School Improvement Plan
2025-2026
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 2025, 70.4% of students met or exceeded ELA standards on IAR.
• In 2026, 75% of students will meet/exceed ELA standards on IAR.
Multilingual Learners
• In 2025, 40% of ML students met or exceeded ELA standards on IAR.
• In 2026, 45% of ML students will meet/exceed ELA standards on IAR.
• In 2025, 34.5% exited ML services through ACCESS.
• In 2026, 30.0% will exit ML services through ACCESS.
Students with IEPs
• In 2025, 44% of students with an IEP met or exceeded ELA standards on IAR.
• In 2026, 49% of students with an IEP will meet or exceed ELA standards on IAR.
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Implementation of Structured Literacy model in K-5 with fidelity.
|
Ongoing |
Classroom Teachers Instructional Coach |
|
Tier 1: Teachers will utilize iReady reading following a diagnostic benchmark assessment at least 3 times per year that creates an individualized learning pathway to fill in specific learning gaps for a minimum of 45 minutes per week for all students. |
Benchmarks (fall, winter, spring) | Classroom Teachers |
| Grade level PLCs will meet weekly to review summative assessment data entered into Forefront to guide data based instructional decisions for all students. | Ongoing | Classroom Teachers |
| Tier 1/2: Utilize WIN (30 min. daily) to determine small groups to address phonics, comprehension development. Use of Sadlier and iReady reading lesson tools. | Ongoing | Classroom 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” to review benchmark data (iReady reading, FastBridge CBM fluency and curriculum-based assessments, such as Wonders and Sadlier Phonics) to create instructional plans for Tier I and instructional plans and/or intervention plans for students requiring supplemental or intensive support for Tier II and III utilizing benchmark data to increase overall proficiency or targeted skill proficiency in identified reading deficit areas. | Benchmarks (Trimesters) | Psychologist |
| Tier 3: general education students who score below the 10%ile on Fall Reading Fastbridge or Reading iReady assessments will receive Tier 3 reading intervention using Benchmark Phonics Instruction or LLI to build foundational skills and fill instructional gaps. | September and January | Reading Interventionist |
|
Students with IEPs will participate in grade level core curriculum, including Wonders and Sadlier From Phonics to Reading. If students require differentiated instruction, WonderWorks and Sondays will be utilized for small group instruction. |
Ongoing |
Special Education Teachers Gen Ed Teachers |
| 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. | Fall and Winter | Reading Interventionist |
| Teachers can engage in student-centered coaching cycles with the instructional coach in the area of reading/structured literacy as additional support to facilitate new district initiatives. | Ongoing |
Classroom Teachers Instructional Coach |
Student learning in Math
SMART Goal Specific, measurable, attainable, relevant
ALL Students
•In 2025, 63.5% of students met/exceeded Math standards on IAR.
•In 2026, 68.0% of students will meet/exceed Math standards on IAR.
multilingual Learners
• In 2025, 36% of ML students met/exceeded Math standards on IAR.
• In 2026, 41% of ML students will meet/exceed Math standards on IAR.
Students with IEPs
• In 2025, 34% of students with an IEP met/exceeded Math standards on IAR.
• In 2026, 39% of students with an IEP will meet/exceed Math standards on IAR.
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
| Tier 1: Teachers will utilize iReady math following a diagnostic benchmark assessment at least 3 times per year that creates an individualized learning pathway to fill in specific learning gaps for a minimum of 45 minutes per week for all students. |
Ongoing |
Classroom Teachers |
|
Tier 1: Students will take regular Bridges checkpoints and unit assessments, with data being monitored weekly by classroom teachers in Forefront, in order to establish student groupings and address learning gaps. |
Ongoing | Classroom Teachers |
| 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 & Spring | Math Interventionist |
| 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 Teacher |
| 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” to review benchmark data (iReady math and curriculum-based assessments, such as Number Corner assessments and Bridges checkpoints/unit tests) to create instructional plans for Tier I and instructional plans and/or intervention plans for students requiring supplemental or intensive support for Tier II and III utilizing benchmark data to increase overall proficiency or targeted skill proficiency in identified math deficit areas. | 3 Times Per Year | Psychologist |
| Tier 3: 94% of 1st-5th general education students who scored below the 10%tile on Math iReady Fall assessments will receive Tier 3 math intervention using Math Recovery and Bridges Intervention to build foundational skills and fill instructional gaps. | September and January | Math Interventionist |
|
Teachers can engage in student-centered coaching cycles with the instructional coach in the area of math as additional support to facilitate current district initiatives. |
Ongoing | Teachers & Interventionist |
| Students with IEPs will participate in grade level core curriculum, including Bridges. If students require differentiated instruction, Bridges Intervention will be utilized for small group instruction. | Ongoing |
Special Education Teachers Gen Ed Teachers |
Student social emotional well-being
SMART Goal Specific, measurable, attainable, relevant
Current Data as of August 2025 (spring 2025):
• In the Fall of 2025, 73% of the Tiered Fidelity Inventory (TFI), assessing alignment to specific features of Tier 1 PBIS, was Fully Implemented at Terrace.
