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

Issaquah Middle School

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.

Issaquah Middle School is committed to fostering a strong sense of community and support for all students. Here are some key strengths that contribute to this mission:

Strength # 1: Personal Connections through the Adopt-a-Panther Program:

By encouraging students to connect with at least one adult on campus, IMS created a nurturing environment where every student feels valued. This can be their favorite teacher, a counselor, para, administrator, custodian, coach, etc. Our goal is for everyone to have at least one connection with someone on the IMS staff. Monthly meetings with these adults allow students to engage in fun activities, share concerns, and collaborate on improving the school.
This connection not only boosts students' confidence and wellbeing but also enhances their sense of belonging, making IMS feel like a second home.

Strength # 2: Issaquah Middle School is making great strides in fostering an inclusive environment!

We added “We are safe, we are respectful and kind, we are responsible to our school IMS WAY signs. We translated them around the school into Spanish, Mandarin, Arabic, and Japanese. Adding translated messages in multiple languages, along with visual symbols, shows a thoughtful approach to ensuring that all students, including multilingual learners, can understand and engage with the school values. The introduction of diverse clubs like IMS Royalty cheer and dance, beauty club, and cooking club offers students more opportunities to connect with others who share their interests.

Strength # 3: Emphasis on Reading for Enjoyment and Growth:

Issaquah Middle School promotes reading through several initiatives, including the weekly STAR Reading (Students Teachers All Reading) program every Thursday during Homeroom. The school also hosts a Spring Into Reading competition to encourage reading engagement. These programs aim to foster a culture of reading and improve literacy skills among students. Reading for fun offers numerous benefits beyond academics. Reading stimulates imagination, increases empathy by allowing students to see the world from different perspectives, reduces stress, and improves concentration and focus. Throughout the competition, homerooms received small basketball cutouts based on the total minutes read in their rooms. The Homeroom with the most reading minutes at the end of the competition received a pizza party. Our school came up with this reading intervention from a cycle of inquiry by having staff members review i-Ready data in grade level teams. They looked at individual student data and test scores.

Strength # 4: Recognition Programs for Student Achievement:

IMS values student accomplishments through various recognition initiatives, such as Honor Roll assemblies, i-Ready improvement Awards, Most Valuable Panther Program and the Golden Ticket program, as well as Panther Bucks and the student store. Celebrating students' efforts in both academics and personal growth reinforces a positive school culture, motivates students, fosters a sense of belonging and encourages all students to strive for excellence. All students receive at least one postcard home from a staff member and receive ice cream from our PTSA for demonstrating our words of the month.

Strength # 5: Supportive New Student Lunch Program:

The new student lunch program ensures that every newcomer has the opportunity to feel welcomed and included. By pairing new students with peers and staff on Tuesdays and Thursdays at lunchtime, IMS promotes social connections, board game play, and helps ease the transition into a new environment. This initiative not only enhances belonging but also builds a supportive community for all students.

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.

Challenge # 1: High rates of transiency: Issaquah Middle School has a large number of new enrollments and students who withdraw from school. Over the last three years, IMS has had >50 new enrollments during the school year and the largest numbers during the months of January and February. High rates of transiency can disrupt students' learning continuity, affect classroom cohesion, and impact teacher-student relationships. Monitoring these trends will help the school anticipate and respond to specific needs, such as offering additional academic and social support for new or frequently transitioning students. The school hopes to allocate resources effectively, address potential gaps in support for newcomers, and develop onboarding processes that help students adjust and feel connected quickly.

Challenge # 2: Increasing the Percentage of Students Achieving a C- or Higher: With < 75% of all students earning a C- or above, there’s a significant opportunity to enhance academic performance. This is particularly critical because passing grades are strongly correlated with high school graduation and future success. The goal is to raise the percentage of all students achieving a C- or above in their classes over the next two years. This effort will involve implementing targeted interventions and support strategies to bolster student engagement and achievement.

Both BIPOC students and students with disabilities have pass rates of < 50%, indicating a pronounced gap that needs urgent attention. These disparities highlight the need for focused strategies to ensure that all students receive the support they need to succeed. By integrating classes like Study Skills and Math Lab and allowing time in homeroom for teachers to connect with students, our school aims to provide targeted academic and emotional support. These interventions should help improve grading practices and promote a culture of success for all students. Low engagement in classes can lead to poor academic performance. Students may feel disconnected or unsupported, which can impact their grades and overall school experience.

