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

Echo Glen

School Improvement Plan

2024-2026

OSPI School Improvement Plan 2024–2025

Step-by-Step School Improvement Planning and Implementation Guide

Note: For schools operating a Title I, Part A, Targeted Assistance and Schoolwide Program, please use the Consolidated School Improvement Template to satisfy the appropriate Components.

Building data

Please provide your school district and building name below.

School District: Issaquah School District
Building Name: Echo Glen School
School Code: Click or tap here to enter text.
Date: August 30th, 2024
Does your school share a building with another school? Yes ☐ No ☒
If yes, which one? (Please note each school with a school code must submit a separate School Improvement Plan) Click or tap here to enter text.

School Leadership Team Members and Parent-Community Partners

Please list by (Name, Title/Role)

Allison Ilgenfritz, Principal, ISD
Lindsay Myatich, Dean of Students, ISD
Aleece Young, Counselor, ISD
Cathryn Hawken, Teacher, ISD
Natalie Harris, Teacher, ISD
Hold for Tribal Representative.

WSIF Cycle Identification and Report Card Data

Please use the 2023 WSIF Cycle 3 data from the Washington State Report Card to complete the table below. School Improvement Plans for schools identified for tiered support under WSIF are required to align their goals with their WSIF Cycle Identification. The data included in the table below will help align the focus on the Comprehensive Needs Assessment, SMARTIE Goals, and evidence-based practices used in this plan.

Use the 2023 Washington School Improvement Report Card Data to identify and maintain focus on student groups and SMARTIE Goals.

2023 WSIF Cycle Identification
Tier 3 Plus Comprehensive

WSIF Data Measures
2023 WSIF Identification Score (indicate Not Applicable with N/A)

Comprehensive (All Student Group): 69 Students on Report Card, Actual number of students served: 294
Comprehensive Graduation Rate: Less than 25.0%

Student Group

American Indian/Alaska Native 2.9%
Asian 0.0%
Black/African American 18.8%
Hawaiian/Other Pacific Islander 2.9%
Hispanic/Latino 34.8%
Two or more races 10.1 %
White 31.4%
English Learner 13.0%
Low Income 97.1%
Special Education 34.8%

Summary of Comprehensive Needs Assessment (CNA):

A Comprehensive Needs Assessment (CNA) is required of all schools identified for improvement under the Washington School Improvement Framework. In this section, please summarize data and information gathered from conducting your CNA including all relevant areas of the WSIF (Academic Achievement (ELA and Math Proficiency), Other Academic Achievement (Student Growth Percentile), Graduation Rate, (4-Year Adjusted Cohort) (if applicable), School Quality and Student Success SQSS (Regular Attendance, Ninth Grade on Track, Dual Credit) (if applicable), English Learner Progress).

What areas of strength has your team identified through the needs assessment process? What data supported them and how can they be leveraged for areas of improvement?

The Issaquah School District team at Echo Glen School are very strong in data collection, reflection and making data based decisions on action plans. In the 23-24 school year, the team identified that school attendance was not at the percentage that the team was happy with. After reviewing data and meeting with our DCYF partners, the team increased school attendance from a 40% average to an attendance rate of 74.76% on the last day of school. The team has invested many hours of Professional Development and funds on a behavior data house (SWIS). This has allowed us to best track data on behavior (both positive and negative) and make data based decisions on where to direct resources and intervention match. It was found that our behavior data shows highly disproportional discipline towards Native and Hispanic students. Please see the attached behavioral data from SWIS.

Describe resource inequities (funding, staffing, materials, resources, etc.) identified through conducting the Comprehensive Needs Assessment that will be addressed in this plan.

Echo Glen School continues to be underfunded in FTE to provide the CORE 24 credits toward graduation. For this school year, the team was able to hire Art, Physical Education, Math and Multi-Language Learner certificated teachers to serve our students. .

What possible root causes has your team identified to account for these inequities, especially disproportionalities among student groups?

The funding model provided by OSPI is not adequate to serve the students crediting needs at Echo Glen School. Until there are certified teachers to teach areas in foreign language and additional CTE courses, we will not be fully providing the students basic levels of the educational needs. The Issaquah School District does not have access to basic student information at this time. A data share agreement must be had between the Issaquah School District and DCYF. This is paramount to the students and staff’s safety while on the school campus.

