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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 Issaquah High School

Achievement Goals

Issaquah High School will:

  1. Achieve a 95% on-time graduation rate by 2024 by providing students with high-quality instruction, targeted interventions, and supporting student health, wellness, and attendance.
  2. Close the gap for on-time graduation for our Black and Latinx students.

Reflecting on Previous Year School Improvement Plan

We were able to make progress on both School-Wide SIP Goal and our Disproportionality SIP Goal. 

  • We increased our overall graduation rate from 94.1% in the 20-21 school year to 96.7% in the 21-22 school year.
  • We increased our graduation rate and decreased disproportionality in our graduation rates for our Black and Latinx students in the 21-22 school year. In the 20-21 school year, our Black students had an 81.3% graduation rate, which increased to 88.2% for the Class of 2021. Our Latinx students had a graduation rate of 82.9% in the 20-21 school year and that increased to 92.2% for the Class of 2021.
  • While we still have work to do when it comes to closing the gap between our overall graduation, we were able to shrink the gap while also increasing our overall graduation rate.

What actions were successfully implemented?

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 High School

School-Based Action Plan

Action Implementation Impact: Evidence/Monitoring
Provide students with credit recovery opportunities both in and out of the school day
  • Create 6 credit recovery rotations in 7th period Guided Studies for grades 10-12 and 3 credit recovery rotations for most commonly failed 9th grade classes for 9th grade Guided Studies.
  • Counseling and OTGS work to identify students who are credit deficient
  • Identify students in last 6 weeks of a semester that will not pass a course they are enrolled in and work to enroll them in a credit recovery course for that specific class with support from certificated staff to learn and show mastery of Essential Learnings
  • Number of students who access credit recovery through Guided Studies and number of students who earn credit through credit recovery in Guided Studies
  • Number of students who access and earn credit through online credit recovery modules
  • Number of students who access and earn credit through end of semester school day
Provide regular professional development opportunities for teachers related to UDL, High Leverage Instructional Practices, and Inclusive Practices for classrooms
  • Share district-wide professional development on UDL, High Leverage practice, Trauma Informed Practices, and Culturally Responsive practices
  • Observe to Learn opportunities for teachers to observe their peers in one of these key instructional areas
  • >Partner with OSPI on Inclusive practices to provide a few strategies that staff could implement at the start of 2nd semester staff meetings and have an opportunity for co-teaching teams to do optional training and planning related to inclusionary practices
  • Teacher feedback surveys related to professional development
  • Classroom observations looking for evidence of UDL practices, use of High Leverage Practices , and inclusive practices
Provide small group Social, Emotional, and Mental Health Support for Students
  • Students of Color Affinity Group with Rashad Norris
  • Evening events with Family Partnership Liaison for our Latinx families focusing on mental health support that is offered in the school and in the community
  • Consejo counseling groups for Latinx Students
  • Counseling small groups based on Student Needs Assessment
  • Student feedback
  • Feedback from families who attend evening events
  • SDQ scores
Provide academic support and interventions for students who are struggling in math
  • ISF Math HW Labs offered twice a week
  • Math support offered during Nest for academic support with students who are struggling; intentionally assigned to get additional support with their math teachers
  • Aligned grading practices in each course to allow opportunities for retakes and grade improvement
  • Offer sections of Pre-Algebra, Algebra 1 Lab, Geometry Lab
  • Re-leveling and schedule adjustments made at beginning of 1st semester and teacher recommendations for schedule changes at the start of 2nd semester
  • Algebra 2 and Applied Algebra 2 Guided Studies Section
  • D/F rates in math courses at each grading period
  • Math attendance during Nest
  • Attendance at ISF HW labs
Intensive Support and Interventions for 9th Grade Students
  • 2nd Period 9th Grade Guided Studies sections with co-teachers in each section
  • Focus on executive functioning skills in 1st semester and opportunities for credit recovery from 1st semester courses in 2nd semester
  • Adopt an Eagle program
  • Reduced class sizes in some core academic 9th grade courses
  • On-track rate for 9th grade students at 1st and 2nd semester enrolled in Guided Studies or who are part of Adopt an Eagle program
Attendance and Behavior Meetings with Tier 2/3 students
  • Identify students in August that have 15 or more absences in the previous school year and meet with students and families in August to discuss past barriers and plans
  • Identify students who have been disciplined multiple times and meet with students and families to discuss key expectations and brainstorm ways to support students
  • Tier 2 Team meets with students who are failing in multiple classes to work to provide frequent check-ins and support
  • Attendance rates and data for students who struggled with attendance last year
  • Discipline data
Update School-Wide Attendance Practices
  • Utilize passes so students can be easily identified as who has permission to be out of class and who doesn’t
  • School-wide implementation of one-in, one-out policy and no passes being given in the first 10 minutes or last 10 minutes of class
  • Create regular hallway presence and supervision by partnering with teachers
  • Begin to monitor and track students who are frequently out in the hallways during class to find interventions to help support the student attending class
  • Attendance rates (Lates, Tardies, and Absences)
  • Data related to number of students being reported in the hallway
Guided Studies Program
  • Identify students who may benefit from Guided Studies from Tier 2/3 list and encourage them to register for Guided Studies

  • Intentional grouping of students in sections to encourage attendance and productivity in class
  • Teachers provide weekly check-ins with students to help keep them on track in their classes
  • Pass rates of Guided Studies students in their classes each semester
  • Student surveys


SIP Team & Final Review

  • Principal: Erin Connolly
  • Site Council/PTSA Review Date: March 10, 2023
  • Supervisor Review: Andrea Zier, February 9, 2023
  • School Board Review Date: March 15, 2023

Leadership Team: 

  • Will Buker: Assistant Principal
  • Carrie Anne Eveland: Assistant Principal
  • Leah Hernandez: Assistant Principal
  • Kelly Kraft: Assistant Principal
  • Kaitlin Shaw: On Time Graduation Specialist
  • Emily Combellick: Counselor
  • Keri Dean: English Department Chair
  • Vale Crain: Math Department Chair
  • Ellen Jarvinen: CTE Department Chair
  • Megan Gratias: PE Department Chair
  • Pat Holen: Fine Arts Department Chair
  • Abby Winterbrook: Visual Arts Department Chair
  • Denise Moberly: Science Department Chair
  • Kari Leon/Deb Bayley: Special Education Department Chair
  • Natalie Sheehan: Social Studies Department Chair
  • Cristina Uramis/Paige Friedli: World Language Department Chair