We will implement structures such as small group support in Homeroom, VOICE mentorship programs, enhanced communication between teachers and students, and additional resources like tutoring to increase engagement. By fostering stronger relationships and a more supportive environment, we believe students will feel more connected and motivated to succeed academically. We want to raise BIPOC students receiving a C- or higher to 61% and SWD to 56%.

Challenge # 3: Reduce discipline data for students on an IEP and BIPOC populations: Issaquah Middle School will address disproportionality and integrate regular, structured check-ins with students who are more likely to experience discipline disparities, including those on IEPs, 504 plans, and BIPOC students. By building a support system with students through assigned mentors—such as counselors, trained teachers, or support staff—students would have safe, consistent connections where they can discuss challenges, celebrate successes, and receive guidance on self-regulation and conflict resolution.

Additionally, embedding restorative practices into daily interactions, rather than only following disciplinary events, can proactively build a culture of empathy and accountability. Regular staff training on culturally responsive teaching, implicit bias, and restorative techniques, alongside a diverse staff team, could help reduce office discipline referrals by creating a more inclusive, supportive environment. By cultivating a team approach to behavior support, especially through proactive relationship-building and early intervention strategies, IMS can make significant progress toward reducing suspensions and creating an environment where all students feel understood and empowered to succeed.

Challenge 4: Improving math growth for students in our BIPOC population and our students with disabilities who are on an IEP: Issaquah Middle School is focusing on math growth for our BIPOC students, particularly addressing the needs of those who did not meet proficiency in the previous year which is <25%. We’re committed to closing this gap by providing targeted support through differentiated instruction, tutoring opportunities after school four days a week, and math intervention programs like Math lab and Study Skills courses. We’re also working on building culturally responsive teaching practices and fostering a math curriculum that engages and connects with all students using Math XL and Success Maker.

Additionally, we will regularly monitor students' progress by looking at data every trimester, celebrate growth at Trimester assemblies, and provide timely support as needed including Homeroom Math groups. With these efforts, we aim to ensure all students have the opportunity to succeed and build confidence in their math skills.

Issaquah Middle School is committed to supporting math growth for students on IEPs, particularly focusing on those who did not meet proficiency last year. To help these students succeed, we’re implementing targeted interventions that include specialized instructional strategies, one-on-one or small-group tutoring with a push in or pull-out model, and math support classes like Math Lab and Study Skills. Additionally, we are equipping teachers with resources and training to adapt the curriculum to meet diverse learning needs using tools like AI and Universal Design Learning, making math more accessible and engaging.

Through close progress monitoring and personalized learning plans, we aim to support each student in building confidence and achieving measurable growth in math. We have several co -teach math classes and also full inclusion classes so students can benefit from either two teachers in the room or from fellow peers.

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?

Issaquah Middle School has several promising opportunities to leverage for our school improvement plan, particularly in raising math scores and addressing disproportionality in academic achievement. Here are a few key opportunities:

Opportunity # 1: Enhanced Math Curriculum and Support:

New Envision Math Curriculum: The introduction of this curriculum, along with tools like SuccessMaker and MathXL, can provide a more engaging and effective learning experience. Leveraging these resources effectively can help target specific student needs and differentiate instruction.
Weekly Math Contests: The initiative to host math contests called “Math for Marshmallows”, inspired by the success of "Clunking for Cookies," is a great way to motivate students. Engaging students through friendly competition can foster a love for math and encourage participation across all grade levels.
After-School Tutoring: Utilizing high school students for tutoring provides both mentorship and academic support. The success we've seen with over 100 students participating indicates a strong interest in extra help. Expanding this program could further bolster math skills and confidence among students who are struggling.

Opportunity # 2: Targeted Reading Interventions:

Wilson Reading and Read 180 Classes: By implementing Wilson reading classes and Read 180, we’re addressing foundational reading skills that can significantly impact overall academic performance. These targeted interventions can help bridge gaps for students who are below grade level, thus supporting equitable access to learning.
Integration of Reading and Math Support: In next two years would like to explore ways to integrate reading comprehension strategies into math instruction, helping students improve their ability to understand math problems and instructions.

Opportunity # 3: Community and Parent Engagement:

Workshops for Families: We would like to consider hosting workshops for parents to equip them with strategies to support their children’s learning at home, particularly in math. This can help bridge the gap for students from diverse backgrounds and reinforce learning outside of school.

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?

