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

Cougar Ridge Elementary 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.

Family Engagement

Family engagement at Cougar Ridge plays a vital role in building a welcoming and inclusive school community. Culturally inclusive events such as Multicultural Night, Lunar New Year Celebrations, and the Heritage Fair celebrate the diversity of our families, ensuring that every individual feels valued and respected. These events foster a sense of belonging by creating opportunities for families to share their cultural heritage while strengthening connections within the school community. Throughout the building, hundreds of countries are represented by flags hanging from the ceiling. Both new and returning students enjoy finding their country’s flag and sharing a sense of pride in their heritage. Proactive communication through a weekly school bulletin, classroom newsletters, and parent-teacher meetings ensures families stay informed and involved in their child’s education, promoting emotional security for students. Our close collaboration with the PTSA further strengthens these efforts by aligning family events with school goals, such as Math Family Night, and STEM Night where families, teachers, and students engage in meaningful learning together. By fostering these connections, we enhance student wellbeing and demonstrate how family involvement plays an essential role in academic growth and success.

Advocating for Student Needs

Cougar Ridge is committed to identifying and supporting every student's needs through a strategic, data-driven approach. Our team regularly holds Tier 2 data meetings to monitor student progress and identify areas for early intervention, using data sources like SAEBRS, i-Ready, SWIS and teacher input to inform decisions and action plans. Progress monitoring is central to ensuring that interventions are effective, and we adjust strategies as needed to better support each student’s development. We provide differentiated instruction and incorporate both Tier 2 and Tier 3 interventions, ensuring that all students receive personalized academic support at the level they need. Family collaboration is integral to our approach; to identify next steps we begin with our guidance team process to discuss progress and concerns. If more support is needed we work alongside parents during IEP and 504 meetings to develop individualized learning plans that meet the unique needs of every learner. Additionally, our Learning Resource Center (LRC) is expanding inclusive practices, ensuring that students with disabilities have greater opportunities to learn within general education classrooms. These proactive efforts reduce the potential for achievement gaps and create equitable learning experiences for all students.

School Community Building

At Cougar Ridge, community building is central to our mission of fostering a positive school culture. It begins with the Bobcat Way and Tier 1 practices that guide students to treat others with kindness, respect, and care, regardless of differences, through our equity pledge. Each morning and afternoon, the principal, dean of students, specialist teachers, and paras greet students warmly as they arrive and leave, reinforcing a sense of belonging and connection. Classroom teachers also welcome students at their classroom doors each morning, creating a positive start to the day and building strong relationships from the very first interaction. Additionally student leaders are positioned as “door greeters” to welcome their peers into the building.

On the first day of school, teachers introduced themselves to students and families through a “Welcome Back” board, setting the stage for meaningful connections throughout the year. To celebrate the diversity within our school, we proudly display hundreds of flags from countries around the world. This visual representation ensures that all students feel a sense of belonging and see their cultural heritage reflected in the fabric of our school community.

Teachers nominate students each month who exemplify the Bobcat Way, recognizing their efforts with a certificate personally delivered by the principal. Character education is also emphasized through the district Second Step curriculum and supplemented with Purposeful People, with students nominating peers each month who demonstrate traits such as honesty, respect, and responsibility.

The principal strengthens personal connections with students by delivering birthday cards to celebrate their special day, building trust and rapport through these thoughtful gestures. Beyond the classroom, we partner with community organizations such as the VOICE Mentor Program, providing students with additional resources and mentorship opportunities. These efforts cultivate a sense of belonging and shared purpose, fostering engagement and meaningful learning opportunities that help every student thrive.

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.

Closing Literacy Gaps for BIPOC, Multilingual Learners, and Students with Disabilities
Persistent gaps in phonics, reading comprehension, and writing skills among BIPOC students, multilingual learners, and SWD highlight the need for targeted interventions. Using literacy blocks and Universal Design for Learning (UDL) strategies, we aim to provide equitable access to high-quality instruction and support proficiency in foundational literacy skills for all students. Additionally, we are committed to leveraging co-planning and co-teaching practices with our MLL and LRC teachers to provide comprehensive support.

Ensuring Equitable Access to Core Instruction
Historically, pulling students from core instructional lessons for additional support has likely contributed to gaps in learning. By strengthening our block schedule and embedding push-in support from interventionists and paraeducators, we aim to deliver necessary interventions without disrupting core instruction, particularly benefiting BIPOC and SWD students.

