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 High 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.

Academic Excellence and Diverse Course Offerings for Students

Issaquah High School provides a rigorous and dynamic academic environment with a wide array of course offerings that support students in achieving their educational and career goals. The school achieved a 93% on-time graduation rate for the Class of 2024, well above Washington State's average of 83.6%, underscoring the success of its academic programs and support systems. Additionally, over 1,100 students took at least one AP exam last year, with 93% of the 2,195 exams scoring a 3 or higher.

With over 170 courses available, Issaquah High offers students the opportunity to explore academic and elective interests including 14 English courses, 21 Social Studies courses, 15 Mathematics courses, 18 Science courses, 10 Physical Education courses, 35 Fine/Visual/Performing Arts courses, 49 Career and Technical Education courses, 5 World Languages, and 22 AP courses. We also offer several support and intervention classes including Math Labs and Guided Studies so students can access academic support during the school day.

Beyond traditional on-campus offerings, Issaquah High supports diverse learning pathways. Over 300 students participate in college-level coursework through the Running Start program at institutions including Bellevue College, Renton Tech, and Central Washington University. We also currently offer 4 College in the High School courses and are hoping to expand those offerings in the coming years. Our administrative and counseling team works to build a course schedule that allows students to blend in-person classes with other unique learning pathways including ISD’s online learning program, college-level opportunities, and our microschool.

Dedicated Staff

Our staff is dedicated to building a supportive environment that prioritizes student well-being, belonging, and academic achievement. In each of their classes, teachers work to build meaningful relationships, building connections so each student feels connected and valued. Staff members proactively identify and support struggling students and then work to connect them with appropriate resources such as academic labs and Flex sessions, mental health support, and individualized guidance. Our teachers work to uphold high academic standards while creating a culture of caring. Teachers encourage students to challenge themselves, but they do so within an environment where students know that they are genuinely supported. Staff regularly engage in professional development to enhance inclusive and trauma-informed practices in their classrooms, allowing them to build their capacity to meet diverse student needs effectively. This balance of rigorous expectations with compassionate support empowers students to strive for excellence, knowing their teachers and counselors care deeply about their success and personal growth.

Student Support Programs and Interventions

Issaquah High has implemented comprehensive academic, attendance, and social-emotional interventions to support students facing challenges. These include lab courses for math, as well as specialized classes like Intensified Algebra 1 and Guided Studies, which combine academic instruction with SEL. Our proactive attendance measures, such as family outreach and structured attendance policies address potential barriers to learning. We’ve also worked to develop and implement a grade-level homeroom model that has the potential to play a significant role in creating a strong sense of belonging. Staff members stay with their assigned homeroom classes on a four-year cycle to ensure a strong student- staff connection. With assigned Eagle Crew peer mentors in 9^th grade homeroom sections and a variety of tiered interventions that take place during that time, homerooms provide a space for relationship-building, social-emotional learning (SEL), and academic check-ins.

Robust Extracurricular Activities

Many studies point to a strong correlation between student participation in extracurricular activities and a student’s sense of community in their school and academic success. Issaquah High School has 19 athletic programs, which 1000+ students participated in during the 2023-2024 school year. With over an additional 65 active student clubs and groups, along with strong music and theater programs, the school provides diverse opportunities for students to explore interests beyond the classroom. Our athletics, club, and other extracurricular programs are highly successful and a celebrated part of our school community.

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.

Disproportionality in Attendance and Academic Achievement

Chronic absenteeism and declining attendance is increasing across the country and we are seeing the same trend at Issaquah High. Attendance, especially among students from marginalized backgrounds, has been declining at Issaquah High with only 56% of students in the BIPOC and students with disabilities focus group regularly attending school compared to 76% of all students. Lower attendance rates are linked to decreased academic success, as students who attend less frequently are at a higher risk of falling behind and struggling to graduate on time. This pattern also affects academic achievement as seen with lower success rates in our 9^th grade on track rates, course passage rates, and graduation rates for our students in our BIPOC and Students with Disabilities focus groups.

9^th Grade On Track Rates and Disproportionality

Research shows that students’ performance in 9^th grade is a strong indicator of their likelihood to graduate on time. Providing early interventions to ensure that 9^th grade students can end their freshmen year passing all classes can provide long-term academic setbacks. In 2024, 85% of all 9^th graders were passing all classes, but only 54% of BIPOC students and 60% of students with disabilities achieved this benchmark. This data suggests a need for additional support and interventions for 9^th grade students to ensure they remain on track for graduation.

