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

Sunny Hills 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.

Emphasis on Relationships: Staff prioritize building meaningful connections with students and families through morning greetings, class meetings, classroom charters, displaying student work and providing books and materials where students can see themselves in the classroom. Students are celebrated daily for their achievements through our Office Celebration visits, weekly selection of classroom "Great Kids" and "Moments of Greatness" schoolwide Tier 1 initiatives. These celebrations instill pride in our students but also provide opportunities for staff to form stronger relationships with all students.

Commitment to Equity and Belonging: A strong staff-led equity team ensures every student and staff member feels valued and supported. Through culturally responsive teaching practices, diverse perspectives and backgrounds are presented that represent the demographics of our students. A robust art docent program allows students to not only see themselves in student work, but to learn about artists from a variety of cultures that are represented at our school. Translation services, accommodating unique family schedules, actively seeking input from families via surveys and parent nights, and diverse representation on our school Site Council strengthens our community’s sense of belonging. Proactive restorative justice practices are used to repair any harm and foster understanding of one another, reinforcing the idea that “we all belong”.

Engaged, Supportive Community: Our community plays an active role in the foundation and success of Sunny Hills by providing a strong home-to-school connection. Through attendance at school activities, volunteering, fundraising, our community feels a strong sense of belonging and connection to our school. A robust PTA provides many resources, including funding for before and after school events and programs that help enhance our effort to include and support every student academically and social emotionally. From VOICE mentoring to art docents, Dads and Dudes playground volunteers to 1:1 academic mentoring, our families contribute daily to student success.

Experienced, Dedicated, Veteran Staff: Our dedicated and veteran staff are the foundation for Sunny Hills’ success. Many teachers begin and end their career at Sunny Hills. This longevity allows for strong connections and self-reflection, allowing staff to consistently look for ways to improve their practices, participate in PLCs and foster a long and nurturing relationship with colleagues, families and students. Staff is fully committed to modeling a culture of teamwork that is focused on student growth, high-quality instruction, and collaboration to ensure all students succeed.

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.

Underperformance in SBA Math Proficiency: One challenge we plan to address through our school improvement plan is to examine our current fifth-grade cohort, which has consistently underperformed in comparison to other grade levels on SBA Math. For example, 82% of the cohort was proficient in math in third grade (2023), whereas only 67% of the cohort was proficient in fourth grade (2024). This decrease highlights a need for more targeted instruction. Through the use of block scheduling in math and the addition of math success blocks, teachers are able to spend longer periods of math instruction, as well as lessons tailored to varying skill levels. With routine progress monitoring practices, we will be able to utilize i-Ready diagnostics and Eureka formative assessments to track student growth more closely. Current i-Ready data shows 78% of students are proficient in fall of this year, an 11 percentage point increase from the cohort’s spring SBA performance.

Focus on Students with Disabilities: Another challenge we must address is improving access to grade level curriculum for students with disabilities. Upon review of third grade phonics data for students with disabilities, a more focused approach to supporting underrepresented student groups is necessary. Underrepresented student groups, whose data is often suppressed due to small sample sizes, have needs that are equally important. Students with disabilities need to be given exposure and access to grade level curriculum to help close the disproportionality gap. With inclusive classroom practices, the general education teacher and special education teacher can bring all students together in the same learning environment. This provides co-teaching opportunities and support to more students. This enhances social emotional skills as well by promoting empathy and understanding.

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): UDL practices offer multiple means of representation, expression and engagement, allowing diverse learners to thrive, boost self-confidence and increase academic performance. Staff set UDL goals to ensure daily lessons allow all students to engage in content in ways that suit their learning styles. By implementing UDL, we seek to reduce barriers for students who may not benefit from traditional learning methods and are often seen in underrepresented groups. Planning and collaboration between teachers, special education staff and support staff builds a school wide commitment to equity, improves instructional quality and encourages a shared responsibility for student success.

Tiered Systems of Support: Weekly Tier 2 meetings allow all interventionists, counselor, and administration to analyze data and identify trends in student achievement, discipline, and attendance relatively quickly. Reviewing individual student’s academic and behavior data allows us to compare different demographics and detect disproportionality early. The Tier 2 team uses data to guide decisions and implement specific, targeted interventions to address concerns to include: Check-In Check-Out, Breaks are Better, Guidance Team, attendance interventions, MLL support, evaluations and re-evaluations, LAP intervention, small group support and lunch bunches.

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?

Increased Collaboration: Weekly collaboration and planning between grade level teachers, LAP, MLL and special education staff has been instrumental this year in supporting our students. Each staff member brings their own expertise and experience to the table to create lessons that are accessible to all learners and tailored to individual learning abilities. This collaboration will monitor student impact by routine review of standardized assessment data, formative assessments individual education plan progress, and SAEBRS ratings.