Describe the highest priority focus areas for improvement (funding, staffing, materials, resources, etc.) identified through WSIF data and by conducting the Comprehensive Needs Assessment that will be addressed in this plan.

Establishing a data share agreement as well as a funding model that is reflective of what the comprehensive schools receive is important. Along with data sharing, access to engage families and community members throughout the state is greatly important to the successful transition from incarceration back to the home community. Monetary investment in parenting courses and access to data is greatly needed to support the work.

2024-25 School Improvement Plan

Using the guiding questions and tables below, identify your highest priority continuous school improvement goals that you plan to accomplish through evidence-based practices (interventions, activities, or strategies) for SY 2024–25. These goals should be based off WSIF and additional school-level data compiled in your Comprehensive Needs Assessment and evaluation and identification of resource inequities. Please refer to the Step-by-Step School Improvement Planning and Implementation Guide for more details and examples of SMARTIE Goals, short-and long-term data sources that may be used in the “Data Measures” column for support, and other helpful planning aids. Add more tables or lines as needed.

SMARTIE Goals

What specifically are you trying to accomplish? Do your goals meet the criteria of a SMARTIE Goal? Are the evidence-based practices (interventions, activities, or strategies) being used to achieve the SMARTIE Goal?

A SMARTIE Goal is specific, measurable, attainable, realistic, time-bound, inclusive, and equitable and should answer the questions:

What will be improved?
By how much?
By when?
And, for whom/what?
How will we know if progress toward the goal is being made?
When and how often will data be checked for progress?

Questions to ask and answer when addressing inclusion and equity:

Will achieving this goal build success and/or shrink disparity gaps for specific student groups in our learning community?
Does the goal ensure that traditionally marginalized students have equitable access, and is there an element of fairness and justice inherent in the goal?
If the outcome specified in this goal isn’t specifically promoting equity and inclusion, is the process of achieving this goal going to improve equity and inclusion for all students? How?
Who have we consulted to check for unintended negative consequences? Who needs to be consulted?

SY 2024–2025 SMARTIE Goal #2: All students will develop a Personal Learning Plan that is connected to High School and Beyond planning and state graduation requirement.

What data will be used to determine the extent to which the school is on track to meet this overarching goal? What does the school expect to see mid-year to know if they are on track to meet the overarching goal?

School-wide behavior data tracked through the SWIS system will be analyzed by the MTSS Tier 1 team and school administration monthly. The school team tracks all school behaviors through Daily Progress Reports and Office Discipline Referrals.

Who will monitor the progress of this overarching goal?

The members of MTSS Tier 1 team and school administration.

When/how often will they monitor progress toward this overarching goal?

Monthly

Instructions: Use the empty rows in the table below to detail evidence-based practices (interventions, activities, or strategies) supporting your SMARTIE Goal #2: answer all prompts in each column for each evidence-based practices (intervention, activity, or strategy) described.

*Each evidence-based practice (intervention, activity, or strategy) needs to support the larger SMARTIE Goal. (Data + Evidence-based Practice = Support of SMARTIE Goal)