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?

Enhanced Tiered Supports and Interventions

Expanding Issaquah High’s existing tiered support systems will likely help increase attendance and academic success for all students and close disproportional gaps that exist in attendance and academic achievement for our BIPOC students and students with disabilities. Working with our staff to expand our UDL practices in the classrooms, as well as building on our trauma-informed and culturally-response practices, will help ensure that all students are able to engage and access high quality instruction. Our school can work to not only expand existing interventions on our continuum of support, like guided studies class and math labs, but also can work to find ways for students to access interventions through smaller 6-week intervention cycles. Tracking progress through consistent six-week intervention cycles, along with integrating additional in-class supports, will help close the achievement gap, particularly in foundational courses that impact long-term success.

We can also build on our proactive attendance initiatives by expanding our summer engagement meetings with at-risk students and families, strengthening communication with families regarding attendance expectations, and providing regular support check-ins. We have also worked to create a Student Support Center where students receive immediate interventions during the school day can help triage attendance-related issues and encourage students to stay engaged. These steps will work toward equitable attendance rates, helping to bridge the gap in academic success across diverse student populations.

Strengthening the Homeroom Model for Community Building and Supports

Issaquah High’s grade-level homeroom model, which includes a consistent homeroom teacher, peer mentors and some social-emotional learning (SEL) sessions, can be a powerful tool for building a sense of belonging. By further developing this model, the school can leverage homeroom as a platform to support at-risk students. Homeroom

teachers can receive timely data on students’ academic and social progress, which allows them to proactively address student needs and coordinate with families and other staff. Expanding mentorship and community-building activities in homeroom settings can enhance students' social connection to the school, especially for students from marginalized backgrounds, helping them feel more supported and connected to their learning environment.

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?

Consistent Tier 1 Practices- Attendance and Cell Phone Policy

Our consistent Tier 1 attendance procedures and our new cell phone policy show promise in positively impacting student achievement by creating a structured, focused environment that supports learning.

By working to make sure teachers take accurate attendance, utilize hall passes, uphold a consistent practice of not allowing students to leave class during the first 10 minutes and last 10 minutes of class, and providing early notifications to families for students who are regularly tardy, late, or absence from class, we are seeing a decrease in the number of students who are in the hallways during class time, along with a decrease of students who are late or tardy to class.

Issaquah High’s new cell phone policy requires students to stow their phones in backpacks or designated areas during class. This policy aims to eliminate distractions, enabling students to focus more fully on class. The decision was informed by survey data indicating that 61% of students regularly used their phones in class for non-educational purposes, with 51% acknowledging that cell phones were a distraction. Since the policy’s implementation, teachers have noted increased levels of focus and participation, with students remaining more engaged in classroom discussions, group work, and independent learning. The school monitors the impact of this policy through behavior and discipline data, tracking the frequency of cell phone-related violations and gathering teacher feedback on classroom engagement.

Together, these Tier 1 practices around attendance and cell phone use are creating a learning environment that allows students to concentrate more fully on their education. By ensuring that students are present and minimizing distractions, we are enabling teachers to deliver effective instruction and hope that will contribute to improved academic outcomes.

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?

Targeted Support for Attendance and Achievement Disparities

We've worked to build robust Tier 1 practices to improve attendance, especially among students from marginalized backgrounds, including BIPOC students and students with disabilities. School-wide procedures, such as accurate attendance tracking, the introduction of a warning bell one minute before class starts, the use of hall passes, and a structured entry and exit policy for each class, are designed to increase student engagement and reduce absenteeism. For students needing additional support, proactive Tier 2 and Tier 3 meetings were held over the summer with over 100 students and families to build relationships and identify potential barriers to attendance.

Additionally, the school has opened a Student Support Center where students can access immediate interventions, ensuring they receive the necessary guidance and resources to stay on track.

Enhanced Academic Support and Intervention Programs

To address disproportionality in academic achievement, particularly in foundational courses like Algebra 1, Issaquah High has developed specialized math support programs. The school offers co-taught Pre-Algebra, Intensified Algebra 1, and math lab courses, which provide targeted instruction along with social-emotional learning components to foster a supportive learning environment. We have also worked to build our Guided Studies program so students are not only provided with time and support to stay on track in their class and earn credit recovery, but also so they can receive individualized and small group interventions in skills like executive functioning. We also provide small group tutoring and course triage opportunities during the school day for students who are failing multiple places to allow them to focus on passing classes.

