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

Discovery 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.

Strong MTSS Tiered Systems of Support: At Discovery Elementary, our Multi-Tiered System of Supports (MTSS) helps every student succeed by providing various levels of support based on their needs. Routines and expectations are clear and easily accessible for all students and staff. A few highlights of Tier 1 and Tier 2 practices include Benchmark Advance implementation, our weekly Extraordinary Eagle lunches to honor students who show school values, and our Morning Math Club to support striving mathematicians thanks to the support of the Issaquah Schools Foundation. These systems create a supportive, inclusive environment where all students can thrive.

Universal Design for Learning Math Partnership with PSESD: We are fortunate to have partnered with The Puget Sound Educational Service District (PSESD) for the last two years to increase student engagement in learning, with a focus on math. Teachers have looked deeper at standards for math practice, learned the importance of games for conceptual understanding and focused on effective mathematic teaching practices.

Early Learning Programs: Discovery houses two early learning programs, Early Childhood Education (ECE Preschool) and Transition to Kindergarten (TK) to support our youngest learners to reach their full potential and prepare them for success in kindergarten and beyond. Both programs promote inclusive practices, provide foundations for early learning, and help students successfully transition to kindergarten.

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.

Support and resources for teachers to address the needs of all students: Supporting teachers with the right tools and resources is essential to improving our school and closing achievement gaps. When teachers have access to professional development, Universal Design for Learning (UDL), and culturally responsive teaching strategies, they can better tailor their lessons to meet the needs of all students. This helps ensure that every student, no matter their background or learning style, has equal access to high-quality instruction.

With training in data analysis, teachers can identify each student’s strengths and areas where they need extra support, allowing for targeted interventions before students fall behind. Resources like assessment tools and time for collaboration with specialists also empower teachers to track progress and adjust their teaching to support every student’s growth.

Access to these supports helps teachers create a more inclusive, engaging environment that values each student’s unique strengths. This approach not only fosters a positive school culture but also boosts attendance, motivation, and academic success.

We’re especially grateful for the new Benchmark Advanced Curriculum, the professional development offered by the district, and the support from Implementation Specialists to make this work possible.

Community Engagement: In our School Improvement Plan, we aim to strengthen family engagement and increase transparency, both of which are key to closing achievement gaps. Last spring, feedback from our families highlighted areas of strength, such as respect, strong connections, clear expectations, and overall satisfaction. However, we also learned that families want more opportunities to take part in decision-making, volunteer, and better understand our discipline systems. Additionally, parents expressed a need for resources to support their students at home and mentioned that free childcare would help them attend school events. Despite hosting various events, attendance has been low, so addressing these challenges is a priority to build a stronger, more involved school community.

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 ensures that our learning environments and teaching practices meet the diverse needs of all students. UDL provides fair access to learning by removing barriers that may limit participation, creating a more inclusive environment. Instruction is flexible and student centered, respecting different learning styles and strengths. Teachers can name students who may receive help from extra support in the classroom, reducing over-identification of students from specific demographics and an over-reliance on special education. UDL ensures that every student can be successful.

Block Scheduling: Block scheduling at Discovery Elementary will help address disproportionality by giving students and teachers more focused, uninterrupted time for instruction and support, which helps all students succeed, especially those who may need additional attention. Block scheduling allowed for dedicated time for targeted interventions and support within the classroom. It will provide longer instructional periods for in-depth learning, supporting students who may need more time or different methods to understand concepts and foster equity. Teachers and support staff have more time to collaborate and plan allowing for tracking of student progress, adjusting instruction, and addressing students’ needs more proactively. It also allows teachers to build stronger relationships with students to support their social-emotional needs, creating an inclusive, welcoming environment where all students thrive.

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?

