School Improvement Plan

Building Leadership Team

• Principal

• Lucia Kline (Kindergarten Dual Language Teacher)

• Zena Zylstra (4th Grade Teacher)

• Sarah Coughlin (2nd Grade Teacher)

• Tori Hamura (3rd Grade Teacher)

• Elizabeth Auter (Counselor)

• Bert Hollis (Office Manager)

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Multi-Disciplinary Team

• Principal

• Malia Rasmussen (Title I)

• Catherine Anderson (MLL)

• Danielle Boxholm (SEL TOSA)

• Molly Hastings (Resource Teacher)

• Nick Garcia (School Psychologist)

• Rhonda Roland (Occupational Therapist)

• Sarah Zywiczynsky (Speech-Language Pathologist)

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Grade Level Team

• Sarah Coughlin (2nd Grade and Primary)

• Lucia Kline (Kindergarten and Dual Language Teachers)

• Tori Hamura (3rd Grade and Intermediate)

• Zena Zylstra (4th Grade and Intermediate)

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Parent and Community Partners

• Danielle Grier

• Bertilda Burn

• PTA

• Dual Language Parent Task Force

Most Meaningful Data Used in Needs Assessment

• Washington School Improvement Framework

• WaKIDS

• Smarter Balanced Assessment / Interim Assessment Blocks

• Universal Screening

• Healthy Youth Survey

• Stakeholder Survey

• Perceptual Data

• English Language Proficient Data

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Contributing Factors in Areas of Strengths and Challenges

• Karshner MTSS Team analyzes data and collaborates with teachers about student concerns.

• Finetuned the MTSS process through MTSS/PLC weekly data meetings and the use of a Student Information Document for referrals.

• The MTSS team includes experts addressing behavioral, social-emotional, and academic needs of students.

• Communities in Schools addresses two tiers of support for attendance:

  • School-wide opportunities

  • Individual intervention strategies, including working with families

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Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

• The school’s vision and equity statement are reflected in daily curriculum, PBIS support systems, and SEL supports.

• Teachers and staff implement:

  • Zones of Regulation

  • Second Step

  • Brain breaks to promote emotional awareness and support academic and behavioral growth

• Curriculum is diverse and representative of the student population, increasing engagement, especially for BIPOC students.

• SEL TOSA and Communities in Schools (CIS) Site Coordinator run the school leadership group, which may include a Student Equity Advocacy Group.

Student Group	Framework Score
All Students	4.00
American Indian/Alaskan Native	N.A
Asian	N/A
Black/African American	5.95
Hispanic/Latino of any races(s)	2.83
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	2.65
White	5.28
English-Language Learners	1.70
Low-Income	3.25
Students with Disabilities	2.35

Goal 1: Closing the Gap / Academic Achievement

Fall benchmark district assessment data indicate that 41% of students in grades 2–6 are meeting benchmark in ELA. In order to improve the number of Karshner students meeting the spring benchmark to 65%, staff will participate in MTSS/PLC Data Cycle Meetings. These occur in a 6-week cycle to review and analyze disaggregated student data, focusing on MLL and all students’ proficiency. Outcomes include collaboration among teachers, Title I, LAP, MLL, resource staff, SEL TOSA, and counselors, leveraging their areas of expertise to identify possible interventions and supports. At the grade level, PLCs will meet to discuss data analysis, benchmarks, assessments, and formative data to create Tier 1 support in the classroom and Tier 2 interventions for students. The next steps may include referrals to the SRC Team, Title I/LAP support, Communities in Schools (CIS), or counselor services.

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Goal 2: Aligning Curriculum / Staff Development, Culture, and Satisfaction

The goal is to increase OSPI SBA MLL proficiency from 24% to 50% in grades 3–6 meeting the benchmark in ELA. To support this growth, classroom lesson planning and instruction will incorporate GLAD and UDL strategies aligned with the OSPI MLL strategic plan. Classroom teachers, along with Title I, LAP, MLL, and resource staff, will engage in self-guided professional development to explore new ways to make curriculum and lessons more engaging for students. Teachers will use classroom assessments to monitor student mastery of standards and as indicators for proficiency in the spring SBA testing. A designated building instructional coach will be assigned to support teachers in implementing UDL and GLAD strategies within their classrooms.

Outcomes include students and teachers working together to track growth and clearly understand the skills being mastered. The next steps include involving parents in more continuous conversations about student progress. The goal is to increase MLL student proficiency by 20%.

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Goal 3: Ensuring School Safety

The objective is to increase students’ sense of belonging from 59% to 65% and their sense of safety from 51% to 60% for students in grades 3–6 by spring 2025. To improve these indicators, teachers will strengthen Tier 1 SEL supports using Second Step, Community Circles, and Character Strong to address student apathy, behavior, and discipline referrals. The designated SEL team will inform staff about recurring themes in referrals on a monthly basis and will conduct three surveys with students, staff, and families to gain insight into student safety at Karshner.

Outcomes include identifying school-wide needs by analyzing referral data and recognizing students whose needs exceed Tier 1 supports. The team has conducted more targeted meetings focused on specific areas of concern, leading to the development of stronger support systems across the school.

MTSS Data Cycle

• MTSS data cycles occur during grade-level PLC team meetings to identify an essential standard and track pre/post assessments, as well as STAR and DIBELS tests.

• Led by the MTSS Title Coordinator.

• Supported by professional development and PLC time.

• Times and dates may change as the school year becomes busy.

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Title Parent Engagement

• Create opportunities to educate and build parent partnerships for supporting academics at home.

• Led by the Title Team.

• Requires planning time for the Title team to create events and engage parents.

• Occurs three times a year.

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UDL Professional Development (Self Training)

• Teachers learn and apply UDL strategies in classroom lessons.

• A building instructional coach is assigned to support implementation.

• Admin provides access to UDL self-paced online courses.

• Support is provided by a staff member and coach.

• Professional development occurs during and outside of work hours.

• 10-hour course with the coach receiving a 40-hour stipend.

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PLC

• Teachers use PLC time to discuss curriculum and address Frey and Fisher PLC questions that support student academic achievement.

• Involves all staff.

• Planning and collaboration occur during PLC time and after work hours.

• Implemented year-round.

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Common Assessments / Curriculum Mapping

• Teachers use district pacing guides to support standards-based instruction.

• Common assessments are used to track student mastery of standards.

• Involves all staff.

• Requires planning time during PLC and collaboration after work hours.

• Implemented year-round.

A1) UDL Now! Stipend

• Funding Source: WSIF Grant

• Amount: $12,372.25

• Description: Compensation for 26 teachers at $49.89/hour for 10 hours of UDL Now! training

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A2) UDL Now

• Funding Source: WSIF Grant

• Amount: $2,200

• Description: Additional funding to support UDL Now professional development

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A3) ELLevation Stipend

• Funding Source: WSIF Grant

• Amount: $6,186.13

• Description: Compensation for 26 teachers at $49.89/hour for 5 hours of ELLevation training