Homeroom as an Intervention and SEL Learning Center: This year, our Homeroom sessions have evolved into a dynamic and comprehensive learning hub, integrating both Social-Emotional Learning (SEL) and Tier 1 and Tier 3 academic interventions. The goal is to provide a well-rounded, inclusive approach to student development, addressing both their academic and social-emotional needs. Here's how we've integrated these elements:

One of the core components of our Homeroom structure is the integration of STAR Reading which provides a dedicated, structured reading time for every student, regardless of grade level. All teachers participate in creating a community-wide effort to support literacy development, which not only helps students improve their reading skills but also reinforces comprehension strategies across various subjects.

In addition to reading, we’ve expanded our Homeroom sessions to include Tier 3 interventions for math. This small-group model allows for a more tailored learning experience, with a focus on reinforcing key concepts that are critical for success in math.

This year, we’ve also included our Special Education (SPED) teachers in the Homeroom model. These teachers have their own small groups within the homeroom sessions to meet with students who need specific support with behavioral and executive functioning skills. This intervention helps to prevent students from feeling isolated or separated from the rest of the student body, allowing them to engage with their peers while receiving the accommodations and supports they require to succeed academically and socially.

To further support students’ emotional well-being, our Homeroom structure also includes SEL groups, facilitated by our social worker, behavior specialists, and counselors. These groups are designed to address a variety of emotional needs, such as grief, anxiety, and anger management.

Robust Tier I, II, and III teams: Our school just recently completed the Tiered Fidelity Inventory. The Issaquah Middle School (IMS) PBIS team is effective and knowledgeable. Team composition and team operating procedures are strong at IMS. Issaquah Middle School is very strong in their data-based decision- making process and consistently looks at data and evaluates their process.

Our school utilizes Tier I, II, and III teams to address student needs. By adding support staff—such as a Communities in Schools representative, a school behavior specialist, MTSS Specialist, and a school social worker—we have created a more integrated support system. Tier II meets weekly which helps ensure that students have access to resources and interventions tailored to their specific needs. Early indicators suggest that this team approach is fostering a more supportive environment, as students are receiving more targeted assistance and discipline data is declining.

Data can be monitored through Office Discipline Referrals (ODRs), academic performance, and attendance records. Student criteria has been set to make it into our Tier II weekly meeting agendas if a student receives three or more ODRs in three weeks, if there are academic concerns like failing more than 2 classes or missing more than three days unexcused arise on our attendance reports. Our team tries to address potential issues before they escalate.

In 2022-23, with an enrollment of 784, 417 students had 0 referrals, and 118 students had 1 referral, and 100 students had 9 or more for the entire school year. In 2023-24, with an enrollment of 772, 450 students had 0 referrals, and 110 students had 1 referral, and 76 students had 9 or more for the entire school year. In 2024-25, with an enrollment of 820, 641 have 0 referrals, 71 had 1 referral, and 19 have had 9 or more this school year.

Attendance Contracts: The implementation of attendance contracts for students struggling with tardiness or skipping class also shows a commitment to improving engagement. We are slowly seeing a decrease in behavioral incidents and improvements in attendance, suggesting that these interventions are beginning to take effect.

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?

Our school is taking meaningful steps toward addressing institutional racism and academic disparities through a variety of initiatives. Here are some key areas highlighted in our plan:
Community Engagement: Our school has a Community in Schools (CIS) representative. By partnering with organizations like the YWCA and the local community centers, our CIS representative is trying to make connections that can help students access resources and support outside of school. He has been in touch with a non-profit group called The Circle and helping students feel connected to the community. They also offer English, Spanish, Art and Music classes.
Supportive Programs: Our school has a coat and shoe drive that directly addresses student material needs, ensuring all students have the basics to thrive. We offer Power packs every Friday for students as well.
Inclusive School Activities: The introduction of the IMS Royalty cheer and dance team, along with the up-and-coming beauty club, provides students with opportunities to engage in school culture, build self-esteem, and connect with peers.
Affinity Groups: Established a group for Black students to share experiences and concerns create a safe space for dialogue, fostering a sense of belonging and community.
Mentorship Programs: Connecting struggling students with VOICE mentors is a great way we provide individualized support, helping them navigate academic challenges and build confidence.
After-School Programs: We are currently looking at offering additional after-school groups and exploring partnerships with outside sports organizations to help enhance students' engagement and provide them with diverse opportunities. We are inviting all students to after-school tutoring Mon- Thurs in our school Library to get their homework done. Tuesdays and Thursdays Issaquah HS students are on campus to help students in math courses. They are even partnering during the high school schedules FLEX time and coming into several of the middle school period 7 math classes helping students one on one.
Homeroom groups: We are also offering various Homeroom or small groups led by our social workers, behavior specialists, MTSS specialists, and counselors. These groups include things like a friendship group, loss of a loved one group, math supports, SEL and behavior groups. These are run during the school day for added support of our students who have ACEs.