Culturally Responsive - Tiered Fidelity Inventory: Discovery Elementary recently took a close look at our Positive Behavioral Interventions and Supports (PBIS) through the Culturally Responsive-Tiered Fidelity Inventory (CR-TFI). Our 2024 assessment showed that we’re implementing Tier I PBIS with 83% fidelity, a 6% jump from 2022. Two key practices have helped us achieve this improvement: regular walkthroughs with observations and interviews, and structured bi-monthly meetings with our Tier I Leadership Team. Walkthrough data and interviews show that our students and staff understand and follow school-wide expectations, with the Eagle Token and other recognition methods consistently used to reinforce positive behavior. These efforts are creating a respectful, welcoming environment. We’re using tools like the CR-TFI scores, walkthrough checklists, and staff feedback to keep track of our progress and make ongoing improvements, ensuring our school climate is still supportive and inclusive.
Success Blocks: One key practice that has had a positive impact and will be continued is Success Blocks. Success Blocks provide targeted support for students in our gap group with strategies tailored to their needs, helping us meet students where they are. This change has made a significant difference: i-Ready Reading scores rose from 89% to 91% of students at or above grade level, and fewer students were referred for Special Education evaluations because of the Success Block interventions. Throughout the year, we track our progress using data from i-Ready and SBA.

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?

Tier 2 Data Driven Equity Audits: Our MTSS Tier 2 team meets every week to review different sets of data to spot any achievement gaps and see which student groups may be most impacted. The team examines information on academics, discipline, attendance, and engagement, breaking down the data by race, income level, language background, and special needs. This approach helps us name areas where certain groups may need extra support and shows us where interventions can make the most difference. These interventions and support may include academic support, Check in Check Out (CICO), Breaks are Better, Social-Emotional Learning Groups, ML support, the use of flexible seating or sensory tools, attendance support, family engagement or restorative practices for discipline. Implementing some of these strategies can make a significant difference by creating a more inclusive, supportive environment that addresses the specific needs of students at Discovery Elementary.
Universal Design for Learning: By using Universal Design for Learning (UDL), Discovery can create an impartial, more inclusive learning environment where every student can be successful. UDL builds flexible learning environments that support different learning styles, abilities, and backgrounds, making sure all students, regardless of their background, can access the curriculum.

UDL promotes teaching that respects and celebrates students’ diverse backgrounds, helping everyone feel represented. It also gives students diverse ways to learn and show what they know, which is especially helpful for those who may struggle with traditional tests or assignments, helping to close academic gaps between groups.

Creating a welcoming environment through UDL means students see their identities reflected in their learning, which can help them feel more connected to school. By integrating UDL, Discovery can actively break down inequities, creating a culture where all students can thrive—both academically and socially.

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	93%	89%	90%	92%
BIPOC Focus Group	>74%	>74%	90%	92%
Students with Disabilities	<75%	<75%	55%	60%

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	87%	83%	85%	87%
BIPOC Focus Group	71%	59%	85%	87%
Students with Disabilities	53%	44%	45%	50%

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	87%	88%	90%
BIPOC Focus Group	89%	90%	91%
Students with Disabilities	91%	91%	92%