Building an Inclusive School Community

Issaquah High’s commitment to fostering a sense of community and mentorship includes a comprehensive grade- level homeroom model, which features peer mentors (Eagle Crew members) for 9th graders, provides an entry point for community and relationship building. These homerooms serve as structured spaces for social-emotional learning (SEL), academic check-ins, and relationship-building activities. Teachers receive “Students of Concern” reports,

allowing them to monitor students’ academic and social progress proactively, especially for those at higher risk of disengagement. Our Communities in Schools (CIS) Liaison and a Family Partnership Liaison have allowed us to strengthen our connection to families, particularly for those from marginalized backgrounds. These liaisons work closely with families to offer resources, foster engagement, and connect them to relevant community support. Together, these programs contribute to a school climate where students feel a strong sense of belonging, cultural understanding, and individualized support.

Commitment to Professional Development in Inclusive and Culturally Responsive Practices

Issaquah High prioritizes professional development to equip teachers with inclusive and culturally responsive instructional strategies. Ongoing training in Universal Design for Learning (UDL), trauma-informed practices, and high-leverage instructional practices, ensuring that staff can effectively meet the diverse needs of their students. These practices not only support academic success but also help dismantle institutional barriers that may limit access to high-quality education for marginalized student groups.

Reduction in Exclusionary Discipline

A key measure of our progress toward an inclusive environment is the 23% reduction in exclusionary discipline (suspensions). This decline reflects Issaquah High’s commitment to restorative discipline practices and proactive interventions that aim to keep students engaged in their learning. By addressing behavioral concerns through counseling, social-emotional support, and re-teaching opportunities rather than immediate suspensions, the school reduces disruptions in students’ education and promotes a more supportive, equitable school climate. This reduction in exclusionary discipline not only keeps students in class but also helps address disproportionality in discipline outcomes, ensuring that marginalized students have equitable opportunities to remain in the classroom and succeed academically

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 High School

Graduation

Graduation: Increase graduation rate and decrease disproportionality in graduation rates.

Graduation is a measure of success in K-12 education. Graduation metrics in the School Improvement Plan dashboard include:

Percent of students who graduate in 4-years
Percent of students who either graduate in 4-years or are continuing their education (persisting)
Percent of students who graduate within 7-years

Select one of the indicators from the SIP Dashboard to use to set a goal for Graduation.

4 Year Graduation or Continuation	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	96%	96%	99%	100%
BIPOC Focus Group	85%	98%	99%	100%
Students with Disabilities	87%	89%	95%	100%

9th Grade On-Track

9^th Grade On-Track: Increase overall achievement and decrease disproportionality in the 9^th grade on- track to graduate rates.

A Key Milestone in the ISD Strategic Plan, 9^th Grade On-Track to graduate includes research-based, proactive and preventative measures that directly relate to the on-time graduation rate of students. Metrics related to 9^th grade On-Track to graduate in the School Improvement Plan dashboard include:

the percent of 9^th grade students passing all their classes or the percent
the percent of 9^th grade students who were regular attenders

Select one of the metrics from the SIP Dashboard to use to set a goal for 9^th grade On-Track to Graduate.

Percent of 9^th graders passing all classes	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	85%	84%	87%	90%
BIPOC Focus Group	54%	56%	63%	70%
Students with Disabilities	60%	63%	69%	75%

Algebra 1

Algebra 1: Increase successful outcomes and decrease disproportionality in Algebra 1.

Successful completion of Algebra 1 represents the achievement of a key milestone toward graduation in the ISD Strategic Plan. The School Improvement Plan Dashboard monitors the rate (C- or better) of success in Algebra 1.

Success in Algebra 1	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	65%	75%	80%	85%
BIPOC Focus Group	34%	45%	55%	64%
Students with Disabilities	61%	73%	78%	84%

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	74%	80%	85%
BIPOC Focus Group	56%	64%	72%
Students with Disabilities	56%	64%	72%