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?

Block Scheduling with Math and Literacy Success Blocks

Cougar Ridge is implementing block scheduling that aligns core instruction across all grade levels. This structure provides:

Math and literacy success blocks where students receive targeted, small-group instruction and interventions.
Push-in support from interventionists and paraeducators during core instruction, ensuring students receive interventions without being pulled from key learning times.
Improved coordination of intervention services, which creates additional opportunities for enrichment without sacrificing core learning time.

Professional Development in Universal Design for Learning (UDL)

This year, Cougar Ridge is focusing on UDL (Universal Design for Learning) as a key framework to promote equity and access in classrooms. UDL emphasizes the use of flexible teaching strategies that accommodate diverse student needs and foster an inclusive environment. Teachers will receive ongoing training and coaching to apply UDL principles effectively, ensuring that every student has meaningful access to learning opportunities. UDL will support closing achievement gaps by ensuring instructional practices are adaptable to meet the needs of students across all subgroups, including BIPOC students and students with disabilities.

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?

One promising system that Cougar Ridge has introduced is the implementation of block scheduling with dedicated Math and Literacy Success Blocks. This structure ensures that all students receive targeted small-group instruction and interventions during core learning times, with push-in support from interventionists and paraeducators. This approach reduces interruptions in students' core instruction, providing a more equitable learning experience. The block scheduling also allows for better coordination among intervention services, which facilitates enrichment opportunities without sacrificing critical instructional time.

In terms of impact, we are observing early improvements in student engagement and foundational literacy skills, and a reduction of interruptions in students' core instruction, providing a more equitable learning experience. The block scheduling also allows for better coordination among intervention services, which facilitates enrichment opportunities without sacrificing critical instructional time.

To monitor the impact, we are utilizing i-Ready Phonics and Math assessments and SAEBRS data to measure growth and evaluate where additional support may be required. The disaggregated data allows us to assess improvements across different demographic groups, ensuring our efforts are closing achievement gaps and improving outcomes for all students.

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?

Cougar Ridge is committed to dismantling institutional racism and addressing academic disproportionality by fostering an inclusive school culture and embedding equity-focused practices across all levels of our work. We are implementing Universal Design for Learning (UDL) principles to support diverse learning needs, ensuring that all students, regardless of background, can access and engage meaningfully in the curriculum. This approach includes professional development for teachers on culturally responsive teaching practices and ongoing coaching to make our instructional practices more inclusive and adaptable.

Additionally, data-driven decision-making is central to our strategy for addressing disproportionality. By closely analyzing disaggregated data in tiered support teams, we can identify achievement gaps early and intervene with targeted support. For example, focusing on attendance and academic support for students with disabilities, we integrate personalized attendance plans and family engagement strategies to reduce absenteeism, which directly impacts academic progress.

Finally, we are addressing disproportionality in discipline by actively working to recognize and mitigate implicit biases within our school community. Staff are encouraged to examine their own practices and assumptions, participate in ongoing equity discussions, and utilize restorative approaches to discipline that promote student well-being rather than punitive measures. These steps are crucial in creating an environment where all students feel valued, respected, and supported.

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 Elementary School

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

3rd grade reading is an ISD Strategic Plan milestone. Meeting benchmark on the i-Ready Phonics assessment by the end of 3rd grade is a key performance indicator that a student has met this milestone. Set a target for achievement in phonics even if the group data is suppressed due to there being less than 10 students in the 3rd grade group.

3^rd Phonics	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	86%	88%	90%	92%
BIPOC Focus Group	86%	55%	60%	65%
Students with Disabilities	60%	43%	60%	65%

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Elementary math metrics provide checkpoints toward the ISD Strategic Plan milestone of successful completion of Algebra 1. The math metrics in the School Improvement Plan Dashboard include:

5th Grade i-Ready Math, percent of students meeting standard
3rd-5th Grade SBA Math, percent of students meeting standard
Accelerated Growth (1st-5th i-Ready or 4th-5th SBA), percent of students who did not meet standard and demonstrated accelerated growth

Select one of the indicators from the SIP Dashboard to set a goal in math.

Accelerated Growth 1st-5th i-Ready, percent of students who did not meet standard and demonstrated accelerated growth	Spring 2023	Spring 2024	Spring 2025 Target	Spring 2026 Target
All Students	9%	20%	30%	35%
BIPOC Focus Group	0%	27%	30%	35%
Students with Disabilities	0%	25%	30%	35%

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 and is an indicator of successful student and family engagement. This goal area aligns to the ISD Strategic Plan milestone of 9th Grade Success where attendance is a key metric.