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	Training All staff will take part in ISD district training All teaching staff will meet on a determined schedule with the school implementation specialist Training parents through a literacy event in the next two years to learn about Benchmark Advance and how they can support literacy at home Teaming Time will be dedicated at each staff meeting, teams are asked to discuss at weekly team meetings, and teachers are given half day release sessions to work with our Implementation Specialist and to look at and/or discuss the following: Benchmark Advanced assessment data How do we know if they learn it? How do we respond when some students do not learn it? How do we extend learning when students show mastery? Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaboration in planning the literacy blocks Resources Allocation Implementation specialist (district) Dedicated staff meeting time to training & collaboration Commitment of team meeting time Multiple grade level release half days for Benchmark implementation support Video recording of Benchmark lessons and debrief with Implementation Specialists Tech training (optional) to support proficiency in the use of Benchmark Universe Optional training sessions for success block guidance, assessment data analysis or as needs arise	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 Benchmark QPA/QSA/K Foundational Skills RFS Assessments and Title/LAP progress monitoring Exit Tickets from meetings and professional development Team Meeting Minutes
Universal Design for Learning	Continued Partnership with PSESD For the past two years we have worked with PSESD to provide UDL math focused professional development to staff A group of teacher leaders met monthly with PSESD take a deeper dive into applying UDL to their instruction and presented to staff during building professional development PSESD UDL presented multiple professional development sessions to staff on ULD, inclusion, planning with a UDL mindset, and how to support our earlier SIP goal focused on math PSESD offered several optional Transform Your Teaching with Universal Design for Learning Book Principal uses activities in this book during building professional development for staff to assess their teaching and address and reduce barriers for all learners District Led Universal Design for Learning Professional Development The principal uses activities in this book during building professional development for staff to assess their teaching and address and reduce barriers for all learners UDL Goal Setting to support best educational practices Ignite Two teacher leaders are taking part in Ignite to learn new strategies to teach to foster belonging and community	Intended Impacts Teachers plan with a UDL mindset Teachers better understand UDL and essential learning criteria Increase student engagement Increase student understanding of mathematical concepts, specifically numbers and operations Foster collaboration interdepended of collective learning Key Data Exit tickets from PD Classroom observations SBA, i-Ready, Eureka End of Module Assessments & Numbers and Operations Assessment Teacher observed student engagement Teacher participation in Ignite classroom workshops SAEBRS Check points for UDL goal setting
Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)	ISF Grant Purchased PurposeFull People with grant from Issaquah Schools Foundation (ISF) Discovery PTSA has agreed to support the funding of this program moving forward PurposeFull People, whole school, preK-5th SEL implementation Taught in classrooms during Morning Meetings or during Wednesday flex time Review of character trait being taught in the lunchroom weekly Professional Development for paraeducators to support Admin review in weekly announcements and email reminders Librarian is providing each grade level with the monthly recommended literature to support the lessons Specialist Book Study – Emotional Poverty Specialist chose the book Emotional Poverty to read throughout the year and present to the rest of the staff at staff meetings The book address anger, anxiety, and violence in the classroom with strategies and best practices that work in classrooms Alternative Recess Activities We have partnered with our PTSA to provide “Maker Space” activities during recess This year we are opening up our library as an alternative space for students during lunch recess Culturally Responsive-Tiered Fidelity Inventory (CR_TFI) Discovery is in our third year of completing the CR-TFI Data shows that the school has strong systems, practices, and data that support PBIS implementation of Tier 1. Discovery is continuing to work on family/community engagement. Data-based decision making is essential for building decision making for Tier 1 and Tier 2.	Intended Impacts Build character, self-awareness, citizenship, classroom community Provide staff with tools to support the social emotional needs of all students Provide added recess activities to engage all students Key Data SWIS SAEBRS/mySAEBRS Exit tickets from staff meetings End of year survey Caregiver survey CR-TFI
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Caregiver Survey Discovery sought community input in two Caregiver Surveys last year Survey data was thoughtfully looked at by the building Tier 1 Team as well as Site Council to decide next steps in engaging families Principal to cover student handbook items at Curriculum Night Offer fewer Community Connections & Coffee with Principal hoping to get greater attendance Send communication in a variety of ways for families to access Create more opportunities to engage Provided childcare Community Connections & Coffee with Principal Held monthly for all families to attend in partnership with PTSA Connect new families with current families Highlight important events happening throughout the school year Give tools for families to support students social-emotional and academic success at school Provide a better understanding of US schools Connect families to Discovery and ISD staff Curriculum Night In person principal session highlighting important student handbook information that were Provided childcare for families to attend Family Math Night Families chose their own adventure taking part in math games and activities for different ages, skill and concepts Open house style for families to access PTSA provided pizza Families sent home with materials to further learning at home New to Discovery Tours Tours for new kindergarten families Tours for all new families Parenting session while students played on playground supervised by staff Kindergarten Preparedness Event Held after New to Discovery Tours Led by counselor and principal Focused on social skills to prepare students for successful launch to kindergarten Provided resources for families Parenting Tips and Tricks Event with Counselor Led by counselor and parenting specialist Provided parenting support on the following topics The importance of schedules and routines Socializing outside of school How to handle unexpected behaviors Childcare Provided childcare for Kindergarten Information session, Curriculum Night, PTSA meetings, Counselor family event Eliminate barrier for caregivers to participate in student’s education	Intended Impacts Learn about family’s experiences at Discovery Give families an opportunity to share ideas to improve our school Use responses to enhance student relationships and school environment. Increase attendance at events Create stronger partnership between families and school Foster a safe and positive learning community Key Data Caregiver Survey results Family Math Night Exit Ticket Attendance at events WaKIDS Data Feedback from family connection meetings
Technology Integration	Accessibility Tools and Assistive Technology Teachers use tools like speech-to-text and screen readers to help students with disabilities or language barriers to fully take part in learning, promoting inclusivity and equity. Multiple Ways to Engage in Learning Students provided access to eBooks through Benchmark and Sora to offer multimodal ways to engage with text and provide access to grade level reading comprehension instruction. Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing embedded accessibility supports. Students in grades 3-5 use Teams to support organization and strengthen executive functioning. Multiple Ways to Demonstrate Learning/Knowledge Creative tools such Seesaw, Book Creator, and PowerPoint to give students varied and more inclusive ways to express their learning and knowledge of content.	Intended Impacts Provide fair access to learning by reducing barriers Increase student engagement and ownership in learning Continue teacher learning through optional district technology trainings Key Data Learning platform/digital tool usage available through Clever Track academic outcomes for students who are using technology as part of a tier 2 intervention Resources Tech TOSA collaboration/support Ignite teachers

