Crescent%20Harbor%20Elementary%20SIP%202023-2024.pdf

Parent document: Regular Board Meeting-02-12-2024.pdf

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Consolidated School Improvement Plan
Title |, Part A, Schoolwide, Title |, Part A Targeted Assistance, and School Improvement

This template meets the requirements of Title |, Part A, Schoolwide Programs, Title |, Part A, Targeted Assistance Programs, WAC 180-16-220, ESSA, and The Office of System and School
Improvement.
All schools are required to have a school improvement plan, but they do not have to use this template.

For technical assistance on how to complete this template, please refer to the Consolidated Improvement Plan Implementation Guide.

Section 1: Building Data

1a. Building: Crescent Harbor Elementary 1g. Grade Span: K-4
School Type: Elementary

1b. Principal: Bill Weinsheimer 1h. Building Enrollment: 465

1c. District: Oak Harbor School District 1i. F/R Percentage: 55.1%

1d. Board Approval Date: 1j. Special Education Percentage: 21.5%
1e. Plan Date: 12/10/23 1k. English Learner Percentage: 8.6%

1f. Please select your school’s Washington School Improvement Framework (WSIF) Support Status by clicking “choose an item” below:

Foundational Supports

Section 2: School Leadership Team Members
Parent-Community Partners
Please list by (Name, Title/Role)

Bill Weinsheimer, Principal Shay Eisenbarth, Librarian

Glenda Armstrong, Title Teacher Michelle Garcia, 2nd Grade TEacher
Jennifer Cadwallader, Title Teacher Corey Potter, 1st Grade Teacher
Kamie Beach, 4th Grade Teacher Brian Supowit, 3rd Grade Teacher
Edvie Duarte, Kindergarten Teacher Sara Wawro, PTA President

Heidi Bailey, PTA Treasurer

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 3: Vision Statement

Crescent Harbor Elementary School strives to provide a safe, predictable, and supportive learning environment for all of our students.

Section 4: Culture of Equity Description/Statement

We believe:

e Responsibility for education should be a cooperative effort among students, staff, families, and the community involving clear and
open communication.
Academic success should be measured using a composite of assessment tools and classroom performance.

e Children learn best in a physically and emotionally safe and engaging environment.

e Every individual within the school community should be treated with respect.

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 5: PLAN/NEEDS ASSESSMENT (sy 2023-2024) COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

The purpose of this section is to synthesize the analysis and learning that your school has gleaned from studying your school’s data and other pertinent inquiry
information. This section serves as a summary to assist your school in identifying strategies, best practices, goals, PBIS, MTSS, Parent Family Engagement
(Section 7 & 13), and activities (Sections 8 & 14) that constitute your school improvement plan that builds upon your school’s strengths to achieve your goals.

Note: Schoolwide: If you are a Title |, Part A Schoolwide program, please address in your needs assessment the programs you have combined/blended to
meet their intent and purpose in your schoolwide model. (Schoolwide Component #4: Coordination/Blending and Integration of funds).

Provide answers to the following questions. For additional questions to guide your thinking, please refer to our website.

Student Populations
1. What key takeaways does your school have about how student groups are performing on state (e.g. Washington School Improvement Framework)
and locally determined indicators of learning and teaching success?
e@ Overall, Crescent Harbor students perform slightly better than students statewide in both reading and writing.
e Military connected students perform slightly better than our school population at large.
e Students of color perform less well than white students overall. Scores for Black/African American students are especially low, compared to
other ethnic groups.
e Two other groups whose scores are notably low are homeless students and students with disabilities.

2. What are some possible root causes your team has identified? Consider both identification of areas of strength and what it will take to build strength
in other areas.
Strengths
With many of our students being military-connected, they experience more frequent school moves, and this may build resilience in many of our
students. They both adapt to new settings quickly and they welcome new students to the school. In addition, support systems like the Military Family
Liaisons and Anchored 4 Life help students succeed in school.
Struggles
The Oak harbor and Whidbey Island community lacks systems of support for families experiencing financial, health, and other challenges. Family and
individual counseling access is limited; specialized medical care is most often provided 2 hours away in Seattle; housing is limited and employment
opportunities that pay wages to support a family are not plentiful.

3. Acentral element of quality improvement work is being centered on our learners. Describe a typical student at your school that you think is a
representational example of the student population. (Do not include identifiable information!)
a. What strengths do they possess?