Evidence-based practice (intervention, activity, or strategy) to support SMARTIE Goal	Data Measures	Timeframe	Lead	Resources
*What evidence-based practice (intervention, activity, or strategy)* will you implement to support achieving this overarching improvement goal? What student groups will benefit and why?	What short-and long-term data will be collected to measure the impact of implementing this evidence-based practice (intervention, activity, or strategy)? How will the impact on equitable learning or behavior change be measured?	When will this evidence-based practice (intervention, activity, or strategy)* occur? What was/is the projected length of time?* *When or how often* (please be as specific as possible) will progress be monitored or data reviewed?	Who (what team or individual) will be responsible for implementing, measuring, and adjusting the evidence-based practice (intervention, activity, or strategy)? Who else will be involved?	What resources will be used to implement this evidence-based practice (intervention, activity, or strategy)* (for example, professional development, extended time, curriculum, materials, etc.)?*
Students will use a Daily Progress Report to track their school behavior.	Data is collected daily throughout the school year. Three data points per class period are tracked. Each student has at least 5 classes per day. The Daily Progress Report not only serves as a data measure for student behavior but every student received feedback on their classroom behavior via the three school values (Safe, Respectful, Responsible). High rates of feedback is an evidence based practice for students with Emotional Behavioral Disabilities.	Occurs daily. Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system
Office Discipline Referrals will be written and documented in SWIS by school staff.	Referrals are written daily if a student displays inappropriate behaviors. These behaviors are then processed with the student (and teacher or peer if needed) through a restorative practices conversation.	Occurs daily. Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system
All Echo Glen Staff will participate in the behavior training of Life Space Crisis Intervention.	All staff will attend the multiple sessions of this training through the school year. SWIS data will be reviewed to note if students who identify as American Indian or Hispanic are decreasing their major behavior risk ratio because staff have increased skills in the area of behavior management.	Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system Life Space Crisis Intervention Book and Curriculum

Funding: List and describe funding amount(s) and source(s) associated with the activities described above. Be specific about which funds will come from OSSI School Improvement Grants and what expenses they will cover, these funds are expressly intended for school-level implementation of district and school improvement planning (i.e., School Improvement Plans (SIPs), LEA-Consolidated Accountability Plans (L-CAPs), Required Action Plans (RAPs), etc.), and must be focused on the closure of educational equity gaps, specifically those driving identification through WSIF data.

Funding for SWIS is $600 per year.
$3,000 for Life Space Crisis Intervention training materials.
$68,000 for the MTSS consultation work and training (LSCI) of Dr. Lisa Hoyt. (funded by FP 910 OSSI 24-25: Tier 3 Institutional Education (Federal) grant)

SY 2024–2025 SMARTIE Goal #2: All students will develop a Personal Learning Plan that is connected to High School and Beyond planning and state graduation requirement.

Plans will be completed by the Education Advocate Team in partnership with school counselor, school psychologist, MLL teacher and general education teachers. Every student will have a plan built within 3 months of their stay at Echo Glen School and reviewed monthly with the student.

Who will monitor the progress of this overarching goal?

Education Advocate Team and School Counselor.

When/how often will they monitor progress toward this overarching goal?

Monthly review.

*Each evidence-based practice (intervention, activity, or strategy) needs to support the larger SMARTIE Goal. (Data + Evidence-based Practice = Support of SMARTIE Goal)

Evidence-based practice (intervention, activity, or strategy) to support SMARTIE Goal

Data Measures

Timeframe

Lead

Resources

What evidence-based practice (intervention, activity, or strategy) will you implement to support achieving this overarching improvement goal?

What student groups will benefit and why?

What short-and long-term data will be collected to measure the impact of implementing this evidence-based practice (intervention, activity, or strategy)?

How will the impact on equitable learning or behavior change be measured?

When will this evidence-based practice (intervention, activity, or strategy) occur? What was/is the projected length of time?

When or how often (please be as specific as possible) will progress be monitored or data reviewed?

Who (what team or individual) will be responsible for implementing, measuring, and adjusting the evidence-based practice (intervention, activity, or strategy)?

Who else will be involved?

What resources will be used to implement this evidence-based practice (intervention, activity, or strategy) (for example, professional development, extended time, curriculum, materials, etc.)?

Students will develop their Personal Learning plan that is connected to their current credits, their academic and social-emotional strengths, and goal setting for their time in institutional education.

Pilot program at Echo Glen with 5 students (Fall Semester)
Expand program to 10^th grade students in Spring Semester)
Communicate Plans with receiving facilities and schools.
Collect data from students, teachers, and facilities/schools on usefulness of Student Personal Learning Plan.

This program will pilot in 2023-24 school year.

Goal to have fully implemented in the 24- 25 school year.

Allison Ilgenfritz – Principal
Aleece Young – School Counselor

Lisa Koenigsberg-Roshon – Educational Advocate

Tier 1 MTSS Team – Lead by Lindsay Myatich.

Support from Julia Bamba (Principal on Special Assignment – ISD)

Document and supporting documents provided by ISD.