Use of Resource-Based Assessment Tools: In addition to the Smarter Balanced ELA and Math assessments for students in grades 3 – 5, Sunny Hills students will complete i-Ready diagnostics, Words Their Way inventories, and Benchmark Advanced unit diagnostics. These assessments serve as valuable resources for monitoring student progress throughout the school year. These assessments will guide instructional decisions, such as small group placement, intervention assignments and more.

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?

The Sunny Hills Equity Team and staff as a whole are committed to proactive steps to disrupt predictable patterns, dismantle institutional racism, and address disproportionality in academic achievement among students of different backgrounds. The Sunny Hills pledge was updated to better reflect the demographics and diversity of our learning community. Through our counselor and newcomer meet and greets, we strive to gather diverse perspectives and ensure all voices are being heard. Implementation of land use acknowledgement is commonplace. A school-wide art project highlighting diversity and equity was created. A focus of equitable access to resources is paramount to dismantling patterns and addressing disproportionality. Participation in professional development and building-wide conversations about equity, belonging, implicit biases and inclusive practices help identify areas where all can improve and grow. Continued plans to host community connections, caregiver panels and broaden awareness of the needs of our students, staff and the community are paramount to disrupt, dismantle and address disproportionality.

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	82%	87%	89%	91%
BIPOC Focus Group	<75%	>74%	86%	89%
Students with Disabilities	<50%	<25%	35%	50%

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	85%	83%	86%	89%
BIPOC Focus Group	71%	50%	63%	70%
Students with Disabilities	39%	36%	45%	55%

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%	89%
BIPOC Focus Group	78%	81%	84%
Students with Disabilities	84%	86%	88%

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	Professional Development All staff will participate in ISD district training All teaching staff will regularly meet with the school Implementation Specialist All teaching staff will discuss resources and Benchmark Advance curriculum details with caregivers at curriculum night and conferences Staff will offer ongoing support and guidance on how caregivers can support literacy at home Administration will partner with the Implementation Specialist to review feedback and design professional development accordingly Grade Level Teaming Grade level teams will participate in a half day release to collaborate and plan with colleagues and Implementation Specialist Grade level teams will review Benchmark data on a regular basis Grade level teams will meet with interventionists monthly to discuss student Benchmark needs Integrity of Delivery Use of implementation goals provided by Benchmark/ Teaching & Learning Services Collaboration in planning literacy blocks Incorporate UDL strategies used in Benchmark Advance Resources Allocation Implementation Specialist (district) Dedicated staff meeting time to training & collaboration Commitment of grade level team meeting time Grade level teams will meet to discuss strengths, weaknesses and pacing Grade level teams will include Special Education, MLL and LAP in grade level discussions	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 Reading Foundational Skills Assessments and Title/LAP progress monitoring
Positive Behavior Interventions and Supports (PBIS) / Social-Emotional Learning (SEL)	Schoolwide Behavior Management System & Reinforcement Reinforce and teach building-wide expectations, known as the Mustang Way – Be Respectful, Resourceful and Engaged. Acknowledge and reward positive school wide behavior by distributing “Moments of Greatness” Visual reminders of Mustang Way throughout campus Weekly announcements reminding students of the Mustang Way and expectations Classroom creation of Tier 1 systems that align with the Mustang Way and Moments of Greatness Weekly Great Kid lunches with students from each classroom who exhibit and follow the Mustang Way Social Emotional Learning Zones of Regulation, Kelso’s Choices used to create an equitable learning environment Delivery of weekly Social Emotional lessons via Second Step curriculum Collaboration with staff and counselor to teach disability awareness and anti-bullying lessons Host Taproot Theater for annual anti-bullying assembly for all grades Reflection & Caregiver Engagement Foster student reflection using Think it Over forms schoolwide when behavior expectations are not being met Partner with caregivers when expectations are not being met Review Multi-Tiered Systems of Support at Site Council, PTA General Membership Meetings, Community Connection Meets, and during Curriculum Night Promote inclusion and ensure every student feels valued through school-wide communications with caregivers	Intended Impacts Foster positive and equitable learning environment Increased positive social-emotional behaviors and supports Key Data SWIS – Review of behavior data to inform instruction SAEBRS Staff Survey Caregiver Outreach Survey
Tiered Teams	Professional Development Tier 1 team trains building on classroom management strategies, tips and expectations Tier 2 team trains building on SWIS, SAEBRS, Tier 2 and 3 process Teaming The Tier 1 team is known as our Leadership Team. With representatives from every grade level and entity, the team focuses on MTSS systems and initiatives. The team currently meets once a month. The Tier 2 team is composed of interventionists, academic support staff, school psychologist, counselor and administration. The team focuses on school-wide data regarding behavior, academics and social emotional skills. The team gives recommendations for supports and follows up weekly on those supports. Integrity of Delivery Implement new interventions based on student need Utilize experience and expertise of district MTSS TOSAs Work with MTSS on TFI to ensure processes are efficient and consistent school-wide Identification of root cause via root cause analysis, data pulls and historical data usage Resources Allocation Staff Meeting time allocated to train and collaborate Professional Development focus on training and collaboration Staff facilitation and securing of district experts	Intended Impacts Increase positive behaviors to enhance and advance learning Increase student achievement in all academic areas Key Data Tiered Fidelity Inventory SWIS SAEBRS Attendance I-Ready assessments Health room visits
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Family Engagement Events Use of family engagement nights, Literacy Night, LAP Night, Math Night, and PTA events include opportunities for families to engage with the community and staff in an inclusive environment Host monthly community connection events, led by building administration to include Breakfast with the Principal where community members can discuss any issues, concerns and get questions answered Culturally Responsive Communication Provide information and resources in other languages or formats that may be translated with ease Training on the use of translators and the use of translators at family meetings and events Review caregiver survey in August to obtain information on use of languages in the home Professional development training by Equity team, focusing on communication at conferences, report cards, use of translation services	Intended Impacts Create trusting relationships between caregivers and the school Increase participation by caregivers in all aspects of a student’s education Remove barriers that prevent families from engaging with the school Key Data Increased participation at school events Surveys and feedback forms Increased student attendance
Technology Integration	Personalized Learning Utilize district technology tools such as Seesaw, Book Creator, Microsoft tools, and Canva to present content in multiple ways and to allow students to demonstrate mastery using multiple means of expression. These adaptive learning platforms enable teachers to utilize Universal Design for Learning principles, which in turn help close gaps for students disproportionately impacted by one-size-fits-all instruction. Access to Resources Utilize technology tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify or i-Ready. Students can access e-books via Benchmark, Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or TrueFlix. Access to these resources continues outside the school day, removing barriers for families and allowing students opportunities for additional review and practice of new skills and concepts. Project Based and Creative Tools Utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) to give students varied ways to express learning. These tools foster creativity and give students from diverse backgrounds more opportunities to succeed beyond traditional methods.	Intended Impacts Increase student engagement in learning Reduce barriers and provide access to learning Key Data Track data usage through Clever I-Ready and Benchmark assessments to track the impact on student learning Track academic outcomes for students who are using technology as part of a Tier 2 intervention