SMART Goal for May 2026:
• By May of 2026, 80 % of the Tiered Fidelity Inventory( TFI) will be Fully Implemented for PBIS.
•Classroom Procedures (TFI 1.8 move from a 1 to a 2)
•Annual Evaluation (TFI 1.15 move from a 1 to a 2)
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
| Continue implementation of PBIS multi-tiered systems. |
Ongoing |
Team Leaders |
|
Classroom practices fidelity checklist will be developed and utilized to support implementation of Active Supervision and Encouraging Appropriate Behavior. |
Ongoing |
Classroom Teachers & Team Leaders |
|
Continue implementation of SEL Tier I practices: classroom practices, Second Step, Erika’s Lighthouse (4th-5th), SEL check-ins(class meetings) |
Ongoing |
Social Workers Psychologist Principal |
|
Continue PBIS Tier I strategies and interventions: Implementation of new PBIS Cardinals SOAR matrix for common expectations, Cardinal Cash, 100 Club, Courageous Cardinal, Golden Broom |
Ongoing |
Team Leaders Tier I Coordinators |
|
Monthly data reviews by PBIS Tier I (Team Leaders) to determine school wide monthly goals for following common expectations and providing positive reinforcement |
Ongoing |
Team Leaders Tier I & Tier II Coordinators |
|
Continue implementation of Tier II systems and interventions, including SOARs Reteach, Cardinal Class and SEL groups |
Ongoing |
Tier II Team |
|
Continue implementation of CICO with all staff and mentor training using identified entrance and exit criteria |
Ongoing |
Tier II Coordinator |
| Focus on increased parent communication regarding SEL and PBIS systems (information provided at Meet and Greet, Newsletter). | Ongoing | Principal Tier I & Tier II Coordinators |
data analysis schoolwide needs assessment
| Student Group | Current Learning Data as of August 2025 | SMART Goal for May 2026 |
|---|---|---|
|
ALL |
In 2025, 70.4% of students met or exceeded ELA standards on IAR. In 2025, 63.5% of students met or exceeded Math standards on IAR. |
In 2026, 75% of students will meet/ exceed ELA standards on IAR. In 2026, 68% of students will meet/exceed Math standards on IAR. |
| ML | In 2025, 40% of ML students met or exceeded ELA standards on IAR. In 2025, 36% of ML students met or exceeded Math standards on IAR. |
In 2026, 45% of ML students will meet/exceed ELA standards on IAR. In 2026, 41% of ML students will meet/exceed Math standards on IAR. |
| IEP | In 2025, 44% of students with an IEP met or exceeded ELA standards on IAR. In 2025, 34% of students with an IEP met or exceeded Math standards on IAR. |
In 2026, 49% of students with an IEP will meet/exceed ELA standards on IAR. In 2026, 39% of students with an IEP will meet/exceed Math standards on IAR. |
The team
| Team Member Name | Role |
|---|---|
|
Dr. Bradley Stein |
Principal |
| David Becker | Fifth Grade |
| Maria Djurdjevic | Fourth Grade |
| Jennifer Sharko | Third Grade |
| Bailey Stearns | Second Grade |
| Eileen O’Brien & Katherine Schaefer | First Grade |
| Cari Tripoli | Kindergarten |
| Toni Martorelli | Special Education Teacher (STEP) |
|
Shannon Oklepek |
Psychologist |
|
Mary Prost |
Music Teacher |
|
Natalia Kadzielawa |
ML Teacher |