No funding is needed at this time.

SY 2024–2025 SMARTIE Goal #3: All students attending Echo Glen School for 1 semester or more, will accrue credits at the rate of their non- incarcerated peers from 68% of students meeting this goal to 90% of students meeting this goal.

Student transcript data from Skyward at semester and at the end of the school year. Mid-year, student will have accrued at least 3 credits, with the goal of accruing at least 6 credits per school year.

Who will monitor the progress of this overarching goal?

School Administration, Education Advocates, Registrar and Counselor.

When/how often will they monitor progress toward this overarching goal?

When students release from Echo Glen School this data will be tracked along with at semester and end of the school year.

Instructions: Use the empty rows in the table below to detail evidence-based practices (interventions, activities, or strategies) supporting your SMARTIE Goal #1: answer all prompts in each column for each evidence-based practices (intervention, activity, or strategy) described.

*Each evidence-based practice (intervention, activity, or strategy) needs to support the larger SMARTIE Goal. (Data + Evidence-based Practice = Support of SMARTIE Goal)

Evidence-based practice (intervention, activity, or strategy) to support SMARTIE Goal	Data Measures	Timeframe	Lead	Resources
*What evidence-based practice (intervention, activity, or strategy)* will you implement to support achieving this overarching improvement goal? What student groups will benefit and why?	What short-and long-term data will be collected to measure the impact of implementing this evidence-based practice (intervention, activity, or strategy)? How will the impact on equitable learning or behavior change be measured?	When will this evidence-based practice (intervention, activity, or strategy)* occur? What was/is the projected length of time?* *When or how often* (please be as specific as possible) will progress be monitored or data reviewed?	Who (what team or individual) will be responsible for implementing, measuring, and adjusting the evidence-based practice (intervention, activity, or strategy)? Who else will be involved?	What resources will be used to implement this evidence-based practice (intervention, activity, or strategy)* (for example, professional development, extended time, curriculum, materials, etc.)?*
Students will use a Daily Progress Report to track their school behavior.	Data is collected daily throughout the school year. Three data points per class period are tracked. Each student has at least 5 classes per day. The Daily Progress Report not only serves as a data measure for student behavior but every student received feedback on their classroom behavior via the three school values (Safe, Respectful, Responsible). High rates of feedback is an evidence based practice for students with Emotional Behavioral Disabilities.	Occurs daily. Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system
Office Discipline Referrals will be written and documented in SWIS by school staff.	Referrals are written daily if a student displays inappropriate behaviors. These behaviors are then processed with the student (and teacher or peer if needed) through a restorative practices conversation.	Occurs daily. Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system
All Echo Glen Staff will participate in the behavior training of Life Space Crisis Intervention.	All staff will attend the multiple sessions of this training through the school year. SWIS data will be reviewed to note if students who identify as American Indian or Hispanic are decreasing their major behavior risk ratio because staff have increased skills in the area of behavior management.	Data reviewed monthly by the MTSS Tier 1 team	School administration and the MTSS Tier 1 Team.	SWIS data system Life Space Crisis Intervention Book and Curriculum

1. $42,770 for Edgenuity online learning. (Funded by FP 910 OSSI 24-25: Tier 3 Institutional Education (Federal) grant)

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Echo Glen

School Improvement Plan

2024-2026

OSPI School Improvement Plan 2024–2025

Step-by-Step School Improvement Planning and Implementation Guide

Building data

School Leadership Team Members and Parent-Community Partners

WSIF Cycle Identification and Report Card Data

Summary of Comprehensive Needs Assessment (CNA):

2024-25 School Improvement Plan

SMARTIE Goals

SY 2024–2025 SMARTIE Goal #2: All students will develop a Personal Learning Plan that is connected to High School and Beyond planning and state graduation requirement.

SY 2024–2025 SMARTIE Goal #2: All students will develop a Personal Learning Plan that is connected to High School and Beyond planning and state graduation requirement.

SY 2024–2025 SMARTIE Goal #3: All students attending Echo Glen School for 1 semester or more, will accrue credits at the rate of their non- incarcerated peers from 68% of students meeting this goal to 90% of students meeting this goal.