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 elementary 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
Tiered Teams and Classroom Based Interventions	Action: Develop and implement new tiered interventions to increase the number of students receiving interventions Tier 1 Practices and Interventions Expand Tier 1 Practices including expanding common expectations in the hallways and classrooms to lead to better attendance and engagement in classes. Ensure that students are getting to class in a timely fashion and staying in class in order to access their education by making sure that all staff are taking accurate attendance, utilizing hall passes correctly, and keeping students in class for the first 10 and last 10 minutes of class. Increase staff presence in the hallways during passing periods to help greet students and encourage them to head to class. Continued utilization of Flex time for students and teachers to work together to get academic support Increase student engagement through introducing school wide cell phone policy and dedicated time for staff to implement UDL practices to increase access and engagement in their lessons. Improve Homeroom model to allow for more buy in and engagement with Tier 1 SEL lessons, community building activities, 9^th grade mentorship through Eagle Crew members Open Student Support Center that students can access during the day to receive immediate interventions and staff can triage if a student needs a Tier 2/3 intervention for a specific issue Continue and expand Tier 2 Interventions Counselors and administrators proactively identify students who might benefit from Guided Studies class for academic support and/or credit retrieval and work to get them registered for the course OTGS to provide Homeroom teachers with Students of Concern reports so they can support students who are struggling in their classes and send paper report cards home to families of students with 2+ Fs at each quarter Tier 2 Team (Counselors, administrators, Develop, implement, and track success of 6-week intervention cycles for students based on need Administration team to send paper report cards home to families of students who are failing multiple classes Administrative team and social worker partner to expand educational conferences, lessons, and re-teaching opportunities for students who have multiple discipline referrals Continue and expand Tier 3 interventions and supports Administrative team to hold pro-active summer meetings with students and families with previous academic or attendance struggles to build relationships, discuss strengths, discuss barriers, and identify potential supports Utilize Student Support Staff (On Time Grad Specialist, Social Worker, MTSS Intervention Specialist, Dean of Students) to build Tier 3 system and supports to provide consistent interventions for students who are struggling the most Action: Provide and expand increased supports and interventions for 9^th grade students Increase participation in 9^th Grade Start Strong summer bootcamp to help ensure a smooth transition for at- risk 9^th graders Restructure 9^th grade Guided Studies classes to provide more direct instruction on executive functioning and more direct support in core classes Prioritize FTE whenever possible to reduce class size for 9^th grade courses like Alg 1, Lit 9, World History, and Biology Utilize 9^th grade homerooms to build a sense of community and expand access to Eagle Crew mentors regularly throughout the year. Action: Provide students with academic support and intervention opportunities during the school day Provide intensive support for students who are struggling in math classes through Pre-Algebra, Intensified Algebra, and Math Lab courses. Work to proactively identify students who might benefit from the additional support prior to the start of the school year and build capacity to add additional students throughout year as needed. Continue to offer Guided Studies classes to provide students with academic support and credit recovery opportunities, but restructure how credit recovery is accessed during class and provide course specific interventions for classes students are in Near the end of the semester, we provide academic small group tutoring support during the school day for students who are failing multiple places to allow them to focus on passing classes. Offer weekly academic support opportunities through Flex time Restructure MLL courses so that students are receiving MLL support in grade- level based courses and utilize dual certification (MLL and ELA certificated teachers) so students can earn ELA credit in some of their MLL support courses	Intended Impacts Increase the number of students who are receiving support through Tier 1 and 2 interventions in order to increase student achievement and attendance. Increase the fidelity of Tier 2 and 3 interventions Decrease exclusionary discipline rates Increased attendance in Flex Provide students with a space to access during the school day where staff can meet with students to triage their needs and work to get them connected with timely support and interventions Increase attendance rates for all students and close disproportionality for BIPOC students and SWD Increase number of 9^th grade students on track to graduate at end of 9^th grade year and close disproportionality for BIPOC students and SWD Increase passage rates in all core academic classes Key Data Attendance data (lates, tardies, excused, and unexcused absences) Homeroom and Flex attendance rates Passage rates for classes Exclusionary Discipline Data Grade reports for students enrolled in Guided Studies Pre/Post intervention specific data