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Training

All staff will take part in ISD district training
All teaching staff will meet on a determined schedule with the school implementation specialist
Training parents through a literacy event in the next two years to learn about Benchmark Advance and how they can support literacy at home

Teaming

Time will be dedicated at each staff meeting, teams are asked to discuss at weekly team meetings, and teachers are given half day release sessions to work with our Implementation Specialist and to look at and/or discuss the following:
- Benchmark Advanced assessment data
- How do we know if they learn it?
- How do we respond when some students do not learn it?
- How do we extend learning when students show mastery?

Integrity of Delivery

Use of implementation goals provided by Benchmark / Teaching & Learning Services
Collaboration in planning the literacy blocks

Resources Allocation

Implementation specialist (district)
Dedicated staff meeting time to training & collaboration
Commitment of team meeting time
Multiple grade level release half days for Benchmark implementation support
Video recording of Benchmark lessons and debrief with Implementation Specialists
Tech training (optional) to support proficiency in the use of Benchmark Universe
Optional training sessions for success block guidance, assessment data analysis or as needs arise

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
- Benchmark QPA/QSA/K Foundational Skills
- RFS Assessments and Title/LAP progress monitoring
Exit Tickets from meetings and professional development
Team Meeting Minutes

Universal Design for Learning

Continued Partnership with PSESD

For the past two years we have worked with PSESD to provide UDL math focused professional development to staff
A group of teacher leaders met monthly with PSESD take a deeper dive into applying UDL to their instruction and presented to staff during building professional development
PSESD UDL presented multiple professional development sessions to staff on ULD, inclusion, planning with a UDL mindset, and how to support our earlier SIP goal focused on math
PSESD offered several optional

Transform Your Teaching with Universal Design for Learning Book

Principal uses activities in this book during building professional development for staff to assess their teaching and address and reduce barriers for all learners

District Led Universal Design for Learning Professional Development

The principal uses activities in this book during building professional development for staff to assess their teaching and address and reduce barriers for all learners
UDL Goal Setting to support best educational practices

Ignite

Two teacher leaders are taking part in Ignite to learn new strategies to teach to foster belonging and community

Intended Impacts

Teachers plan with a UDL mindset
Teachers better understand UDL and essential learning criteria
Increase student engagement
Increase student understanding of mathematical concepts, specifically numbers and operations
Foster collaboration interdepended of collective learning

Key Data

Exit tickets from PD
Classroom observations
SBA, i-Ready, Eureka End of Module Assessments & Numbers and Operations Assessment
Teacher observed student engagement
Teacher participation in Ignite classroom workshops
SAEBRS
Check points for UDL goal setting

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

ISF Grant

Purchased PurposeFull People with grant from Issaquah Schools Foundation (ISF)
Discovery PTSA has agreed to support the funding of this program moving forward

PurposeFull People, whole school, preK-5th SEL implementation

Taught in classrooms during Morning Meetings or during Wednesday flex time
Review of character trait being taught in the lunchroom weekly
Professional Development for paraeducators to support
Admin review in weekly announcements and email reminders
Librarian is providing each grade level with the monthly recommended literature to support the lessons

Specialist Book Study – Emotional Poverty

Specialist chose the book Emotional Poverty to read throughout the year and present to the rest of the staff at staff meetings
The book address anger, anxiety, and violence in the classroom with strategies and best practices that work in classrooms

Alternative Recess Activities

We have partnered with our PTSA to provide “Maker Space” activities during recess
This year we are opening up our library as an alternative space for students during lunch recess

Culturally Responsive-Tiered Fidelity Inventory (CR_TFI)

Discovery is in our third year of completing the CR-TFI
Data shows that the school has strong systems, practices, and data that support PBIS implementation of Tier 1.
Discovery is continuing to work on family/community engagement.
Data-based decision making is essential for building decision making for Tier 1 and Tier 2.