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Professional Development

All staff will participate in ISD district training
All teaching staff will regularly meet with the school Implementation Specialist
All teaching staff will discuss resources and Benchmark Advance curriculum details with caregivers at curriculum night and conferences
Staff will offer ongoing support and guidance on how caregivers can support literacy at home
Administration will partner with the Implementation Specialist to review feedback and design professional development accordingly

Grade Level Teaming

Grade level teams will participate in a half day release to collaborate and plan with colleagues and Implementation Specialist
Grade level teams will review Benchmark data on a regular basis
Grade level teams will meet with interventionists monthly to discuss student Benchmark needs

Integrity of Delivery

Use of implementation goals provided by Benchmark/ Teaching & Learning Services
Collaboration in planning literacy blocks
Incorporate UDL strategies used in Benchmark Advance

Resources Allocation

Implementation Specialist (district)
Dedicated staff meeting time to training & collaboration
Commitment of grade level team meeting time
Grade level teams will meet to discuss strengths, weaknesses and pacing
Grade level teams will include Special Education, MLL and LAP in grade level discussions

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
- Reading Foundational Skills Assessments and Title/LAP progress monitoring

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

Schoolwide Behavior Management System & Reinforcement

Reinforce and teach building-wide expectations, known as the Mustang Way – Be Respectful, Resourceful and Engaged.
Acknowledge and reward positive school wide behavior by distributing “Moments of Greatness”
Visual reminders of Mustang Way throughout campus
Weekly announcements reminding students of the Mustang Way and expectations
Classroom creation of Tier 1 systems that align with the Mustang Way and Moments of Greatness
Weekly Great Kid lunches with students from each classroom who exhibit and follow the Mustang Way

Social Emotional Learning

Zones of Regulation, Kelso’s Choices used to create an equitable learning environment
Delivery of weekly Social Emotional lessons via Second Step curriculum
Collaboration with staff and counselor to teach disability awareness and anti-bullying lessons
Host Taproot Theater for annual anti-bullying assembly for all grades