A typical student at Crescent Harbor Elementary School has stable housing and can access support services from the military, as a parent
likely works for the US Navy. This student engages easily with peers and generally treats others well. They tend to have supportive

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 5: PLAN/NEEDS ASSESSMENT (sy 2023-2024) COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

relationships with parents and school staff. Our typical student engages with our curriculum and makes growth, especially when working
within our Title/LAP program.

b. What challenges do they face?
Our typical student faces several challenges as well. Their family experiences financial insecurity. Being a military dependent, this student
has moved several times in their elementary years and one or more parents are gone from home for extended periods,participating ina
military deployment. This student may struggle with emotional regulation. Academically, our typical student starts the year one year behind
in both math and reading and is likely to struggle a bit more in math than in reading.

c. What are some important relationships in their life?
Our typical student has strong relationships with adults, both inside and outside of school. They may live with only one parent, and even a
grandparent. They likely are connected to one or more community group -- church, sports team, scouts.

Educators

1,

Describe the degree to which your vision and the equity statement are reflected in the actual building culture and day to day activities of your school?

Tier 1 structures support all students in growing academically and socially. Adopted reading and math curriculum are aligned to CCSS and grade level
teams meet to check alignment and fidelity of instruction. Students receive SEL instruction on a daily basis, grounded in the CharacterStrong
curriculum. Additionally, all students receive physical education, arts (visual and musical) instruction, and time in the library on a weekly basis.

Crescent Harbor staff use learning and SEL data to identify student strengths and needs. The use of data helps staff get beyond their own biases and
help find students who may not be noticed otherwise. Students receive targeted instruction during the day -- Hi Cap cluster support, Title and LAP
reading and math intervention, specially designed instruction for those who qualify.

What professional learning and support have you identified that the school’s staff (e.g. administrators, educators, counselors, paraprofessionals,
support staff, etc.) need to strengthen the implementation of evidence based practices for both teaching and learning, as well as intervention
supports (e.g. positive behavior interventions)?

Professional learning needs for our staff should target how to work with students who struggle with emotional regulation and behavior control. Many
students still show impacts from COVID isolation, and more students report exposure to adverse childhood experiences (ACEs). Helping students
understand the impact of ACEs and strategies for teaching impacted students (trauma informed instruction) is a need. In addition, as our
multilingual learner population grows, teachers are interested in learning strategies like Sheltered Instruction Observation Protocol ( SIOP) and
Guided Language Acquisition Design (GLAD) to help reach these students.

What professional learning and support have you already implemented that is proving to be powerful and effective? What are your metrics for
identifying them as successful?

Our staff is involved in training for Multi-Tiered Systems of Support, and all staff are involved in the professional development and implementation of
this system in our building. The focus of this professional development has been on assuring a welcoming school climate and developing connections

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


between school community members. Paraeducators have learned how to deliver targeted reading instruction for both Tier 2 (Title and LAP) support
and for special education.

Systems of Support
1. Consider the degree to which your school’s system of support is grounded in meeting the behavioral, social-emotional and academic needs of
students: Identify areas of the strength for your school’s system of support and how other areas will be strengthened.

Crescent Harbor continues to solidify its Tier 1 supports in behavioral, socio-emotional, and academic areas. A dean of students and a counselor
supplement classroom teachers in providing Tier 1 and Tier 2 support for students in the behavioral and socioemotional realms. Students who
struggle in reading receive support through additional instruction with explicit phonics instruction.

One area to strengthen is intervention for students who struggle in math. While enhanced math facts practice has been added, we lack a Tier 2
curriculum to support students who are falling behind in math. Another area of need for our students is mental health support. Especially at the Tier
3 level, our most struggling students have few options in school or the community to get counseling support for mental health issues.

2. How did your school identify these areas of strengths and improvement?

Our school identified areas of strength and need by analyzing a variety of data sources:
e Ready (math and reading)

DIBELS/mCLASS (reading)

SBA (reading and math)

Panorama (socio-emotional)

Attendance and behavioral data (socio-emotional)

Student voice surveys (academic and socioemotional)

3. How well do school and community systems interact to assure continuity of supports for students? Provide at least one example.

The school’s primary community partner for supporting students in the Navy. the school works with a Navy Liaison and others at the base to support
students and families. In addition, our counselor coordinates counseling services, when available, with Compass Mental Health. Finally, we utilize the
community connections fostered by our McKinney Vento coordinator to support families experiencing homelessness or unstable housing.

4. What areas have you identified as areas of the strength and where do you hope to strengthen and build further family and community engagement
and partnership(s)?

Areas of strength for our school are our partnerships with local churches (Living Word Church and First United Methodist Church of Oak Harbor),
community groups such as Rotary Club and Soroptimist Club, Navy commands such as NOPF and CVWP through NAS Whidbey Island, and our Parent-
Teacher Association. Areas where we hope to build further family and community engagement and partnerships are in relation to counseling and
mental health support.

