School Improvement Plan

Briarwood Elementary
School Improvement Plan
2021-22

A School Improvement Plan (SIP) ...

Is developed according to the Washington Administrative Code 180-16-220
Shows evidence of annual school board approval
Includes information that staff certification requirements were met
Includes evidence the plan is based on self-review and participation of required participants
Considers a collection of data over time that is analyzed to determine the focus of the plan
Promotes continuous improvement in student achievement in state learning standards
Recognizes non-academic student learning, what, and how
Addresses the characteristics of highly successful schools
Is led by the principal and the building’s Leadership Team
Requires collaboration with the school staff and district administration
Addresses equity (e.g. gender, race, ethnicity, culture, language and physical/mental ability)
Has action plans that are based on best practice as identified by quality research
Is a continuous process that requires ongoing monitoring and adjustment
Addresses the use of technology to facilitate instruction
Addresses parent, family and community involvement

Characteristics of Successful Schools

The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools:

clear and shared focus
high standards and expectations for all students
effective school leadership
high levels of collaboration and communication
curriculum, instruction, and assessments aligned with state standards
frequent monitoring of learning and teaching
focused professional development
supportive learning environment
high levels of family and community involvement

SIP Planning

START DATE: Fall 2021

SITE COUNCIL REVIEW DATE: March 8, 2022

SCHOOL BOARD REVIEW DATE: March 30, 2022

PRINCIPAL: Tia Kleinkopf

LEADERSHIP TEAM: Julia Dorn, Carrie Granados, Dana Geist, Sarah Rahlfs, Kim Brousseau, Michelle Peeples, Lynn Evans, Amy Krohn, Abby Yahna, Dalaina LaMance, and Mercedes Mandich

Staff and demographic information are available for each school at the OSPI (Office of Superintendent of Public Instruction) School Report Card Home.

Re-Engagement & Recovery

This section of the School Improvement Plan describes the strategies this school used to identify and address the social-emotional and academic needs for students to successfully re-engage in the learning community and their learning path.

How did your school identify students who may have difficulty re-engaging in the learning community or may have social-emotional or mental health wellness needs?

Briarwood teams reviewed the academic, behavioral, attendance, and referral data from spring 2021 to proactively identify students who would benefit from immediate supports. The teams reviewed at-risk indicator data of those students who ended the year with Tier 2 interventions to make sure they were scheduled for continued monitoring from the team. During the Briarwood Professional Development August Learning Days, a great amount of emphasis was placed on re-teaching Briarwood Tier 1 supports for teachers to use in their classrooms; such as morning meetings to build relationships, communication exercises, calming and organization strategies. For mid fall, teams were able to review data from the current BEISY, SWIS, i-Ready Assessments, and SBA reporting to provide interventions for current and new-to-Briarwood students as needed.
As on-going practices, Briarwood regularly reviews the data listed above to be sure that all students who may be having difficulties are identified. In addition, teachers/staff have multiple ways of referring students who are struggling in any of these areas – academics, social/emotional, behaviorally, etc. Systems are in place to then gather information and data and track progress to determine next steps.

What strategies did your school employ to re-engage students and address wellness needs?

Briarwood Teams began as early as last spring discussing, reflecting and planning for our return. It was clear that all staff would need to go over expectations even more than typical. Time was set aside in our August meetings to discuss how to re-engage, assess and teach school behaviors to students that hadn’t been in school the full day for 17 months. Groups of staff got together to brainstorm what skills might be lacking that are typically in place and how to ensure those are taught. The Tier 1 Team worked to put together resources for teachers for the first weeks of school.
Once school started, each class went on an “expectation tour” with their class, heading around the building learning about expectations in all areas of the school.
Expectations were videoed for teachers to continually review as needed – mandatory in January for a review
Check in/check outs with students on an as needed basis – targeted and tracked intervention
Individual behavior plans with students on an as-needed basis – targeted and tracked intervention
VOICE Mentors for students as needed
Whole School rewards including Bear Paws and Golden Plunger
Great Kid Program
Individual Bear Tickets
Friday morning announcements include reminders of expectations and celebrations of Great Kids, Golden Plunger and Bar Paws
Calming Corners in each classroom
SEL/Art lessons recorded and available
Responsive Classroom strategies such as Morning Meetings to build classroom and school community
Communication with families that is intentional and consistent
Classroom teachers implementing Second Step lessons for SEL instruction
Coach and Counselor doing additional SEL lessons where/when needed
1:1 or small group SEL support for students identified at risk

How did your school identify pre-requisite skill gaps that might prevent a student from successfully accessing grade-level or course-appropriate learning?