Percent of Students who were Regular Attenders.	Spring 2023	Spring 2025 Target	Spring 2026 Target
All Students	91%	94%	95%
BIPOC Focus Group	75%	85%	90%
Students with Disabilities	79%	83%	85%

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 Integrated Multi-Tiered Systems of Support (MTSS). For this SIP cycle, schools will select 3 strategies, including the Implementation of Benchmark Advance Literacy, and at least one other from district-wide program or system 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.

Implementation of Benchmark Advance Literacy. Launch new literacy curriculum that integrates science of reading strategies with comprehension strategies for all students to engage in close reading of grade level text. ISD Priority 2a,c

Select 1-2 of the following to describe in further detail:

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

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 & Block Scheduling. Implementation of targeted supports, accommodations, and interventions (Tier 2) through classroom-based interventions, coordination of supplemental programs, in implementation of block scheduling. 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
Implementation of Benchmark Advance Literacy	Training All staff will participate in ISD district training All teaching staff will meet on a determined schedule with the school implementation specialist Grade level release days to work with the implementation specialist on implementation Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home Teaming Grade-level teams will meet monthly to analyze data from week 2 e-assessments. Students will be assessed in metacognition, comprehension, vocabulary, writing, grammar, language, word study, and fluency. Students should be able to score 70% in all areas accessed by end of the school year, which will indicate mastery in each category. Teams will look at students who fall below this score in any one or more category and will discuss possible tier 1 and tier 2 interventions (i.e. Benchmark small group, I-Ready, whole class lesson). Integrity of Delivery Use of implementation goals provided by Benchmark / Teaching & Learning Services Collaboration in planning the literacy blocks Resources Allocation Implementation specialist (district) Dedicated staff meeting time to training & collaboration Commitment of team meeting time Grade levels will meet at least monthly to discuss the implementation of Benchmark. The team will discuss the strengths and weaknesses occurring. Additionally, conversations will occur about pacing to ensure that all instructors are within 2-3 lessons of each other. Tier 2 team members will also be offered an invitation to the meeting to help guide discussions on pacing, Special Education, ML, and the social emotional needs of the students.	Intended Impacts Increase in reading decoding, fluency, vocabulary and comprehension Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing Acceleration of achievement in key gap areas including phonics, overall reading, written expression Key Data i-Ready Phonics & Overall Reading Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring. Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring. Progress as monitored through embedded assessments: Benchmark Performance Tasks Benchmark week 2 assessments for each unit RFS Assessments and Title/LAP progress monitoring Building end of unit survey for teachers (what went well, needs improvement, etc.) for teams to use in their discussions
Classroom-Based Intervention & Block Scheduling.	Training All staff will receive training on the block schedule framework to ensure alignment. Professional development will cover: Small-group instruction strategies for math and literacy success blocks. Best practices for integrating interventionists and paraeducators during core instruction. Use of formative assessments and monitoring tools to track student progress. Collaboration with grade-level teams will include planning sessions with instructional coaches and interventionists. Teaming Grade-level teams will meet monthly to: Review progress data from success block assessments and adjust lessons. Identify students needing Tier 1 and Tier 2 interventions (e.g., small groups, i-Ready, classroom-based lessons). Align support services with interventionists, special education, and multilingual specialists. Grade-level leads will monitor pacing, ensuring teachers stay within 1-2 lessons of each other. Integrity of Delivery Clear expectations will guide the consistent implementation of core instruction and success blocks. Grade-level leads will monitor fidelity and provide coaching as needed. Teams will regularly discuss: Pacing and alignment across classrooms. Special education, multilingual services, and students' social-emotional needs. Challenges and solutions in block scheduling. Successes will be celebrated, and best practices shared across the school. Resource Allocation Paraeducators will assist during core instruction and success blocks to support students without pulling them from core learning. The Issaquah Schools Foundation grant will fund targeted math interventions before and after school. Teachers will have access to formative assessments and tools to track progress and adjust success block instruction as needed.	Intended Impacts Improved Student Achievement Equity and Access to Core Instruction Increased Opportunities for Enrichment Key Data Number of students pulled for RGR Success block groupings and participation numbers WIDA scores Participation in Benchmark assessments i-Ready math and reading