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 6: (SY 2023-2024) PLAN/NEEDS ASSESSMENT Please check or share the most meaningful sources of data used in your needs assessment
work

CL] Washington School Improvement Framework

X WaKIDS

X Smarter Balanced Assessment/Interim Assessment Blocks
X Universal Screening

X Progress Monitoring Data

C] Curriculum Based Assessments

L] Graduation Rate (1 Year, extended, etc.)

C1 Credit Attainment

C1] Stick Rate

X Student Mobility Data

X Discipline Referrals

CL] Suspension/Expulsion Data (i.e. out of school suspensions/in-school
suspensions)

C1 Restraint and Isolation Data

L] Time out of class (e.g., visits to nurse, counselor, etc.)

CL] Healthy Youth Survey

X School Climate data

CL] Perceptual Data: (Local/Organization): Click or tap here to enter text.

CL] English Language Proficiency Data (i.e. ELPA)

C1 Title Ill Data

X Special Education Eligibility/Disproportionality Data

LI Special Education Placement Data (LRE)

CL] Review of Student Plans (e.g. Written Student Learning Plans,
ndividualized Education Plans and/or 504 Plans)

CL] Educator Data (e.g. out of field, retention, School Employee
Evaluation Survey, NBCT, etc.)

L] Stakeholder Engagement (e.g. focus groups with families)
LC] Community data (e.g. food pantry visits, calls/texts to crisis
centers, hospital visits, homelessness, etc.)

CJ Extra-curricular activities participation

C] Fiscal and Financial Data

L] (Other) Click or tap here to enter text.

L] (Other) Click or tap here to enter text.

L] (Other) Click or tap here to enter text.

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 7: PLAN

SY 2023-2024 IMPROVEMENT PLAN TO SUPPORT SCHOOLWIDE REFORM GOALS & STRATEGIES

(COMPONENT #2: SCHOOLWIDE REFORM STRATEGIES)

Note: This process identifies the strengths and weaknesses impacting student performance. It also sheds light on the needs of the entire program. All students benefit from the interventions and

services made possible through a schoolwide program; however, schools should place emphasis on strategies that help learners struggling to meet state standards.

Note: For schools operating a Title |, Part A, Targeted Assistance Program, indicate within your goals how you will address the needs of those students served to satisfy the requirement of

Component Three - Practices and Strategies.

* Please use the following guidance of to support your reform goals and strategies: Menus of Best Practices and Strategies in ELA, Mathematic, and Behavior.

Goal/Priority #1 (G1) By Spring of 2024, students will improve their reading ability as measured by the mCLASS from 43% at benchmark to 70%
at benchmark. Also, by Spring 2024, 3rd and 4th grade students will improve reading as measured by iReady from 38% (3rd
grade) and 35% (4th grade) at/above grade level to 60% at/above grade level (both grades).

Goal/Priority #2 (G2) By Spring 2024, students will improve their math ability as measured by iReady from 9% at/above grade level to 60%
at/above grade level.
Goal/Priority #3 (G3) By Spring 2023, the percentage of students answering “Yes” to the question on the Panorama Survey, “Do you have a

teacher or other adult from school who you can count on to help you, no matter what?” will improve from 89% to 95%.

Section 8: DO
SY 2023-2024 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY/
COMPONENT 4 COORDINATION AND INTEGRATION)

Note: For schools operating a Title |, Part A, Targeted Assistance Program, indicate within your activities how you will address the needs of those students served to satisfy the requirement of
Component Three - Practices and Strategies. (Please use the following guidance to support your activities for mastery: Menus of Best Practices and Strategies in ELA, Mathematics, and Behavior.)

8a. Activity 8b. Timeframe for 8c. Lead(s) 8d. Resources
Implementation
A1) Continue use of Sonday System Fall 2023 Glenda Jackson and Jenny Sonday System kits (purchased spring 2022) and
interventions for students in all grade levels Cadwallader paraprofessional staff
in the Title |/LAP program.
A2) Use mCLASS and iReady data to identify Fall 2023 Glenda Jackson and Jenny Amplify Literacy Curriculum and iReady
students for targeted intervention in reading Cadwallader Diagnostics
and math.
A3) Utilize school counselor for whole class Fall 2023 Jeff Riffel Various counseling resources
instruction as well as targeted support
groups.
A4) Continue to implement district-adopted Fall 2023 Classroom teachers Curriculum supplied by district

curricula including CKLA Amplify, Ready

Math, and Character Strong for literacy, math

and social-emotional instruction

A5) Incorporate restorative practices and the | Fall 2023 MTSS Team MTSS resources from the district;

PROMPT method to increase effectiveness Jose Garcia CharacterStrong/Purposeful People curriculum
and of responses to misbehavior.

