School Improvement Plan

Building Leadership Team

• Audra Goodman – Principal

• Jordan Irvin – Preschool

• Chelsea Graham – Title

• Becky Allen – Kindergarten

• Robin Zindel – 1st Grade

• Kari Champine – 2nd Grade

• Deann Whaley – 3rd Grade

• Laurie Delaney – 4th Grade

• Joe Sharp – 5th Grade

• Jasmine Henderson – 6th Grade

• Chris Stockslager – Counselor

• Haley Mack – Special Education

• Linda Swier – Specialists

• Paraprofessional rotation

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MTSS Student Support Team

• Audra Goodman

• Allison Kaiser

• Chris Stockslager

• Jill Hartley

• Chelsea Graham

• Jordan Irvin

• Julie Fosnick

• Carrie Lindsey

• Haley Mack

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SIP Team

• Audra Goodman

• Jordan Irvin

• Chelsea Graham

• Jill Hartley

• Maddie Dodge

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Grade Level Team – PLC Team

• Kindergarten: Becky Allen, Katy Rondeau, Amber Hedrick

• 1st Grade: Robin Zindel, Renee Fleisch, Amaia Clift

• 2nd Grade: Ralph Hutson, Kari Champine

• 3rd Grade: Deann Whaley, Lisa Buck, David Gessner

• 4th Grade: Maddie Dodge, Laurie Delaney

• 5th Grade: Michael Coon, Joe Sharp

• 6th Grade: Nahtasjha Miyaji, Jasmine Henderson

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Parent and Community Partners

• PTA:

  • President: Andrea Marinan

  • Co-Vice Presidents: Billy Irvin & Janelle Dillingham

  • Secretary: Sarah Holstrom

  • Treasurer: Wendoly Petett

  • Communications: Kelsey Clubb

  • Fundraising Chair: Nichole Kuhne

• Community Partner:
  • Communities in Schools – Carrie Lindsay

• Washington School Improvement Framework

• WaKIDS

• Smarter Balanced Assessment / Interim Assessment Blocks

• Progress Monitoring Data

• Curriculum-Based Assessments

• Discipline Referrals

• Suspension Data

• Stakeholder Survey

• English Language Proficiency Data (WIDA)

• Special Education Placement Data (LRE)

• Special Education Eligibility / Disproportionality Data

• Review of Student Plans

• Stakeholder Engagement

• Extra-curricular activities participation

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  Contributing Factors in Areas of Strengths and Challenges

• High transiency rate

• Surrounding community sponsors government-funded housing

• MLL population increasing, specifically newcomers to the country

• Higher population of students with no incoming English skills

• Students need recovery skills in reading, writing, and math. STAR data and M-Class DIBELS were used to identify specific areas of greatest concern

• Grade level PLC groups will identify skills where their cohorts are in greatest need of intervention

• Additional impacts of the pandemic, missed schooling, personal trauma, and limited social exposure have caused gaps in social-emotional development

• Students’ attendance and academic endurance is limited

• Highly transient population limits time with students; new students enter throughout the year at varying academic and social-emotional levels

• These are all areas of growth that will be a focus

• Students display a strong desire to please and willingness to respond to intervention

 

• Academic Strengths:

  • DIBELS 8, STAR assessments, and WIN (MTSS) time show increased growth and student engagement in small group instruction

  • Stewart will continue “What I Need” (WIN–MTSS), a collaborative system of skill-based goal setting with grade-level teams using:

    • STAR data

    • M-Class

    • Ability-level grouping (Tier 1–3)

    • Teacher-led intentional intervention

• Grade level teams will shift to an RTI model with:

  • 4–6 week goal cycles

  • Intentional grouping

  • Skill-specific interventions

• MTSS Intervention Team will continue “Readiness to Learn” support for Tier 2 barriers (social anxiety, motivation, focus)

• Tier 3 students will receive targeted support identified by the MTSS Core Team

• MTSS Core Team meets weekly to collaborate on student needs and support

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  Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

• Teachers integrate diverse perspectives and culturally relevant materials into their lessons

• Students engage in group work that fosters teamwork and celebrates individual strengths and backgrounds

• Conflicts are resolved using restorative methods to promote empathy and understanding

• Cultural diversity is celebrated through school-wide events

• The school creates pride among students and families by highlighting community richness

• Open communication is encouraged, providing safe spaces for students and families to share feedback, experiences, and ideas

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  Staff Demographics

• Teacher experience for the 2022–2023 school year was 15.1 years

• 72.4% of teachers held a master’s degree or higher for the 2022–2023 school year

2023 Stewart Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	2.80
American Indian/Alaskan Native	N/A
Asian	N/A
Black/African American	N/A
Hispanic/Latino of any races(s)	1.60
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	2.88
White	4.50
English-Language Learners	2.63
Low-Income	2.90
Students with Disabilities	1.45

Goal 1

Stewart’s 2023-2024 Kindergarten cohort (now 1st grade) will make steady progress in the areas of mathematic development from the 2023-2028 school years. The overarching goal is for 80% of the cohorts’ original students to meet standard on the Bridges Assessments by the time they complete 4th grade in 2028.

