School Improvement Plan

Building Leadership Team

• Anthony Corrado, Building Principal

• Dani Baker, Building Assistant Principal

• Leah Chamberlain, School Counselor

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Multi-Disciplinary Team

• Janelle Bolei

• Sara Pierson

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LAP

• Charissa Martin

• Myrna Wicks

• Lana Clowers

• Joy Odem

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Resource

• Jerry Kiger

• Alexis Green

• Shannon Johnston

• Mischelle Mausten

• Aidan Cornell

• Abigail Phillips

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Grade Level Team

• Calista Paine, DHH Teacher

• Taylor Peredo, Kindergarten Teacher

• Sami Hominda, 1st Grade Teacher

• Rayleigh Farthing, 2nd Grade Teacher

• Charlene Nichols, 3rd Grade Teacher

• Amanda White, 4th Grade Teacher

• Alyssa Labrash, 5th Grade Teacher

• Rebecca Short, 6th Grade Teacher

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Parent and Community Partners

• Gayle Madlock

• Carolina Wheelock

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PTA

• Mindy Burnside

• Cynthia Bowstring

• Tyler Maliezo

• Kelsey Richardson

• Julian Estates

• Elim Church

• Celebration Center Church

• Washington School Improvement Framework
• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Discipline Referrals
• School Climate Data
• Panorama Survey
• English Language Proficiency Data
• Review of Student Plans

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Contributing Factors in Areas of Strengths and Challenges

• Key Takeaways on Student Group Performance Based on State and Local Indicators

  • Successful students can follow directions within a minute. They can demonstrate appropriate social skills using kind words and respectful actions. School materials are used appropriately.

  • From looking at the data, our primary students (K–3) are low in reading, and our intermediate students are not on grade level in mathematics.

  • As students returned to 5 days a week instruction this fall, we notice the number of students at or above standard on the SBA for Math and Reading dropped, as well as the number of STAR scores at the proficiency level.

  • We notice our 6th grade group has the highest level of proficiency in reading across the grades. However, they would have been readers as 4th graders before the COVID shutdown.

  • Many students missed key learnings in previous grades that are affecting them in their current grade level. As a school we need to address those key learnings and teach our students where they are at.

  • In math, we notice our students are dropping in proficiency as they progress to the next grade.

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• Root Causes and Areas of Strength for Building Schoolwide Improvement
  • Strengths:

    • Students communicate when they need help.

    • They are kind because “kindness matters.”

    • Our students are resilient.
       

  • Root causes:

    • The COVID pandemic and lack of closeness to peers and teachers.

    • Changes of the instructional models over the past couple of years (online learning, part-time in school/online, in-person learning).
       

  • Areas to build upon:

    • Ongoing social guidance and coaching.

    • Solid core instruction.

    • Consistency with accountability for learning.
       

  • Building strength areas:

    • The staff works collectively to support students' academic and social/emotional needs.

    • Open communication/transparency between staff, building, and community.

    • Teachers team with parents to help students be successful in school.
       

  • Root causes:

    • COVID shutdown that led to change of instructional models (students learning online, hybrid, and moving between models).

    • Past staff turnover.

    • Change in emotional needs of students.
       

  • Areas of strengths:

    • Bring in Neural Education training and staff implementing those practices the last 3 years.

    • MTSS coaching with SWIFT and building master schedule around instructional intervention times for math and reading for students—all students get support.

    • Implementing morning meeting time set aside for every classroom to meet the social/emotional needs of students and build classroom communities.

    • Daily common school announcements done by students from all grade levels—opportunity to be involved helps build our school culture.
       

  • Areas to grow:

    • We need to build upon our intervention (RTI) times to maximize instruction.

    • Have open conversations around student data to collaborate and increase consistent targeted instruction to meet learning needs of our students.

    • Increase teachers using High Leverage/GLAD/AVID/Neural Ed practices across grade levels to increase student engagement.

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A Central Element of Quality Improvement Work Is Being Centered on Our Learners

• Profile of a Typical Student Representing Our School Population
  • Strengths

    • Students attend school daily, as well as being prepared and ready to learn.

    • They have adults at home that they communicate with each day and understand how to communicate with school staff.

    • This student can access core curriculum and know how to use the tools available to be successful on grade level assignments (no IEP, 504, language barriers).
       

  • Challenges

    • Some of them face the need for food, security, and transportation.

    • Being able to have appropriate interactions with peers, problem-solving, and empathy.