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


8e. Budget Table

Funded SY 2023-2024 Expenditure Funding Source Funding Amount
(Linked to Activity)
A1) Staffing, Parent Involvement Title | $216,939
A2) Staffing and supplies Learning Assistance Program $211,989
A3) Staffing High Poverty Learning Assistance Program $159,151

8f. (SY 2023-2024) Component Four: Coordination/Blending and Integration of Schoolwide Funds Matrix
Matrix of blended funds within the Title |, Part A Schoolwide which should include your school improvement funds
NOTE: All Title |, Part A Schoolwide programs must include a matrix of the combined blended funds for their schoolwide
model.
Amount ;
Program ; How the Intents and Purposes of the Program will be Met
Available
Basic Education Allocation | $7,000 Supplies and supplemental support for intervention
Levy $4,500 Supplies and supplemental support for intervention
Title | $216,939 Teaching salaries and Parent Involvement
Learning Assistance $211,989 Teaching salaries, classified salaries, behavior support, and supplies for intervention
Program
High Poverty Learning $159,151 Classified salaries, parent engagement
Assistance Program
Total $599,579

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI



Section 9a: STUDY

(SY 2023-2024) Note: For schools operating a Title |, Part A, Targeted Assistance Program, do not forget to progress monitor the effectiveness of your goals and activities supporting the targeted
student population.

(COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

DIBELS mCLASS,

i-Ready Reading Diagnostic

iReady Math Diagnostic

Classroom-based measures for reading fluency and comprehension
Panorama survey data

Study

(Prior to implementation) What
evidence will you examine to evaluate if
your activities are working?

Section 9b: STUDY

(SY 2023-2024) (Note: For schools operating a Title |, Part A, Targeted Assistance Program, do not forget to progress monitor the effectiveness of your goals and activities supporting the targeted
student population.

(COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Study (Update February 2024)
(SY 23-24 mid-year implementation)

Provide an evidence-based status

update on how your activities are going:

What is working and what needs

adjustment?

Section 10: ADJUST

Note: For schools operating a Title |, Part A, Targeted Assistance Program, do not forget to address adjustments to your goals and/or activities supporting the targeted student population.

(COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Adjust (Update February 2024)
(SY 23-24) mid-year implementation)

What adjustments to your activities are

you making after examining the results

of your progress monitoring?

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 11a: End-of-Year School Improvement Plan Review for SY 2023-2024

Note: For schools operating a Title I, Part A, Targeted Assistance Program, do not forget to progress monitor the effectiveness of your goals and activities supporting the targeted student population.

Please revisit and restate SY 23-24 Goals, Activities, Measures and Results/Progress described in your SIP (Sections 7-10) and provide an end-of-year assessment of

your work so far.
High-Priority Goal #1:

Activities: List high-leverage activities
implemented or tested related to achieving
the stated high-priority goal.

High-Priority Goal #2:

Activities: List high-leverage activities
implemented or tested related to achieving
the stated high-priority goal.

High-Priority Goal #3:

Activities: List high-leverage activities
implemented or tested related to achieving
the stated high-priority goal.

Measures: Please list the types of measures you
used to improve and progress towards
achieving your high-priority goal.

Measures: Please list the types of measures
you used to improve and progress towards
achieving your high-priority goal.

Measures: Please list the types of measures
you used to improve and progress towards
achieving your high-priority goal.

Results/Progress: Please describe your results
and progress so far (upload relevant documents
to your school SharePoint folder).

Results/Progress: Please describe your results
and progress so far (upload relevant
documents to your school SharePoint folder).

Results/Progress: Please describe your results
and progress so far (upload relevant
documents to your school SharePoint folder).

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Section 11a: End-of-Year School Improvement Plan Review for SY 2023-2024

Note: For schools operating a Title I, Part A, Targeted Assistance Program, do not forget to progress monitor the effectiveness of your goals and activities supporting the targeted student population.

Section 11b: End-of-Year School Improvement Plan Review for SY 2023-2024

Note: For schools operating a Title |, Part A, Targeted Assistance Program, do not forget to progress monitor the effectiveness of your goals and activities supporting the targeted student population.

Please assess strengths and challenges implementing activities for SY 2023-2-24 as described in Section 11 above and identify potential adjustments and
modifications along with additional sources of data for SY 2023-2024.

What were some strengths of the activities for at least one high-priority goal implemented this year?

What challenges did you encounter this year with implementing activities for at least one high-priority goal?

What adjustments and modifications need to be made towards at least one high-priority goal and its related activities for the upcoming academic
year (SY 2024-2025)?

What additional sources of data, if needed, will be collected to monitor progress of those activities (for SY 2024-2025) to be adjusted or modified?

Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI


Updated April 14, 2020 by Title |, Part A Office and the Office of System and School Improvement at OSPI