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.

Monitoring and Adjusting:

A SIP is not set in stone. It's reviewed regularly, with progress monitored against the set goals and activities adjusted as needed to stay on track toward improvement.

Visit the Issaquah School District SIP website to learn more about SIPs.

District - School Improvement Plans

Achievement Goals

100% of students in the Class of 2023 will graduate on time by June 2023.
100% of students in the class of 2023 with an IEP will graduate on time by June 2023.

Reflecting on Previous Year School Improvement Plan

Gibson Ek set a goal of 100% on-time graduation for the class of 2022. We graduated 94.6% of our students. The two students who did not graduate are continuing their education this year with the goal of meeting all graduation requirements by June 2023. One of these students has an IEP and the other student is a general education student.

In January of 2022, we had some students who were falling behind on requirements and we provided several supports in addition to the already existing strong Tier 1 strategies. The supports that were successful in moving the students who were off-track to becoming on-track by spring included: meeting one-on-one with 1 additional adult weekly; identifying specific Design Labs to support clear competency attainment in targeted learning goal areas; small group work focused on Capstone progress with enhanced guided advisor support; and closely managed independent work time.

These are all interventions that we will continue to implement this year for seniors who are behind in meeting their requirements on time.

Backed by Data

Schools use multiple data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard.

Data Workbook for High School

Process
Findings

Process

The school administration team, in collaboration with the team of certificated advisors, reviewed school-wide data during various meetings. Data was reviewed and discussed; student growth goals were written; and school-wide goals were established after multiple activities and conversations about academic programming and graduation requirements and progress. Using the MTSS data protocol and other approaches, staff reviewed data that included incoming 8th grade data including attendance, SDQ scores, grades, test scores, and discipline; federal ethnicity and race data of Gibson Ek compared to ISD and state data; post-graduation data; Design Lab completion rate; graduation requirement data, level- up and gateway data; ALEKS math completion and progress data; writing portfolio completion and progress; and Capstone progress and completion data.

Findings

As a school team, we continue to diversify our student population through continued efforts in recruiting, family partnerships, and sharing student spotlights and stories about students with a range of interests, talents, and projects.

Gibson Ek is a fully inclusive program that embeds strong Tier 1 strategies and Universal Design for Learning into the daily instructional practices of staff. Consistently, Gibson Ek has a higher percentage of our student population with disabilities. This year, 21% of our students have IEPs compared to 7.8% of students district-wide. 26% of Gibson Ek students have a 504 plan compared to 9.5% of students in the ISD.

Setting a goal of 100% of students with IEPs meeting on-time graduation requirements aligns with our practices and goals over the past several years. It should be noted that while we strive for 100% on-time graduation, we understand that timelines for students can vary, and we should be just as proud of our five- and six-year data that shows ongoing support for students who need additional time to meet graduation requirements.

School-Based Action Plan

Action	Implementation	Impact: Evidence/Monitoring
Re-Design and Implementation of math program for all students	Increase options for math support in small groups including a small group working with a paraprofessional on pre-algebra skills Small group working with IEP advisor on Algebra 1 Two math tutors supporting students 2 times per week with geometry Geometry workshop offered to support working with proofs Additional small groups focused on executive functioning, on task management, and perseverance with math Each course was reviewed and mandatory topics were aligned with curriculum in the comprehensive high schools Additional videos and resources provided in math Google Classrooms Modules created to manage pacing and on-track progress for students	Increased percentage of students maintaining appropriate pace to complete course by the end of the year Monitor accountability and progress more closely due to aligned expectations for completion for each course Improved attendance in all small group sessions Increased student confidence in ability to manage and complete the course Optimized content time while students are on campus working on math
Increase Family Outreach and Partnerships	Supporting students through more collaboration and communication with families/guardians Shared documents between home and school to increase transparency of daily planning and task completion Strong communication among school and home to increase student confidence and success emphasizing the student’s personal journey, growth, and challenges.	Student progress and on-track reports decreasing Data Dashboard to allow for easy tracking by graduation requirements and competency areas Increase family attendance at events such as exhibitions, family engagement night, and PTSA events or meetings
Newly Designed and Launched Student Dashboard	Dashboards shared with all students and families/guardians All staff managing dashboard progress monthly Core values embedded into dashboard to capture growth in the areas of personal vision, authentic new learning, and community impact and influence	Improve communication with students and families/guardians about graduation requirements, learning progress, and completion of graduation, level up, and gateway requirements. More students monitoring their progress and remaining on track
Implementation of Crash Labs that support ALL students with many options supporting and coaching IEP students	Implemented sessions include: Capstone workshop for juniors and seniors Bullet journaling co-taught with a student. Coaching on executive functioning Project Planning and Management How to Gibson Ek for 9th graders in the fall	Students supported with skill-based labs to apply to personal projects, internships, and other areas of learning

SIP Team & Final Review

Principal: Julia Bamba
Site Council/PTSA Review Date: February 9, 2023
Supervisor Review: Andrea Zier, February 3, 2023
School Board Review Date: March 15, 2023

Leadership Team:

Tonja Reischl, Dean of Students
Casey Henry, LTI Coordinator
Shawn Mulanix, Counselor
Ciara Sproule, IEP Advisor
Colin McCormick, Advisor Lead
Victoria Mott, Advisor Lead

Checklist

Action plan includes use of educational technology.
Action plan includes strategies for family engagement.
Action plan includes strategies for engaging students and/or addressing the social, emotional and/or mental health needs of students and barriers to learning
Action plan includes a school-based action to implement one (or more) of Culturally Responsive Practices, Universal Design for Learning, Trauma Informed Practices, &/or the 4 High Leverage Instructional Practices.

In This Section

Search Panel

Site Search

Directory Search

Popular Topics

Schools Menu

Elementary

Middle

High