Universal Design for Learning	Training All teachers will participate in district-led UDL workshops to develop flexible learning environments and inclusive practices. Regular coaching sessions will be provided by the building’s Ignite team throughout the year to support UDL implementation. Teachers will receive ongoing support in applying UDL principles to ensure effective and consistent classroom practices. Teaming Grade-level teams will meet monthly to: Share best practices and discuss student outcomes based on UDL implementation. Co-design lessons that incorporate multiple means of engagement, representation, and expression to address the diverse needs of learners. Collaborate on refining instructional strategies to enhance student participation and success through UDL principles. Integrity of Delivery Staff will set a UDL goal for the year, focusing on the principle of Sustaining Effort & Persistence. School leadership and the Tech TOSA will conduct classroom observations to provide feedback and ensure the consistent use of UDL practices. Teachers will reflect on their goal progress during collaborative planning sessions and adjust instructional strategies as needed to align with student needs. Resources Allocation Coaching and support will be available from the building’s Ignite team throughout the year. Teachers will have dedicated collaboration time to plan and refine lessons using UDL principles. Leadership will allocate time and resources for classroom observations and feedback sessions to guide continuous improvement. Teachers will have access to technology tools and resources to support diverse learning needs and UDL-aligned instruction.	Intended Impacts Equitable learning environments Measurable improvements in engagement, participation, and achievements Key Data Teacher Participation and Growth: Monitor the number of teachers attending UDL training and their self-assessment of growth in implementing UDL practices. Performance Data - Use i-Ready assessments and classroom formative assessments to evaluate if students in targeted subgroups show progress in literacy and math. Observation Data: Document trends in classroom observations to identify successful UDL strategies and areas needing additional support.
Additional School Improvement Plan Components
Family engagement ISD Priority 4	Culturally Inclusive Events and Communication Cougar Ridge hosts Multicultural Night, Lunar New Year Celebrations, and the Heritage Fair to celebrate diversity and foster family engagement. Weekly school bulletins, classroom newsletters, and parent-teacher meetings keep families informed and engaged in their child’s education. Targeted Outreach and Support for BIPOC Families and Students with Disabilities A family liaison works with BIPOC families and those facing challenges (e.g., mobility, language barriers) to ensure they feel welcome and connected. Translation services and bilingual resources are provided to bridge communication gaps and promote home-school alignment. Family Literacy and Support for Families of Students with Disabilities The school ensures regular communication through multiple channels, including meetings, phone calls, emails, and other methods to maintain strong family connections. Provide resources to families to support learning at home.	Intended Impacts Stronger School-Family Partnerships Improved Academic Support at Home Increased Equity and Participation through empowering families Key Data Participation in Family Events Survey Data on Family Engagement Increase in student attendance
Technology Integration	Access to Resources Cougar Ridge teachers leverage technology to ensure all students have access to learning materials, including standards-aligned lessons via Zearn, Benchmark Advance, Amplify, and i-Ready. Students can access e-books through Learning Ally and Sora or age-appropriate research databases like PebbleGo and World Book Online. Access to these resources continues outside the school day, reducing barriers for families and allowing students to review and practice new skills at their own pace. Assistive Technologies Teachers use assistive tools like speech-to-text, screen readers, and customizable user interfaces to support students with disabilities and language barriers. These tools help ensure full participation and inclusivity, promoting equitable access to learning for all students. Project-Based and Creative Tools Teachers foster creativity and diverse learning experiences using Seesaw, Book Creator, Canva, Microsoft tools, and BrainPop coding. Students also engage in collaborative activities using tools like Microsoft Teams and code.org. These platforms provide students with varied ways to express their learning and ensure all students—especially those from diverse backgrounds—have meaningful opportunities for success.	Intended Impacts Increase student engagement in learning. Reduce barriers and provide access to learning. Key Data Track data usage through Clever I-Ready and Benchmark Assessments to track the impact on student learning Tracking academic outcomes for students who are using technology as part of a tier 2 intervention

Action

Implementation

Impact: Evidence/Monitoring

Implementation of Benchmark Advance Literacy

Training

All staff will participate in ISD district training
All teaching staff will meet on a determined schedule with the school implementation specialist
Grade level release days to work with the implementation specialist on implementation
Training parents through a literacy event to learn about Benchmark Advance and how they can support literacy at home

Teaming

Grade-level teams will meet monthly to analyze data from week 2 e-assessments. Students will be assessed in metacognition, comprehension, vocabulary, writing, grammar, language, word study, and fluency.
Students should be able to score 70% in all areas accessed by end of the school year, which will indicate mastery in each category. Teams will look at students who fall below this score in any one or more category and will discuss possible tier 1 and tier 2 interventions (i.e. Benchmark small group, I-Ready, whole class lesson).