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 Middle School

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Literacy, including listening and speaking, provides access to all other learning. Teaching literacy in context is a shared responsibility for teachers of all courses. The literacy metrics in the School Improvement Plan Dashboard include:

Percent of students who demonstrate proficiency on the SBA (by grade or cohort or by 6^th- 8^th aggregate
Accelerated growth of student not meeting proficiency in the prior year SBA

Accelerated Growth of student not meeting proficiency in the year prior SBA	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	44%	39%	36%	33%
BIPOC Focus Group	26%	28%	27%	26%
Students with Disabilities	19%	22%	21%	20%

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Middle school math metrics provide checkpoints, or key indicators, toward the ISD Strategic Plan milestone of successful completion of Algebra 1. Math metrics in the School Improvement Plan Dashboard include:

Percent of students who demonstrate proficiency on the SBA (by grade or cohort or by 6th-8th aggregate
Accelerated growth of student not meeting proficiency in the prior year SBA
Percent of students who earned a B- or above in MS level Math classes
Proportional representation in advanced math options

Accelerated Growth of student not meeting proficiency in the prior year SBA	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	33%	31%	28%	25%
BIPOC Focus Group	24%	20%	19%	18%
Students with Disabilities	14%	15%	14%	13%

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. Attendance is also a primary indicator of successful student and family engagement. Building toward the ISD Strategic Plan milestone of 9th Grade Success, all schools will set goals for attendance.

Percent of Students who were Regular Attenders.	Spring 2023	Spring 2025 Target	Spring 2026 Target
All Students	71%	74%	77%
BIPOC Focus Group	52%	59%	66%
Students with Disabilities	47%	53%	59%

Grades

Grades: Increase achievement and decrease disproportionality in learning as evidenced by course grades.

Course grades should reflect the achievement of mastery of learning objectives. Data and research indicate that students who pass all their courses, with a C- or above, are highly likely to graduate high school and achieve their post-high school goals. This goal provides checkpoints toward the ISD Strategic Plan milestone of 9th grade On-Track to graduate.

Percent of students earning a C- or above in all their classes	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	73%	72%	75%	78%
BIPOC Focus Group	44%	43%	52%	61%
Students with Disabilities	53%	43%	50%	56%

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 middle schools as part of the ISD Strategic Plan priorities and the establishment of Multi-Tiered Systems of Support (MTSS). For this SIP cycle, schools will select 3 strategies with at least two from district-wide programs or systems 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.

Select 1-2 of the following to describe in further detail:

