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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 IMS

Achievement Goals

By the spring of 2024:

  • 71.5% of Issaquah Middle School Students will meet standard on the ELA Smarter Balanced Assessment. 

  • All students who identify as Black/African American will increase their proficiency rate on the ELA SBA spring 2024 assessment from 30% in the fall of 2022 to 38% in spring of 2024. This is to reduce the disparity between all IMS students and all students identifying as Black/African American.

  • All students who identify as Hispanic/Latin X will increase their proficiency rate on the ELA SBA spring 2024 assessment from 34.5% in the fall of 2022 to 42.5% in spring of 2024. This is to reduce the disparity between all IMS students and all students identifying as Hispanic/Latin X.

  • All students who identify as Students with Disabilities will increase their proficiency rate on the ELA SBA spring 2024 assessment from 22% in the fall of 2022 to 30% in spring of 2024. This is to reduce the disparity between all IMS students and all students identifying as Students with Disabilities.


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 Middle School

School-Based Action Plan

Action Implementation Impact: Evidence/Monitoring
Create Tiered Team Structure to analyze school-wide data and systems


  • Addition of MTSS specialist
  • Calibrating SWIS data collection
  • Pilot Check in Check Out
  • Collaboration among teachers by grade level
  • Baseline CR-TFI
  • Collaboration by vested partners around school culture and safety
  • Increase equitable outcomes in academics, discipline, special education referrals. Data monitored includes:

    • SWIS data, disaggregated

    • CICO data, disaggregated

    • Academic data, disaggregated

    • Special Education referrals, disaggregated

    • Grade level team input

    • Baseline TFI Data

  • Creation of Tier 1, 2 and 3 Teams and monthly meetings with vested partners and input.

  • Creation of Principals Advisory Committee of four students in each grade level.

Foster Support Strategies around Behavior


  • Training for Staff around de-escalation, redirection, classroom management, and student safety.
  • Analyze school-wide systems and surveys
  • Analyze SWIS data each month
  • PBSES lessons in Homeroom to promote a positive school culture
  • Bringing back school-wide reward system for good behaviors- Panther Bucks and Panther Store
  • School-wide recognition

  • Focus on a reduction in School Discipline

    • Provide education to students who break a school rule or demonstrate a poor choice

    • Creation of Student Support Room in Special Education

    • Make changes school-wide for supervision purposes including scarecrow technique, more adult supervision in problem areas, limit student access to problem areas on campus

    • Panther Camp to review and go over school expectations and school rules

    • Weekly SEL lessons-Character Strong and Second Step lessons

    • Panther Store once a week with prizes for Panther bucks

    • School-wide end of trimester parties and recognition for character traits each month. Partnering with PTSA for Most Valuable Panther, certificates, and ice cream,

    • Calm Room and Student Support Center

    • Where Everyone Belongs (WEB) Program for 6th graders

Training and use of classroom-based targeted supports and interventions (Tier 2)


  • i-Ready instructional tools
  • No-Red Ink
  • Learning Ally
  • Piloting i-Ready Math
  • Piloting Check in Check Out
  • 3 ELA Resource classes created
  • 3 Study Skills classes created
  • Pilot Read 180 for 8th grade students
  • Identification of high leverage and evidence-based intervention practices and programs. Gap-closing growth of students in areas identified for intervention as demonstrated by:

    • SBA scores

    • SWIS data

    • I i-Ready Screener and progress monitoring data

  • Piloting i-Ready math as another intervention to show students current mathematical levels.

  • The school is also providing a Read 180 support class for several 8th grade students not currently at the 8th grade reading level.

Family Engagement Use of i-Ready to improve communication and partner with parents for at-home student support


  • Parent i-Ready training

  • Use of i-Ready resources in both ELA and Math

  • Student/family engagement

Providing resources to parents on where their students may be struggling in ELA and Math

  • Teachers and MTSS specialist can send home targeted lessons to struggling students on specific individual learning needs or topics that their student can improve upon.

  • Java with JZ, E-news communication

Student Safety


  • Parent, student, and staff surveys
  • No fighting assemblies
  • Professional development for teachers

  • School safety drills

  • Students wear ID badges

  • Admin, SRO, and teachers in various hotspot locations on campus

  • SEL lessons around safety and school-wide expectations

  • Take Care of One Another Motto and T-shirt

  • Report It, Do Not Record It Campaign

Culturally Inclusive Practices


  • Professional development around GLAD strategies

  • Allocate professional learning time to support ELL students with GLAD strategies working collaboratively on collective inquiry and action research.

  • Analyzing behavior data each month as part of the equity team. Lens on behavior data and plan for staff trainings and bias work

Culturally Inclusive School Culture

  • Creation of Equity Team
  • Creation of school clubs like Color Associated Club (CAC) and Gay Straight Alliance (GSA)
  • Themed months to celebrate heritages and culture including mental wellness, African American History Month, Pride month

Strategies for working with families:

  • Facilitate “Listening Circle” with small group of families to speak and listen to each other and help families gain a shared sense of understanding and emotional connection for Spanish/Latin X families.
  • Partnering with Spanish-speaking families to come in and talk each month to Spanish classes to promote language and culture
  • Coordinate inclusive social/cultural activities with PTSA, such as Curriculum Night and spring Multi-Cultural Fair.
  • Continue to improve culturally-responsive communication with families by providing new resources in different languages


SIP Team & Final Review

  • Principal: Mark Jergens-Zmuda    
  • Site Council/PTSA Review Date: January 11, 2023
  • Supervisor Review: Sherri Kokx January 3, 2023
  • School Board Review Date: March 1, 2023

Leadership Team:

  • Becky Mullvain, Assistant Principal

  • Matthew Eisenhauer, 8th grade leader

  • Melissa Miller, 7th grade leader

  • Hayley Beck, 6th grade leader

  • Heather McDonough, MTSS

  • Oracio Valdez, Counseling

  • Allie Knechtel, Counseling

  • Meg Iyer, School Psychologist

  • Susan Ahrensdorf, Math

  • Boyd Cottom, LA

  • Amy Foust, LA

  • Dylan Kenniston, Social Studies

  • Karen Lee, Music

  • Carolyn Stemshorn, Special Services

  • Michaela Wickenheiser, Science

  • Julie Newton, Assistant to the Principal