Integrity of Delivery

Use of implementation goals provided by Benchmark / Teaching & Learning Services
Collaboration in planning the literacy blocks

Resources Allocation

Implementation specialist (district)
Dedicated staff meeting time to training & collaboration
Commitment of team meeting time
Grade levels will meet at least monthly to discuss the implementation of Benchmark. The team will discuss the strengths and weaknesses occurring. Additionally, conversations will occur about pacing to ensure that all instructors are within 2-3 lessons of each other.
Tier 2 team members will also be offered an invitation to the meeting to help guide discussions on pacing, Special Education, ML, and the social emotional needs of the students.

Intended Impacts

Increase in reading decoding, fluency, vocabulary and comprehension
Increase in proficiency with grammar, writing structure, and effective communication of ideas in writing
Acceleration of achievement in key gap areas including phonics, overall reading, written expression

Key Data

i-Ready Phonics & Overall Reading
Achievement of stretch growth goals / accelerated growth for students scoring below standard in fall/prior spring.
Maintaining proficiency for students scoring at standard (level 3) in fall/prior spring.
Progress as monitored through embedded assessments:
- Benchmark Performance Tasks
- Benchmark week 2 assessments for each unit
- RFS Assessments and Title/LAP progress monitoring
- Building end of unit survey for teachers (what went well, needs improvement, etc.) for teams to use in their discussions

Classroom-Based Intervention & Block Scheduling.

Training

All staff will receive training on the block schedule framework to ensure alignment.
Professional development will cover:
Small-group instruction strategies for math and literacy success blocks.
Best practices for integrating interventionists and paraeducators during core instruction.
Use of formative assessments and monitoring tools to track student progress.
Collaboration with grade-level teams will include planning sessions with instructional coaches and interventionists.

Teaming

Grade-level teams will meet monthly to:
Review progress data from success block assessments and adjust lessons.
Identify students needing Tier 1 and Tier 2 interventions (e.g., small groups, i-Ready, classroom-based lessons).
Align support services with interventionists, special education, and multilingual specialists.
Grade-level leads will monitor pacing, ensuring teachers stay within 1-2 lessons of each other.

Integrity of Delivery

Clear expectations will guide the consistent implementation of core instruction and success blocks.
Grade-level leads will monitor fidelity and provide coaching as needed.
Teams will regularly discuss:
Pacing and alignment across classrooms.
Special education, multilingual services, and students' social-emotional needs.
Challenges and solutions in block scheduling.
Successes will be celebrated, and best practices shared across the school.

Resource Allocation

Paraeducators will assist during core instruction and success blocks to support students without pulling them from core learning.
The Issaquah Schools Foundation grant will fund targeted math interventions before and after school.
Teachers will have access to formative assessments and tools to track progress and adjust success block instruction as needed.

Intended Impacts

Improved Student Achievement
Equity and Access to Core Instruction
Increased Opportunities for Enrichment

Key Data

Number of students pulled for RGR
Success block groupings and participation numbers
WIDA scores
Participation in Benchmark assessments
i-Ready math and reading

Universal Design for Learning

Training

All teachers will participate in district-led UDL workshops to develop flexible learning environments and inclusive practices.
Regular coaching sessions will be provided by the building’s Ignite team throughout the year to support UDL implementation.
Teachers will receive ongoing support in applying UDL principles to ensure effective and consistent classroom practices.

Teaming

Grade-level teams will meet monthly to:
Share best practices and discuss student outcomes based on UDL implementation.
Co-design lessons that incorporate multiple means of engagement, representation, and expression to address the diverse needs of learners.
Collaborate on refining instructional strategies to enhance student participation and success through UDL principles.

Integrity of Delivery

Staff will set a UDL goal for the year, focusing on the principle of Sustaining Effort & Persistence.
School leadership and the Tech TOSA will conduct classroom observations to provide feedback and ensure the consistent use of UDL practices.
Teachers will reflect on their goal progress during collaborative planning sessions and adjust instructional strategies as needed to align with student needs.