Goal 2

The adjusted goal should impact 2023-24 goal. We will continue to monitor this data as a marker of the updated goal: Stewart’s 3rd grade cohort 2023-2024 (now 4th grader) will make steady progress in the areas of literacy skills development from the 2023-2027 school years. The overarching goal is for 60% of the cohorts’ original students to meet standard on the ELA SBA by the time they complete 6th grade in 2027.

Goal 3

By Spring of 2027 students with disabilities, and students that identify as Hispanic will increase their academic achievement measured by annual growth on K-2 DIBELS and 3-6 STAR Reading.

*Data will be entered once we have multiple measures from STAR Reading/ DIBELS

Goals 1, 2, and 3: Curriculum and Assessment Supports

• Research-Based Curriculum:

  • CKLA

  • Bridges (K–5)

  • SpringBoard

  • Open Resource Math (6th Grade)

• Intervention Curriculums:

  • UFLI

  • SIPPS

  • Heggerty

• Assessment Cycle:

  • Curriculum-based and district-sponsored assessments that will be given on planned cycles to:

    • Create a baseline

    • Monitor progress

    • Gauge final results

• Implementation Teams:

  • CORE MTSS Team

  • Title/LAP

  • Classroom teachers of identified grade levels and groups

• District Support:

  • District provides updates and support on district curriculums

  • Title/LAP provides assessment supports

  • Title/LAP meets with grade level teams to:

    • Examine data collected

    • Evaluate progress on data cycles

• The Goal:

  • To monitor progress in academic growth

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Goals 2 and 3: Tiered Interventions and Data Cycles

• Walk to Read:

  • Title LAP Walk to Read

  • Target skill-based interventions for reading and math

• Instructional Grouping and Support:

  • Title/LAP collaborates with grade level teams to:

    • Support data collection and assessments

    • Meet on a cyclical basis to place students in tiered groups

    • Match students to specific instruction based on need

• Title/LAP supports teams in:

  • Ensuring groups meet on a weekly basis

  • Ensuring each group has appropriate research-based intervention curriculum and materials

• Staffing and Collaboration:

  • Three certificated Title/LAP teachers work together to plan the process

  • Title/LAP paraeducator staff support the instruction

• Resource Alignment:

  • District-approved and research-based reading and math curriculums and interventions

  • Title/LAP team meets cyclically with district directors for:

    • Continued support

    • Training on current materials and interventions

• The Goal:

  • To provide specific interventions to students based on needs to support academic growth referenced in goals

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Goals 1, 2, and 3: Core MTSS Team

• Purpose and Function:

  • Team of non-classroom-based educators representing:

    • Behavior

    • Academics

    • Attendance

    • Social-emotional support

• Team responsibilities:

  • Make data-based decisions

  • Monitor implementation and effectiveness

  • Put interventions into place

  • Discuss student needs

• The Goal:

  • To ensure appropriate resource matching so that students are receiving supports to increase academic growth

• Team Members:

  • Jill Hartley & Chelsea Graham – Title/LAP

  • Haley Mack – Resource

  • Lizbeth Ramirez – Psychologist

  • Julie Fosnick – MLL

  • Jordan Irvin – SPED District Admin Intern

  • Allison Kaiser – SEL

  • Chris Stockslager – Counseling

  • Carrie Lindsay – Communities in Schools

• Team Resources Include:

  • Data from all district-sponsored assessments

  • Special Education assessments/evaluations

  • Consultation with individuals representing student supports

Pocket Translators

• Funding Source: OSPI–Federal Grant

• Amount: $3,300.00

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Live Conference Devices

• Funding Source: OSPI–Federal Grant

• Amount: $6,000.00

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Quaver SEL

• Funding Source: OSPI–Federal Grant

• Amount: $2,000.00

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iPads

• Funding Source: OSPI–Federal Grant

• Amount: $800.00

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Transition Specialists / Onboarding Program

• Funding Source: OSPI–Federal Grant

• Amount: $3,000.00

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Data Management

• Funding Source: OSPI–Federal Grant

• Amount: $1,000.00

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ELLevation Certification

• Funding Source: OSPI–Federal Grant

• Amount: $3,500.00

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Parent / Community Board

• Funding Source: OSPI–Federal Grant

• Amount: $1,000.00

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Translation Services for Community Events

• Funding Source: OSPI–Federal Grant

• Amount: $1,000.00

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Student Motivation and Incentives

• Funding Source: OSPI–Federal Grant

• Amount: $1,000.00

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Guest Specialists

• Funding Source: OSPI–Federal Grant

• Amount: $1,000.00

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Education Conferences

• Funding Source: OSPI–Federal Grant

• Amount: $2,000.00