Reflection & Caregiver Engagement

Foster student reflection using Think it Over forms schoolwide when behavior expectations are not being met
Partner with caregivers when expectations are not being met
Review Multi-Tiered Systems of Support at Site Council, PTA General Membership Meetings, Community Connection Meets, and during Curriculum Night
Promote inclusion and ensure every student feels valued through school-wide communications with caregivers

Intended Impacts

Foster positive and equitable learning environment
Increased positive social-emotional behaviors and supports

Key Data

SWIS – Review of behavior data to inform instruction
SAEBRS
Staff Survey
Caregiver Outreach Survey

Tiered Teams

Professional Development

Tier 1 team trains building on classroom management strategies, tips and expectations
Tier 2 team trains building on SWIS, SAEBRS, Tier 2 and 3 process

Teaming

The Tier 1 team is known as our Leadership Team. With representatives from every grade level and entity, the team focuses on MTSS systems and initiatives. The team currently meets once a month.
The Tier 2 team is composed of interventionists, academic support staff, school psychologist, counselor and administration. The team focuses on school-wide data regarding behavior, academics and social emotional skills. The team gives recommendations for supports and follows up weekly on those supports.

Integrity of Delivery

Implement new interventions based on student need
Utilize experience and expertise of district MTSS TOSAs
Work with MTSS on TFI to ensure processes are efficient and consistent school-wide
Identification of root cause via root cause analysis, data pulls and historical data usage

Resources Allocation

Staff Meeting time allocated to train and collaborate
Professional Development focus on training and collaboration
Staff facilitation and securing of district experts

Intended Impacts

Increase positive behaviors to enhance and advance learning
Increase student achievement in all academic areas

Key Data

Tiered Fidelity Inventory
SWIS
SAEBRS
Attendance
I-Ready assessments
Health room visits

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Family Engagement Events

Use of family engagement nights, Literacy Night, LAP Night, Math Night, and PTA events include opportunities for families to engage with the community and staff in an inclusive environment
Host monthly community connection events, led by building administration to include Breakfast with the Principal where community members can discuss any issues, concerns and get questions answered

Culturally Responsive Communication

Provide information and resources in other languages or formats that may be translated with ease
Training on the use of translators and the use of translators at family meetings and events
Review caregiver survey in August to obtain information on use of languages in the home
Professional development training by Equity team, focusing on communication at conferences, report cards, use of translation services

Intended Impacts

Create trusting relationships between caregivers and the school
Increase participation by caregivers in all aspects of a student’s education
Remove barriers that prevent families from engaging with the school

Key Data

Increased participation at school events
Surveys and feedback forms
Increased student attendance

Technology Integration

Personalized Learning

Utilize district technology tools such as Seesaw, Book Creator, Microsoft tools, and Canva to present content in multiple ways and to allow students to demonstrate mastery using multiple means of expression. These adaptive learning platforms enable teachers to utilize Universal Design for Learning principles, which in turn help close gaps for students disproportionately impacted by one-size-fits-all instruction.

Access to Resources

Utilize technology tools to provide widespread access to learning materials, including standards-aligned online lessons via Zearn, Benchmark, Amplify or i-Ready. Students can access e-books via Benchmark, Learning Ally or Sora, or age-appropriate digital research databases such as PebbleGo or TrueFlix. Access to these resources continues outside the school day, removing barriers for families and allowing students opportunities for additional review and practice of new skills and concepts.

Project Based and Creative Tools

Utilize multimedia creation tools (Seesaw, Book Creator, Canva, Microsoft tools), coding environments (BrainPop coding, code.org), and collaborative software (Microsoft Teams, Book Creator) to give students varied ways to express learning. These tools foster creativity and give students from diverse backgrounds more opportunities to succeed beyond traditional methods.

Intended Impacts

Increase student engagement in learning
Reduce barriers and provide access to learning

Key Data

Track data usage through Clever
I-Ready and Benchmark assessments to track the impact on student learning
Track academic outcomes for students who are using technology as part of a Tier 2 intervention

School Improvement Team & Procedure Information

Principal	Brandy Falk
SIP Team Members	Cami Przybylski, Assistant Principal Celina Schulenberg, Counselor Anna Voigt, LRC Teacher Kelsey Peck, LAP Teacher Julie Sanelli, Kindergarten Team Leader Alayna Wolf, 1^st Grade Team Leader Becky Crockett, 2^nd Grade Team Leader Susan Stookey, 3^rd Grade Team Leader Catherine Smith, 4^th Grade Team Leader Hannah Shaw, 5^th Grade Team Leader Rebecca Hall, Specialist Team Leader Karin Danner, Classified Staff Representative
Supervisor Review	November 7, 2024 Melinda Reynvaan
Site Council or PTSA Review	January 15, 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:

Sunny Hills 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