Resources Allocation

Coaching and support will be available from the building’s Ignite team throughout the year.
Teachers will have dedicated collaboration time to plan and refine lessons using UDL principles.
Leadership will allocate time and resources for classroom observations and feedback sessions to guide continuous improvement.
Teachers will have access to technology tools and resources to support diverse learning needs and UDL-aligned instruction.

Intended Impacts

Equitable learning environments
Measurable improvements in engagement, participation, and achievements

Key Data

Teacher Participation and Growth: Monitor the number of teachers attending UDL training and their self-assessment of growth in implementing UDL practices.
Performance Data - Use i-Ready assessments and classroom formative assessments to evaluate if students in targeted subgroups show progress in literacy and math.
Observation Data: Document trends in classroom observations to identify successful UDL strategies and areas needing additional support.

Additional School Improvement Plan Components

Family engagement

ISD Priority 4

Culturally Inclusive Events and Communication

Cougar Ridge hosts Multicultural Night, Lunar New Year Celebrations, and the Heritage Fair to celebrate diversity and foster family engagement.
Weekly school bulletins, classroom newsletters, and parent-teacher meetings keep families informed and engaged in their child’s education.

Targeted Outreach and Support for BIPOC Families and Students with Disabilities

A family liaison works with BIPOC families and those facing challenges (e.g., mobility, language barriers) to ensure they feel welcome and connected.
Translation services and bilingual resources are provided to bridge communication gaps and promote home-school alignment.

Family Literacy and Support for Families of Students with Disabilities

The school ensures regular communication through multiple channels, including meetings, phone calls, emails, and other methods to maintain strong family connections.
Provide resources to families to support learning at home.

Intended Impacts

Stronger School-Family Partnerships
Improved Academic Support at Home
Increased Equity and Participation through empowering families

Key Data

Participation in Family Events
Survey Data on Family Engagement
Increase in student attendance

Technology Integration

Access to Resources

Cougar Ridge teachers leverage technology to ensure all students have access to learning materials, including standards-aligned lessons via Zearn, Benchmark Advance, Amplify, and i-Ready. Students can access e-books through Learning Ally and Sora or age-appropriate research databases like PebbleGo and World Book Online.
Access to these resources continues outside the school day, reducing barriers for families and allowing students to review and practice new skills at their own pace.

Assistive Technologies

Teachers use assistive tools like speech-to-text, screen readers, and customizable user interfaces to support students with disabilities and language barriers. These tools help ensure full participation and inclusivity, promoting equitable access to learning for all students.

Project-Based and Creative Tools

Teachers foster creativity and diverse learning experiences using Seesaw, Book Creator, Canva, Microsoft tools, and BrainPop coding. Students also engage in collaborative activities using tools like Microsoft Teams and code.org. These platforms provide students with varied ways to express their learning and ensure all students—especially those from diverse backgrounds—have meaningful opportunities for success.

Intended Impacts

Increase student engagement in learning.
Reduce barriers and provide access to learning.

Key Data

Track data usage through Clever
I-Ready and Benchmark Assessments to track the impact on student learning
Tracking academic outcomes for students who are using technology as part of a tier 2 intervention

School Improvement Team & Procedure Information

Principal	Shaun Cornwall
SIP Team Members	Sarah Koch – Kindergarten Jessica Zaslow – 1^st Grade Dorothy Lowes – 2^nd Grade Megan Hand – 3^rd Grade Quinn Christensen – 4^th Grade Cathy Chmielewski – 5th Grade Katie Carey – LRC Marty Kelly-Peterson – Specialist Anne Miller – Dean of Students June Repp - Paraprofessional
Supervisor Review	Susan Mundell – November 13, 2024
Site Council or PTSA Review	October 22, 2024
School Board Review	December 3, 2024

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School Improvement Plan

What is a School Improvement Plan?

Key Points of a SIP:

Cougar Ridge Elementary 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.

Family Engagement

Advocating for Student Needs

School Community Building

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.

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?

Root Cause and Contributing Factors of Disproportionality

Reflection & Theory of Action

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?

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?

Backed by Data

Literacy

Literacy: Increase achievement and decrease disproportionality in literacy.

Math

Math: Increase achievement and decrease disproportionality in Mathematics.

Attendance

Attendance: Promote regular attendance and decrease disproportionality in attendance.

School-Based Action Plan

School Improvement Team & Procedure Information