Family/Community Involvement

• Discipline Data

• Fidelity Data

Specific Action Step	Timeline & Setting	Point Person
Tier 1/2: Weekly classroom SEL curriculum lessons (Second Step) serve as our tier one SEL curriculum. We will also utilize various Second Step lessons for tier two reteaching when necessary.	Ongoing	Classroom Teachers
Tier 1: Leveraging Title One funds to provide SEL activities such as parent nights, field trips, and assemblies.	Ongoing	Classroom Teachers
Tier 1: All certified staff will learn to enter discipline data into Infinite Campus consistently	Ongoing	Certified Staff
Tier 1: Team leaders will utilize and analyze discipline data entered into IC to make Tier I SEL decisions	Ongoing	Team Leaders
Tier 1/2: Team Leaders and MTSS teams will utilize SAEBRS data to identify needs and interventions at Tier I, II	Ongoing	Team Leaders & MTSS Team
Tier 2: Develop MTSS systems including creating entrance and exit criteria for Tier II SEL intervention (CICO, SEL intervention group, Cardinal Class)	Ongoing	Team Leaders & MTSS Team
Tier 1: Written communication to parents describing PBIS and the different tiers of support.	Ongoing	Team Leaders
Tier 2: Parent communication when a child is participating in a tier 2 intervention and communicating the skills they are focusing on.	Ongoing	Tier 2 Interventionist

 

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The team

Team Member Name	Role
Bradley Stein	Principal
Shannon Oklepek	Psychologist
Cari Tripoli	Kindergarten
Eileen O’Brien	First Grade
Kathy Schaefer	First Grade
Bailey Stearns	Second Grade
Jennifer Sharko	Third Grade
Maria Djurdjevic	Fourth Grade
David Becker	Fifth Grade
Mary Prost	Music/Drama
Lisa Butera	Math Interventionist
Antonia Martorelli	Structured Teaching (STEP)
Jackie Fuentes	English Language Resource