In the spring, we met in grade bands to discuss what skills kids usually go to the next grade with, but this year might be lacking so the next grade would be prepared to watch for and reteach if needed. Teams made lists of skills that were critical to watch for in the beginning for reteaching opportunities.
In the fall, grade-level teams analyzed assessments such as i-Ready reading and math, Words Their Way Spelling Inventory, F&P Reading, WaKIDS, and Writing Pre-Assessments to identify gaps and needed interventions. Students who were identified by the i-Ready reading screener as having a below-level score in phonological awareness and/or phonics were further assessed using the Really Great Reading Diagnostic Tools.
Special Ed. Teachers provided General Ed. Teachers with IEPs at-a- glance along with Behavior Intervention Plans where applicable and reviewed prior to school starting.
Recovery services meetings were held for students receiving additional services in LRC I and ECE that determined, based on IEP growth goals data, if a recommendation for recovery services were warranted.
Once identified, Recovery Services began after school almost every day.
504 Coordinator provided Gen Ed. Teachers with plans and reviewed.
Teams meet regularly to review ongoing data to support teachers with providing in-class academic and behavior interventions that are designed to close learning achievement gaps and increase positive behavior.

Data Study

This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality. Targets to address disproportionality are in reference to state Smarter Balanced Assessments using the Washington School Improvement Framework (WSIF), per state regulation. The most current WSIF available dates to 2019 due to the cancelation of recent state assessments. This WSIF provides a pre-pandemic baseline. Additional data available since the re-opening of schools is added to provide more current data for school improvement planning.

Briarwood Smarter Balanced Assessment

Percent Meeting Standard

	ELA		Math
	2019 SBA	2021 SBA	2019 SBA	2021 SBA
3^rd	76.0%	69.4%	76.0%	90.3%
4^th	82.4%	78.7%	77.3%	89.2%
5^th	89.6%	69.7%	80.7%	64.2%

Sources:
2019 OSPI School Report Card
2021 Preliminary Scores from Homeroom
Note: 2021 was a modified SBA given in Oct-Nov 2021, with no performance tasks.

Washington School Improvement Framework

2021 Measures by Student Group – Briarwood ES

	All	American Indian / Native American	Asian	Black / African American	English Language Learners*	Hispanic / Latino	Low-Income*	Native Hawaiian / Other Pacific Islander	Students with Disabilities*	Two or More Races	White
SBA: ELA % Proficient¹	74.6		83.8		25.0	57.1	46.4		25.0	61.9	75.2
Fall i-Ready Reading % Prof. % Approaching or above	66.4 87.5		72.3 92.5		23.8 76.2	43.2 77.3	33.3 46.7		20.6 44.1	61.5 82.7	68.5 88.3
SBA: Math % Proficient¹	70.1		86.3		50.0	42.9	40.0		15.0	47.6	70.2
Fall i-Ready Math % Prof. % Approaching or above	51.9 82.5		67.6 90.2		38.1 71.4	20.5 61.4	13.3 43.3		8.8 38.2	42.3 76.9	49.4 83.4

*Program enrollment fluctuates during the year, this data reflects students enrolled in programs on November 30, 2021
1 SBA was modified, without performance tasks. Scores are preliminary 3^rd-4^th assessment scores administered to current 4^th-5^th grade students.
Fall i-Ready was administered to 1^st-5^th grade students.

Data Study

Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.
Describe your observations regarding disproportionality that informed your SIP gap goal(s).

Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.

Briarwood’s Leadership Team Members began in August through mid-October reviewing Spring 2021 i-Ready data and Fall 2021 i-Ready Data and WaKIDS data. Additionally, the teams reviewed the mode of student attendance (hybrid or remote) and their recorded level of engagement in spring 2021 to determine if there was a correlation in the achievement data.

The team recognized that both math and reading data showed areas of need and could be a focus of this year’s SIP. While the team concluded that they would focus on reading, it was the majority decision that math would need to remain in the forefront of our thinking as well. One factor in the decision to select reading was that a three-year cycle on math had just concluded. Additionally, the teams wanted to focus on reading based on the practices of the newly adopted Reading Foundational Skills Curricula. Finally, the team concluded that targeted work in reading should also positively impact math scores due to the heavy literacy component in our math curriculum and testing.

Briarwood’s 2022-2024 SIP Goals were determined based on 2020-2021 growth recovery and acceleration from the percentage of students not meeting standard on the fall 2021 i-Ready Reading and 2021 Fall ELA (English Language Arts) SBA data as well as the Gap-Closing Goals for expected growth over time of student subgroups identified from the 2017-2019 WSIF data (English Language Learners, Hispanic, Low Income, and Special Ed.).

Describe your observations regarding disproportionality that informed your SIP gap goal(s).

