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School Improvement Plan

What is a School Improvement Plan?

A School Improvement Plan (SIP) is a strategic blueprint that schools use to enhance student learning and improve educational practices. It outlines specific goals for improvement, actions to achieve those goals, and methods for measuring progress.

Key Points of a SIP:

  • Goals: Clear objectives the school aims to achieve to enhance student outcomes.
  • Actions: Steps and strategies the school will implement to reach its goals, based on research and effective practices.
  • Monitoring: Regular review of progress with adjustments made to ensure the school stays on track toward its improvement objectives.

The purpose of a SIP is to provide a clear roadmap for schools to improve educational outcomes for all students, particularly focusing on eliminating disparities and ensuring equitable opportunities for every student.

Every school in Washington State is required to have a School Improvement Plan.

Monitoring and Adjusting:

A SIP is not set in stone. It's reviewed regularly, with progress monitored against the set goals and activities adjusted as needed to stay on track toward improvement.

Visit the Issaquah School District SIP website to learn more about SIPs.

District - School Improvement Plans


BLMS Track

Achievement Goals

By the spring of 2025:

  • Student achievement for all students in the area of English Language Arts will increase from 74.9% to 84.5% as measured by the spring 2025 Smarter Balance Assessment.
  • Student achievement for black/African American students in the area of English Language Arts will increase from 43.8% to 66.3% as measured by the spring 2025 Smarter Balance Assessment.
  • Student achievement for Hispanic/Latinx students in the area of English Language Arts will increase from 56.9% to 74.1% as measured by the spring 2025 Smarter Balance Assessment.
  • Student achievement in the area of English Language Arts for students with disabilities will increase from 19.4% to 51.6% as measured by the spring 2025 Smarter Balance Assessment.


Backed by Data

Schools use multiple data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard.

Data Workbook for Middle School

School-Based Action Plan

Action Implementation Impact: Evidence/Monitoring
Communicate reading comprehension as a school-wide priority for core instruction across all subject areas
  • Identify Problem of Practice with BLMS Leadership Team and create action plan, create monthly PD schedule to reflect action plan

  • Review of Student Growth Goals with individual teachers

  • Partner with PTSA to encourage home-school connection re: reading

  • Sept: Collect baseline data for Reading Comprehension via i-Ready Assessment

  • Analyze data at mid-year with Leadership Team

  • May/June: Assess and Reflect using preliminary SBA data and EOY i-Ready Data

  • Disaggregate by race/ethnicity/programing and compare to WSIF Data

  • Parent surveys

Leverage School-based Resources
  • Build teacher-student conference time, and silent reading time, into master schedule

  • Design paraprofessional schedule to provide additional, targeted support for students developing their English language skills, black/African American students and Hispanic/Latinx students


  • Classroom observations

  • Student/staff surveys

  • i-Ready EOY growth data comparing students with para support v. students without para support

Build Reading Comprehension Instructional Capacity in Staff
  • Monthly Faculty PD: Effective Classroom Intervention Practices

    • Writing effective Student Growth Goals

    • Explicit vocabulary instruction

    • Explicit comprehension instruction

    • Extended discussion of text meaning

    • Classroom fosters engagement, collaboration and community (UDL)

    • Flexible methods (UDL)

    • Flexible materials (UDL)

    • Parent-teacher communication (C7)

    • Listening comprehension, the foundation for reading comprehension

    • Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence PD

  • Office Professionals How to Improve Student Listening Comprehension Training

  • Cover classes so teachers can observe other teachers identified as using distinguished teaching practices

  • Conduct ELA-focused learning walk to set baseline; take weekly/monthly data checks

  • Teacher Exit Tickets

  • Classroom Observations and Feedback

Improve Student Connection to School Community
  • Faculty meeting activity to identify students connected with a trusted adult

  • Work with counseling team and MTSS team to ensure black/African American students, Hispanic/Latinx students and students with disabilities have at least one trusted adult at Beaver Lake

  • Identify students needing regular counseling check-ins

  • Student Needs Survey

Implement Tier 2 and Tier 3 Reading Comprehension intervention: i-Ready and Read 180
  • Identify students needing reading interventions using i-Ready instructional groupings

  • Identify students needing Tier 2 academic supports, use Student Intervention Form to identify best strategy for student

  • ISF After School Homework Support with highly qualified, subject specific teachers

  • Implement Tier 2 Read 180 class

  • Adjust Tier 2 students according to January i-Ready Data

  • CR-TFI

  • Adjust Tier 2 students according to January i-Ready Data, and again in March, use after-school programing for extra support


SIP Team & Final Review

  • Principal: Kathryn Coffin
  • Site Council/PTSA Review Date: December 14, 2022
  • Supervisor Review: Sherri Kokx, January 4, 2023
  • School Board Review Date: March 1, 2023

Leadership Team:

  • Andrew Stephenson, Assistant Principal

  • Karen Harmon, MTSS Lead

  • Rashi Eisenberg, Counselor Lead

  • Rehan Shehata, ELL Teacher

  • Tiffany Bahall, Equity Lead

  • Lincoln Guenser, Student ASB President

  • Shannon Pullins, ASB Advisor

  • Ken Sylvester, 6th Grade Lead

  • Sarah Sundt, 7th Grade Lead

  • Stella Jones, 8th Grade Lead

  • Lisa Carlson, Language Arts Lead

  • Belinda Rendon, Math Lead

  • Sara Cullen, Science Lead

  • Kim Morse, Special Education Lead

  • Darren McAllen, Social Studies Lead