Inclusionary Practices	Action: Reduce number of students receiving services in self-contained classrooms (English, Math, and Learning Strategies classes) or 1:1 co-taught classes (Math and English) and increase the number of students being served in general education setting Case managers work to identify least restrictive environment for students in each service area and amend IEPs to reflect SDI service minutes Assign Special Education teachers to be specialist for specific courses teams (max 2 per teacher) to allow for teachers to become “experts” on specific courses Build course schedule and have counselors and administrators balance sections to equally distribute students with IEPs Special Education teachers to develop a weekly plan to provide support to students in additional content areas where they weren’t directly supporting students in the past Action: Increase partnership and collaboration between Special Education teachers, MLL teachers, and General Education Staff Provide professional develop at staff meetings about the new inclusion model, inclusionary practices, and UDL and offer additional professional development opportunities for staff to attend Weekly Special Education Department meetings Design course schedule so that course teams, including special education and general education teachers have a common prep period during the school day for increased collaboration Survey staff to identify successes, areas for growth, and identify additional support and/or resources needed MLL team teachers provide professional development at staff meetings and offer individual follow up sessions with teachers around best practices and individual accommodations. Increase collaboration so that MLL teachers hold regular meetings with core course teams and to identify key content and vocabulary so MLL students can be pre-taught/re- taught.	Intended Impacts Provide least restrictive environment for more students who are served with IEPs Allow for more flexibility/expanded access to electives through students with IEPs being able to take core classes in more periods throughout the day Increased understanding, empathy, and respect for diverse learners in our community Increase teachers’ understanding and ability to implement inclusionary and UDL practices in their classrooms to better enable them to support all students Describe Key Data Enrollment in General Education, Resources, and Co- Taught sections Grade Reports for students Building Course Schedule Staff surveys
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Tier 2 and 3 Summer Meetings Our administrative reached out to over 100 at risk students over the summer to hold Tier 2/3 meetings to build relationships, discuss strengths and future goals, discuss barriers and potential supports. Determine preferred method of communication for families (email, text, phone call) Provide Professional Development and Resources on Translation and Interpretation Services Provide staff with professional development on tools and resources staff can use for translation and interpretation services/tools for students and families Include tips on translation tools in admin bulletin and in shared resource folder Train office staff on use of ILA in main office Add signage in main office in multiple languages directing families how we can assist them with translation Community Outreach and Connections through Family Partnership Liaison, Communities in Schools Liaison, school social working and partnerships with YMCA and Discovery Apartments Partner with apartment complexes in the area to host drop-in sessions to support students and families near the start of the school year and during the course registration process. This partnership has led to increased communication and partnership between school staff and support staff apartments to connect families and students with resources and information Connect families with FPL, CIS, or Social Worker who can provide additional support and/or connect families with resources available in the community. Expanding after-school events for ML students and families ML teachers have hosted a number of after school events to create a stronger connection between our students, families and school community Transition Nights and Events for Incoming 9^th Grade Families Small Group 9^th Grade Course Request Nights with student’s future counselors to go over Course Request process for incoming 9^th graders Partnership with PTSA and ASB for New to IHS Night Expansion of Issaquah High Start Strong Summer Program	Intended Impacts Increase partnerships, communication, and support between school and family to lead to higher levels of student success Ensure families have access to resources in the school and the community to support them Key Data Attendance at various events Surveys to families after events
Technology Integration	1:1 Laptop Distribution Provide all students with a school issues laptop to ensure access to educational platforms and technology both at home and at school Provide Staff Training on Instructional Tools Share resources that staff can use to deliver and differentiate instruction including Microsoft 365 (Powerpoint translate and subtitles, Speech to Text, and Immersive Reader), Canvas (utilization of mastery paths for personalized learning, quizzes to provide accommodations, and use of sections/groups so teachers can create sections to provide differentiated assignments, and ELLevation to support MLL students Increase student/family access and knowledge around educational technology tools Work to increase awareness of educational tools and resources (immersive reader, learning ally, that students and families have access to through family meetings, teacher recommendation, and school-wide target Partner with Family Partnership Liaison, CIS, and other community organizations to provide informational sessions on how families can use programs like Canvas and Skyward Develop 6-week intervention cycles for students who have never (or have rarely) accessed Canvas to provide instruction and support on how the tool is used in school	Intended Impacts Increased access and engagement to education and educational tools Increased communication and collaboration in a more equitable manner Key Data Canvas log in data Evaluations and Observations Student/Family surveys regarding technological tools and resources

School Improvement Team & Procedure Information

Principal	Erin Connolly
SIP Team Members	Sydney Swenson Fee- Assistant Principal Leah Hernandez – Assistant Principal Kelly Kraft – Assistant Principal Will Buker- Assistant Principal Nicole Newton- Visual Arts Kevin Houghton – CTE Josh Brookshire – Dean of Students Rachel Auffant – Counseling Kelsey Early – World Language Brenda Fortier and Sarah Orton – Health and Human Services Keri Dean – ELA Kate Murray – Librarian Vale Crain – Math Pat Holen – Performing Arts Jackie Bykonen and Brandon Fortier- PE Chris Foley/Denise Moberly – Science Natalie Sheehan – Social Studies Deb Bice and Deb Bayley- Special Education Tim Baynes – Activities Coordinator and ASB Alex Steven – Guided Studies
Supervisor Review	Sherri Kokx – 11/7/2024
Site Council or PTSA Review	11/13/2024
School Board Review	11/29/2024