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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


Front of Challenger Elementary School

Achievement Goals

By May 2023:

  1. Students in grades 3-5 will show 3% growth in math proficiency moving from 75.1% to 78.1% as measured on the Smarter Balanced Assessment (SBA).
  2. English Language Learners in grades 3-5 will show 3% growth in math proficiency moving from 78.6% to 81.6% as measured on the Smarter Balanced Assessment (SBA).
  3. Students with Disabilities in grades 3-5 will show 4% growth in math proficiency moving from 13% to 17% as measured on the Smarter Balanced Assessment (SBA).

Guiding Questions

Reflecting on previous action plans

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 Elementary School

School-Based Action Plan

Action Implementation Impact: Evidence/Monitoring
Support-Math Club

Grades 2-5 (four teachers), two mornings a week for 12 weeks. Funded by ISF. i-Ready summer school curriculum used to increase math skills.


Pre-post assessment will be given to monitor achievement growth. Attendance will be monitored.

Support-Outreach Program at Summerwalk Apartments

Weekly events held right after school at apartment complex to engage students in grades K-5 with school staff; cooking, art, STEM, games, reading and math.

Qualitative changes in attitude toward school. Attendance data for students who participate. Achievement data for students who participate.

Building Mathematical Community-Family Math Game Night

Evening event hosted at school. Math games will be played to show how math can be reviewed at home. Specific math ideas that can be done at home will be shared.

Sign-in sheets will be kept to monitor participation. Positive qualitative changes are anticipated.

Mathematical Practices-Math Week

Collaboration between classes to focus on engaging math activities during school day. Building-wide commitment to participate.

Students and staff will engage in deepening their math mindset. Student perceptions about math are likely to change.

Tier 1 Module Planning (throughout the year)

Professional Development led by 4th grade teachers for a math module study. Teachers spent time in grade levels looking over Scope and Sequence for ISD and OSPI expectations to find gaps where more math instruction is needed. Data analysis included.

Teachers shared observations and developed common understandings of the skills students should know and be able to do at each grade level.

Support-Guided Math Instruction

Title 1 teacher is meeting with a small group of second grade students who are not meeting standards in math. These are the students who were most impacted by the school closure from COVID.

 i-Ready Math Diagnostic was used to determine eligibility and to show growth.

Support-Push in lessons ELL/Special Ed

LRC I and ELL teachers will push in for math lessons. This will allow students to remain in class with peers for more of the school day.

WIDA, Math IEP goal progress will be monitored for growth.

Building Community-Walking Carpool

Students with lower attendance rates are matched up with a family who lives close by to walk to school together to encourage regular attendance.

Attendance rates will improve and families will make connections with each other.

Support-Breakfast program

Students who may be food insecure were identified by teachers and counselor. Breakfast program was set up with funds from ISF. Breakfast and a snack for later in the day are provided each day. Students enter the building before the day begins and eat together.

Attendance of students monitored.

Watch D.O.G.S Program

Recess program run by volunteers to increase engagement and support inclusion at recess. Promotes interaction with positive male role models.

Number of behavior referrals during recess expected to lessen. SWIS data will show impact. 

Mathematical Practices-Parent Volunteers/Math

2nd grade teachers are utilizing parent volunteers to work with students on increasing basic math skills during the school day in small groups. All classes in 2nd grade participating.

i-Ready Math Diagnostic will show growth over time.

Building Community- Love/Logic Parenting Classes

Parenting classes using Love and Logic are being provided through a joint effort with PTA. Classes run from January-April in the evening for parents and staff to attend together. Common language and expectations for students will bring school/family together. Also invited Endeavour parents to participate.

Registration to track family engagement. Attitudes toward school likely to become more positive.

VOICE Mentor Program

Students are matched with volunteers for mentorship each week for a positive impact on their social emotional health. All students who have been referred to the program have a mentor. A student who is new to the country has a mentor who speaks their primary language to help them learn more about the school system/practices.

Observations of improved student behavior/decrease of SWIS referrals.

High Leverage Practice- Technology Integration Year-long Professional Dev.

Using technology to support students to have ownership and agency over their own learning. Summary below.

Students using technology in new and creative ways to support learning.

SIP Team & Final Review

  • Principal: Erin McKee
  • Site Council/PTSA Review Date: 
  • Supervisor Review: Sherri Kokx
  • School Board Review Date: March 1, 2023

Leadership Team:  

  • Tim Hemker, Assistant Principal

  • Kari Graettinger, Science Team Leader

  • Erika Monroe, Math Team Leader & EdTech

  • Laura Matheny, ELA Team Leader

  • Alicia Chon, Social Studies Team Leader

  • Travis Conner, Elective Team Leader

  • Holly Stipe, 8th Grade Team Leader

  • Haley Skavaril, 7th Grade Team Leader

  • Brook Gouge, 6th Grade Team Leader

  • Amy Ainsworth, 6th Grade Team Leader

  • Andrea Miele, PBSES & SEL Team Leader

  • Chris Wieland, Equity Building Lead