The Briarwood Team reviewed data from fall 2021 i-Ready Reading and 2021 Fall ELA (English Language Arts). We noticed large gaps with our students who are learning English and with our students on IEPs. We felt it was most inclusive to include all students who scored below benchmark in the fall of 2021 as part of our gap-closing goal. We hope tracking these students with specific, targeted, data-driven instruction will help them close the gaps in their achievement.

Disproportionality Targets

Identify targets for each Washington School Improvement Framework subgroup for which you have baseline data. Baseline for group sizes of less than 20 are suppressed in public documents, targets are set for all groups.

Identify targets for each Washington School Improvement Framework subgroup for which you have baseline data. Baseline for group sizes of less than 20 are suppressed in public documents, targets are set for all groups.

ELA Proficiency Rate

*Group*	2017-19 WSIF Baseline	2022 Target
All Students (for comparison)	80.2	---------------------------
Black / African American	-
English Language Learners	31.6	52
Hispanic/Latino of any race	66.7	75
Low Income	56.9	77
Students with Disabilities	33.3	54

Math Proficiency Rate

*Group*	2017-19 WSIF Baseline	2022 Target
All Students (for comparison)	78.7	---------------------------
Black / African American	-
English Language Learners	55	75
Hispanic/Latino of any race	63.9	75
Low Income	50.5	71
Students with Disabilities	25.4	46

Regular Attendance Rate

*Group*	2017-19 WSIF Baseline	2022 Target
All Students (for comparison)	95.3	---------------------------
Black / African American	69.4	90
English Language Learners	95.7	96
Hispanic/Latino of any race	96.7	97
Low Income	87.4	90
Students with Disabilities	91.3	92

Achievement Goals & Actions

This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented, and timely (SMART) school-wide achievement goal(s).

School-Wide Goal(s)
Gap Closing Goal(s)

School-Wide Goal(s)

By Spring 2024, 87% of all students at Briarwood will meet standard on ELA/Reading as measured by ELA SBA and i-Ready Diagnostic.

SIP Goal 2022-2024

Our school wide goal is based on a commitment to recovery of learning disruption due to COVID19 and the continuation of our improvement of student learning outcomes in ELA. We set our 2022 Targets understanding that, based on data from our fall i-Ready reading assessment, it may take a few years to achieve recovery and an increase in achievement. We recognize that our math scores need to improve as well. We felt that the focus on reading with the implementations will also serve to increase math scores as students need to read, comprehend and write to achieve in math. We will be watching our math scores as well and doing all we can to improve these. Our SIP goal and action plan, however will focus on reading.

Action Steps. What research-based strategies will be implemented to achieve school-wide goals?

Action Steps. What research-based strategies will be implemented to achieve school-wide goals?

PD focused around reading laws and best practices
PD focused on new foundational reading curriculum
ALL students participate in differentiated Success Blocks at their level to address Foundational Skills and areas of need/growth – implementing Words Their Way, Really Great Reading, Benchmark and Haggerty
Strive for 45 minutes of i-Ready Reading instructional time each week
Small Group Instruction during core reading block (Guided Reading and Strategy Groups)
Implementation of Reading Units of Study and Making Meaning Curriculum
Differentiation in math as well as reading
Working with our Tiered 2 and 3 Team - 4–6-week interventions in Reading, Math and SEL as needed

Gap Closing Goal(s)

By Spring 2024, 80% of students who scored below benchmark in the fall of 2021 will meet their annual stretch goal measured on the i-Ready Reading Diagnostic.

Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?
Approach to gap-closing. How will your action steps address disproportionality?

Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?

Really Great Reading Intervention and Heggerty learning to build a strong foundation and close reading gaps
Student Learning Plans and growth goals are shared with parents and students, per the Literacy Law
Regular review of attendance and student growth data in efforts to provide interventions to reduce barriers to student success
Small group differentiated instruction
Support from Instructional Coach for grade-level teams to implement focused Guided Reading Groups
Targeted Professional Develop to address grade-level team needs around i-Ready implementation and usage
Student self-monitoring and goal setting around i-Ready progress and success
Recovery services for those that qualify
Use of GLAD strategies

i-Ready data
Student Learning Plans and Dyslexia Law
Recovery teaching and planning
Inclusion Practices
MTSS Service Model
Strengthen Tier 1 practices in all classrooms
Cross grade level work to understand what skills need strengthening
Success block training and implementation
Cultural Competency trainings
Differentiation
Small group work

School Improvement Plan

Briarwood Elementary School Improvement Plan 2021-22

A School Improvement Plan (SIP) ...

Characteristics of Successful Schools

SIP Planning

Briarwood Elementary
School Improvement Plan
2021-22