Intended Impacts

Build character, self-awareness, citizenship, classroom community
Provide staff with tools to support the social emotional needs of all students
Provide added recess activities to engage all students

Key Data

SWIS
SAEBRS/mySAEBRS
Exit tickets from staff meetings
End of year survey
Caregiver survey
CR-TFI

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Caregiver Survey

Discovery sought community input in two Caregiver Surveys last year
Survey data was thoughtfully looked at by the building Tier 1 Team as well as Site Council to decide next steps in engaging families
- Principal to cover student handbook items at Curriculum Night
- Offer fewer Community Connections & Coffee with Principal hoping to get greater attendance
- Send communication in a variety of ways for families to access
- Create more opportunities to engage
- Provided childcare

Community Connections & Coffee with Principal

Held monthly for all families to attend in partnership with PTSA
Connect new families with current families
Highlight important events happening throughout the school year
Give tools for families to support students social-emotional and academic success at school
Provide a better understanding of US schools
Connect families to Discovery and ISD staff

Curriculum Night

In person principal session highlighting important student handbook information that were
Provided childcare for families to attend

Family Math Night

Families chose their own adventure taking part in math games and activities for different ages, skill and concepts
Open house style for families to access
PTSA provided pizza
Families sent home with materials to further learning at home

New to Discovery Tours

Tours for new kindergarten families
Tours for all new families
Parenting session while students played on playground supervised by staff

Kindergarten Preparedness Event

Held after New to Discovery Tours
Led by counselor and principal
Focused on social skills to prepare students for successful launch to kindergarten
Provided resources for families

Parenting Tips and Tricks Event with Counselor

Led by counselor and parenting specialist
Provided parenting support on the following topics
- The importance of schedules and routines
- Socializing outside of school
- How to handle unexpected behaviors

Childcare

Provided childcare for Kindergarten Information session, Curriculum Night, PTSA meetings, Counselor family event
Eliminate barrier for caregivers to participate in student’s education

Intended Impacts

Learn about family’s experiences at Discovery
Give families an opportunity to share ideas to improve our school
Use responses to enhance student relationships and school environment.
Increase attendance at events
Create stronger partnership between families and school
Foster a safe and positive learning community

Key Data

Caregiver Survey results
Family Math Night Exit Ticket
Attendance at events
WaKIDS Data
Feedback from family connection meetings

Technology Integration

Accessibility Tools and Assistive Technology

Teachers use tools like speech-to-text and screen readers to help students with disabilities or language barriers to fully take part in learning, promoting inclusivity and equity.

Multiple Ways to Engage in Learning

Students provided access to eBooks through Benchmark and Sora to offer multimodal ways to engage with text and provide access to grade level reading comprehension instruction.

Digital databases such as PebbleGo, Culturegrams, and World Book Kids offer safe ways for students to pursue research while providing embedded accessibility supports.

Students in grades 3-5 use Teams to support organization and strengthen executive functioning.

Multiple Ways to Demonstrate Learning/Knowledge

Creative tools such Seesaw, Book Creator, and PowerPoint to give students varied and more inclusive ways to express their learning and knowledge of content.

Intended Impacts

Provide fair access to learning by reducing barriers
Increase student engagement and ownership in learning
Continue teacher learning through optional district technology trainings

Key Data

Learning platform/digital tool usage available through Clever
Track academic outcomes for students who are using technology as part of a tier 2 intervention

Resources

Tech TOSA collaboration/support
Ignite teachers

School Improvement Team & Procedure Information

Principal	Kathy Keegan
SIP Team Members	Liz Scott Winkler, Kindergarten Pamela Shank Kaufman, 1^st grade Danielle Figone, 2^nd grade Jennifer Belding, 3^rd grade Syona Pathak, 4^th grade Samantha Schneider, 5^th grade Gracie Erickson, Equity Leader Sherri Gage, Librarian Denise Darnel, Counselor Erin Gardner, LAP Aly Lamont, Technology TOSA Dawn Fields, Dean of Students Sarah Hinchman, Psychologist
Supervisor Review	Susan Mundell- November 13, 2024
Site Council or PTSA Review	November 1, 2024 & January 10, 2025
School Board Review	December 3, 2024

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Discovery 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