Implementation of New Curriculum or Courses. New curriculum is adopted annually. Full implementation requires 2- 4 years of support to establish calibrated learning outcomes, common learning experiences, integrated tiered supports and instruction, and delivery that is universally designed and culturally responsive. ISD Priority 2a,c
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
Grading for Equity. Implementation of grading practices so that [1] grades reflect mastery of key learning goals, [2] students receive feedback, reflect on their understanding, and are given an additional opportunity to demonstrate their learning; and [3] there is consistency and calibration of the measure of student learning. ISD Priority 2
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. Implementation of targeted supports, accommodations, and interventions (Tier 2) in the classroom setting. 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 New Envision Math Curriculum and courses	Implementing New Envision Math Curriculum Building led PD: Math teachers meet throughout the school year to collaborate and learn the new curriculum. Our goal would be year 2 to meet monthly and look at assessments and common areas where students struggle (Multiplication, fraction and decimals, etc.) and come up with common strategies to support struggling learners in these same concepts. District PD: Teachers attend several professional development opportunities to learn about the curriculum and collaborate across various schools. Staffing includes time with Teaching and Learning and Math/Science TOSA. Admin meets with counselors, MTSS, and department leads at the end of a trimester to discuss tiered supports for various students-action items like Math lab, Study Skills, Read 180, small group instruction, tutors, etc. Admin need more training on how to collect and analyze Momentum and SuccessMaker data. It currently is not tied into the program called Homeroom and is making it harder to look at data for a student in two different places.	Intended Impacts Equitable resource and supports for ALL: In place of i-Ready, we are using SuccessMaker to offer targeted practice and support for students. This platform creates practice problems tailored to individual skill levels, allowing students to engage with content that is appropriate for them. This personalized approach fosters confidence and mastery, enabling students to build a strong foundation in math. Higher grades in Math and higher scores on SBA. Envision Math aligns with the Common Core State Standards and includes content that mirrors the types of questions and problem-solving tasks students will encounter on the SBA. By aligning instruction with these standards, the curriculum ensures that students are familiar with the content and the format of the assessment, resulting in familiarity with test-taking strategies and time management, confidence in tackling SBA tasks and interpreting assessment items correctly, and an overall increase in math proficiency, which directly contributes to higher SBA scores. Incorporating tools like MathXL into our curriculum. These resources offer practice and enrichment tailored to each student’s interests and learning levels. By adapting assignments to meet diverse needs, we enhance student engagement and promote a growth mindset. Ensuring that our instruction is culturally responsive. We are committed to integrating diverse perspectives and real-world applications into the curriculum, making math relevant and relatable for all students. Key Data Student grades each trimester Classroom Assessments. SuccessMaker data is reviewed each trimester to offer supports for students who are struggling including support classes like Math Lab or Study Skills. Looking at Momentum screener data students can have schedules adjusted and support classes added.
Universal Design for Learning	Professional Development and Staff Resources. Admin did a book study and went to monthly UDL Middle School Leadership series put on by Teaching and Learning. Workshops and Training. Organize regular professional development sessions led by staff who are well-versed in UDL principles. These sessions should focus on best practices, strategies, and practical applications of UDL in the classroom. Walk-Through Opportunities Implement a structured walk-through process where educators can observe each other’s classrooms focusing on UDL practices during these observations. Creation of a Staff One Drive Resource Library amazing UDL activities. Culturally responsive practices Equity department and admin can partner with our MLL teacher and provide resources and training on how to incorporate diverse perspectives into lesson planning and curriculum design. GLAD strategies. Monitoring and Evaluation Dedicated staff meeting time (30 min each month) to look at UDL strategies. Develop tools for assessing the effectiveness of UDL practices in classrooms. This could include surveys, student feedback, and data on student engagement and achievement.	Intended Impacts Peer Collaboration. Encourage staff to collaborate and share their experiences and strategies for implementing UDL. This could include presentations, modeling lessons, or sharing success stories to inspire and motivate others. Resources: including lesson plans, instructional strategies, multimedia tools, and assessment options. This centralized library will make it easy for teachers to access materials that support diverse learners. Key Data Walk through Data. After walk-throughs, facilitate reflection sessions where teachers can discuss their observations, share insights, and brainstorm ideas for enhancing UDL implementation. Encourage all staff to contribute to this resource library by adding successful activities, tools, and resources they have used. Regularly update the library to reflect new research, practices, and resources. UDL surveys. Use the assessment data to identify areas for growth and celebrate successes. Foster a culture of continuous improvement by regularly revisiting UDL practices and adapting them based on feedback and outcomes.