    • Having supplies and organized binder/backpack/desk, focus—there are a lot of distractions in our culture, more responsibility within the family unit.
       

  • Important Relationships
    • Having a caring guardian in their lives.

    • Having siblings and relatives (grandparents, aunts and uncles).

    • Having a staff member at Zeiger Elementary that they have a trusting relationship with.

    • Sports coach or outside counselor as a trusted adult.

    • Friends

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

• PBIS (Golden Tickets)

• Pictures of our pumpkins from PD

• Diversity displays & activities

• Daily announcements created by students and broadcast in classrooms

• Staff indicate students at all levels wanting to engage and be a part of the production of our announcements

• Within our announcements we acknowledge our monthly diversity agendas set forth in August 2021

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Staff Demographics

• 38 Teachers

• 8.4 Average years of teaching experience

2023 Zeiger Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	4.50
American Indian/Alaskan Native	N/A
Asian	6.25
Black/African American	5.80
Hispanic/Latino of any races(s)	3.03
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	3.23
White	5.25
English-Language Learners	1.58
Low-Income	3.43
Students with Disabilities	1.25

Goal 1

Goal: By June 2025, we will improve the sense of connection, school attendance, and academic performance of students in Special Education and MLL programs at Zeiger Elementary.

• Specific: Focus on building relationships, increasing attendance, and supporting academic growth for students in Special Education and MLL programs.

• Measurable: Track progress using STAR assessments for academic performance and Diversity Team inclusionary survey for student engagement and connection. Monitor attendance records bi-monthly.

• Achievable: Provide targeted support through small group interventions, mentoring programs, and family outreach.

• Relevant: Align with our mission to foster a supportive, inclusive, and equitable learning environment for all students.

• Time-bound: Achieve measurable improvements by the end of the 2024–2025 school year.

• Inclusive & Equitable: Ensure all students, particularly those in Special Education and MLL programs, have access to tailored resources and support that address their unique needs.

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Goal 2

Goal: By June 2025, Zeiger Elementary will implement Universal Design for Learning (UDL) through the use of AI, as a key Tier 1 instructional strategy to improve student outcomes, specifically targeting improvements in IAB, STAR reading, WIDA, and SBA scores.

• Specific: Focus on UDL as the primary Tier 1 teaching strategy to ensure all students, including Special Education and MLL students, have equitable access to learning.

• Measurable:
  Measure progress through IAB, STAR reading, WIDA, and SBA assessments, and gather staff feedback via Forms surveys to track the effectiveness of UDL implementation.

• Achievable: Provide professional development on UDL, regularly assess student progress, and review instructional practices in collaboration with the MTSS lead team. Create action plans through SST to address specific student needs.

• Relevant: Aligns with the school’s commitment to inclusive and effective instruction, ensuring that all students can access the curriculum and demonstrate growth.

• Time-bound: Implement UDL throughout the 2024–2025 school year, with regular check-ins via MTSS and a final assessment of student progress by June 2025.

• Inclusive & Equitable: UDL will provide a framework for delivering instruction that meets the diverse learning needs of all students, ensuring no student is left behind.

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Goal 3

Goal: By June 2026, we will help our English learners (ELs) and students with disabilities (SWD) improve their academic performance to match the average scores of their peers, aiming for significant growth each year in STAR assessments.

• Specific: Focus on improving the STAR assessment scores of English learners and students with disabilities to close achievement gaps with other student groups, especially Asian (7.05) and White students (6.41), who currently outperform others.

• Measurable: English learners will increase their scores by 1.15 points each year, starting from 1.58, with a target of reaching 5.001 by June 2026.
  Similarly, students with disabilities will grow by 1.15 points each year from their current score of 1.25 to reach 5.001.

• Achievable: Provide targeted professional development in UDL, GLAD, and AI-driven instructional strategies to support teachers in meeting the needs of all learners, with a focus on ELs and SWDs.

• Relevant: This goal aligns with Zeiger’s commitment to equity and academic excellence for all students, closing gaps between historically underperforming groups and higher-scoring groups like Asian and White students.

• Time-bound: Set annual milestones for growth by assessing progress through STAR assessments each year, with a final goal of reaching an average score of 5.001 for both ELs and SWDs by June 2026.

• Inclusive & Equitable: This goal is focused on providing all students, particularly English learners and students with disabilities, equitable access to high-quality instruction and the necessary support to achieve at the same level as their peers.