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Panther Palooza: Tables were set up around the gym and families could walk up and talk to teachers for 1-2 minutes in a more informal communal style. This innovative parent curriculum night was designed to make engagement easier for families. To accommodate families who might be unable to attend in person, staff created videos and resources posted in Canvas. This ensures that all families, including those who may face language barriers or logistical challenges, have access to crucial information about their children’s classes. By making materials available in various formats, IMS enhances accessibility and inclusivity. IMS is still looking at ways to include our MLL families more. We will use the Instant Language Assistant (ILA) when we talk with families. We would love to get more parents from community to come in and help translate for community events. With our Family Parent Liaison, we have held a few parent sessions with Spanish speaking families to hear their concerns and also help them understand our school system, how to access Canvas, and how to access resources. We partner with VOICE mentors to make connections to the school community. IMS could use help from Equity department to get more interpreters who speak various languages. IMS Heritage Fair: The annual Heritage Fair is a vibrant celebration of the diverse cultures represented within the IMS community. By inviting families to share their heritage through food, performances, and informational booths, the event not only educates but also builds connections among families. Issaquah Middle School is dedicated to partnering with families to create an inclusive and supportive educational environment. By recognizing and addressing the unique needs of diverse family backgrounds, IMS ensures that all voices are heard and valued in the school community. Communities in Schools	Intended Impacts Enhanced Accessibility for ALL parents By setting up a centralized event in the gymnasium where parents could meet with all teachers at once, families with multiple children could access information without the stress of navigating between classrooms. This inclusive approach helps ensure that every parent, regardless of their circumstances, has the opportunity to connect with educators and learn about their child’s education. Sense of Community: This communal atmosphere fosters a sense of belonging and appreciation for the rich diversity at IMS. Partnering with the Parent- Teacher-Student Association (PTSA) for events like the Heritage Fair strengthens the school-community bond. By involving parents in planning and executing these events, IMS creates opportunities for families to take an active role in school life, promoting engagement and inclusivity. Meeting Basic Needs: Our school has added a Communities in Schools representative to partner with our school community. Trying to add more supports like a coat drive, shoe drive, and outside partnerships with places like the YWCA or community center. The school created affinity groups to meet the needs of our students and make them feel connected to school. Key Data Support Services: During Panther Palooza, staff from Communities in Schools, MTSS, behavior specialists, school psychologists, social workers, The Circle and other support services were present to offer immediate assistance and resources. This not only provided families with a safety net but also demonstrated IMS's commitment to addressing the diverse needs of its community. Having behavior specialists, social workers, and school psychologists available fosters an environment where families feel comfortable seeking help and guidance.
Technology Integration	At Issaquah Middle School, technology plays a crucial role in enhancing student engagement, providing access to learning, and fostering creativity, particularly in addressing disproportionality among student groups. Here are several ways we leverage technology to achieve these goals: Early Laptop distribution Panther Camp Tech Kick off Securely and Securely Hall Pass We utilize the Securely system to keep students engaged and on task during their learning. This technology not only helps in monitoring online activity but also provides valuable data on student engagement, allowing educators to identify and support those who may be struggling. Securely Pass is also used for hall passes, enabling us to track student movement and manage transitions effectively, promoting a focused learning environment. We partner with our tech TOSA to lead various training courses at staff meetings. The district has given our building a 0.2 tech support on staff as well to help new teachers and current teachers with technology. Use of programs like Gizmos New Envision Math curriculum UDL strategies We plan to use multiple staff meetings to discuss and implement UDL strategies. Several of our teachers went to a summer Ignite program to train and demo to other teachers various UDL strategies. More UDL resources and AI staff training throughout the school year from Teaching and Learning. Collaboration time between MS and HS or even elementary and MS for resources for ways to support struggling learners. AI and ChatGPT for teachers to create modified lessons at various levels and in various languages	Intended Impacts Immediate Access: By distributing laptops a few days before the school year begins, we ensure that all students have immediate access to essential learning tools. This proactive approach allows students to familiarize themselves with technology and online platforms, ensuring they are prepared to engage with the curriculum from day one. Equitable Access to Resources: During the first days of school, our Panther Camp focuses on school rules, expectations, and technology training. Students learn how to navigate critical platforms like Canvas, Office 365, Classlink, and Skyward. This foundational knowledge empowers all students, particularly those who may not have prior experience with such tools, ensuring equitable access to educational resources. Meet the diverse needs of our learners: we incorporate tools like ChatGPT to create tailored lessons for multilingual students and those at varying reading and math levels. This customization ensures that all students receive appropriate challenges and support, helping to close achievement gaps. Engaging Content: Programs like Gizmos provide interactive, visually engaging content that enhances understanding across subjects. By incorporating supportive videos and simulations, we make learning more accessible and enjoyable, fostering deeper engagement and retention of material. The implementation of a new math curriculum with resources such as Math XL, and Success Maker enables us to address specific learning needs more effectively. Key Data Math XL and SuccessMaker. These tools offer personalized pathways for students, allowing them to progress at their own pace, which is particularly beneficial for those who may have been underserved in the past.

School Improvement Team & Procedure Information

Principal	Mark Jergens-Zmuda
SIP Team Members	Amy Butson (Assistant Principal Cristina Capasso (SPED teacher) Boyd Cottom (7th/8th Grade Advanced LA Teacher) Cortney Eldridge (Parent representative) Teresa Falavigna (Art Teacher) Paul Fullarton (Parent representative) Rite Gupta (Parent representative) Mark Jergens-Zmuda (Principal) Allie Knechtel (Counselor L-Z) Karen Lee (Choir Teacher) Heather McDonough (MTSS Specialist) Scott Perez (BCBA) Carolyn Stemshorn (SPED Teacher) Vera Winslow (6th Grade LA/SS Teacher) Angela Wiswell (Parent representative)
Supervisor Review	Sherri Kokx, November 8, 2024
Site Council or PTSA Review	November 13, 2024
School Board Review	November 19, 2024

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Issaquah Middle School

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.

Grades

Grades: Increase achievement and decrease disproportionality in learning as evidenced by course grades.

School-Based Action Plan

School Improvement Team & Procedure Information