School Improvement Plan

• Our building Leadership Cadre consists of a representative from each area of our school: Building Principal, a Classroom Teacher Representative from each grade level team, Title I teacher, Special Education teacher, Counselor, WRAP teacher, paraeducator representative and office manager. This team meets monthly to steer the direction of the school. Topics range from Tier 1 systems development and decisions, schoolwide goal setting, setting school-wide expectations and more.
   
• Multi-Disciplinary Team - This team is focused on addressing the needs of students requiring more than Tier 1 to be successful - primarily focusing on the effectiveness of the supports and systems in place to support these students. They are also responsible for establishing, monitoring, and adapting the systems for Tiers 2 and 3. Students do not need a designation (label) to be supported by this team.
   
• Our Support Specialist Team meets once each month to discuss and formulate plans for our students in need of Tier 2 and Tier 3 support. It consists of a member of the admin team, both counselors, Title SEL support, both LAP teachers, and CIS liaison. The Support Specialist Team works together to proactively identify student needs and intervene before small issues become larger problems that negatively impact learning. These can relate to academic growth, social- emotional learning, attendance and behavior management.
   
• Our Student Support Team meets every other week to look at individual student data, focusing on planned-targeted interventions. Dessie's SST provides a collaborative and data-driven approach to helping students succeed by identifying and addressing academic, behavioral and social-emotional needs of students. Any student at Dessie can be given targeted supports, not just students in a Special Education setting. The purpose of the SST is to promote collaboration between classroom teachers, counselors, administrators and other specialists. This helps ensure that every student has the opportunity and ability to be a successful learner.
• Grade Level Team - This team serves two important purposes; increasing consistency across classrooms and facilitating collaboration in instructional problem solving both for academics and behavior.
   
• Every grade-level team and each support team meet weekly for a scheduled PLC. At Dessie Evans we understand that PLCs are vital to student learning as grade-level teams meet together with a shared ambition of refining their instructional strategies as they look at both academic and SEL student data with the goal of improving student learning outcomes. The Title/LAP certificated teachers make it a priority to attend every grade-level PLC at least one time each month to foster further collaboration and goal setting.

Parent and Community Partners

• Dessie Evans PTA
• Communities in School
• Right at School
• WatchD.O.G.S.
• Student Equity Advisory: Our SEA group at Dessie Evans consists of a group of student leaders who reflect the diversity within our school. Diversity, in this context, refers to social identities such as race, socio-economic status, ethnicity, indigenous background, immigration status, nationality, gender identity/expression, language, ability/disability, religion/spirituality, sexual orientation, age, and physical appearance. Identified students meet as a group with principal designee, and other designated school staff to provide ideas on how to best support our school community through the lens of equity and diversity. Our SEA students create small lessons and presentations to share out with K-3 students throughout the school year.

Most Meaningful Data Used in Needs Assessment

Washington School Improvement Framework

• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Discipline Referrals
• School Climate Data
• Panorama Survey
• English Language Proficiency Data
• Special Education Eligibility/Disproportionality Data
• Review of Student Plans (IEP, 504 Plans)

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Contributing Factors in Areas of Strengths and Challenges

Certain student groups, such as advanced learners and those in specialized programs, consistently show strong growth in both state and local assessments. These results underscore the importance of providing the right support, as it proves that all students, regardless of their starting point, are capable of excelling when given the appropriate resources and guidance.

Notably, areas like Social-Emotional Learning (SEL) and Positive Behavioral Interventions and Supports (PBIS) have played a key role in strengthening community ties within the school, leading to improved student engagement and overall performance. Additionally, Student Advisory sessions, where students are given more agency in their learning, have shown positive outcomes. These sessions promote greater motivation and ownership of academic progress, empowering students to take responsibility for their growth and success.

Key Areas for Improvement

Math proficiency remains a significant challenge for many student groups, especially for economically disadvantaged students and those with disabilities. To address this, targeted support in math—such as differentiated instruction, specialized tutoring, and additional practice in foundational skills—must be a priority moving forward.

In reading, Multi-Language Learners (MLLs) face particular challenges, with gaps in vocabulary development and comprehension. To close these gaps, a stronger emphasis on vocabulary instruction and the creation of literacy-rich environments is essential. These strategies will help build the foundational skills necessary for ELL students to succeed in reading and beyond.

Actionable Strategies Moving Forward

1. Data-Driven Instruction: Continue using local and state assessment data to guide instructional decisions. Regular formative assessments, such as STAR Reading and STAR Math, will help inform targeted interventions for students.
2. Continued Professional Development: Offer ongoing training for staff on the integration of HLP, GLAD, SEL, PBIS, and MTSS, ensuring all educators are equipped to meet the needs of diverse learners.
3. Family and Community Engagement: Strengthen partnerships with families by offering workshops, bilingual communication, and regular check-ins. This will help bridge the gap between school and home, particularly for families from underserved communities.
4. Focus on Student-Centered Learning: Expand opportunities for student voice and choice, particularly through initiatives like Student Advisory, to empower students and enhance their engagement with the learning process.

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Supports Available for all Students in Behavior, Social-E

What supports are available for all students in behavior, social-emotional, and academics?

• Two "OWL times" (intervention blocks) were added to the master schedule at nearly every grade level
• Title SEL certificated teacher works on behaviors and social skills in small group or individually
• Two counselors work with students who need Tier 2 or Tier 3 supports providing access to both whole child and family needs.
• WatchD.O.G.S. plays an active role in supporting recess and building teamwork and community amongst our student population.
• PBIS, Second Step, Character Strong and Community Circles are implemented at every grade level throughout the school.
• Most teachers have been GLAD and AVID trained, utilizing strategies and best practices throughout their instruction.
• Student Leadership Team: Our 6th Grade Student Leadership Team plays a vital role in fostering a positive and empowering school culture. With the support of our Communities In Schools site coordinator, these students are given valuable opportunities to grow and develop their leadership skills. By organizing monthly character trait assemblies, volunteering at PTA events, assisting the principal with school-wide announcements, and leading initiatives like food drives and March Gladness projects, they serve as role models both on and off campus. Through their efforts, they strengthen our school community and help create an inclusive, supportive environment. Along the way, they build confidence, teamwork, and a sense of purpose—making a lasting and meaningful impact on our school.
   
• Student Equity Advisory: Our SEA group at Dessie Evans consists of a group of student leaders who reflect the diversity within our school. Diversity, in this context, refers to social identities such as race, socio-economic status, ethnicity, indigenous background, immigration status, nationality, gender identity/expression, language, ability/disability, religion/spirituality, sexual orientation, age, and physical appearance. Identified students meet as a group with principal designee, and other designated school staff to provide ideas on how to best support our school community through the lens of equity and diversity. Our SEA students create small lessons and presentations to share out with K-3 students throughout the school year.

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How is the School's Vision and Equity Statement Reflected in the Actual Building Culture and Day to Day Activities?

Increase Achievement for All Students

Our long-term goal at Dessie F. Evans elementary is to increase achievement for all students, with a particular emphasis on closing achievement gaps for historically underserved groups. By continuing to implement these strategies and fostering a collaborative, inclusive environment, we can ensure that all students have the support they need to reach their full potential.

Collaborative Professional Learning Communities (PLCs) have proven essential for improving instructional effectiveness and addressing achievement gaps. By sharing data, resources, and best practices, teachers and staff are better equipped to support student success. Ongoing professional development with a focus on culturally responsive teaching—such as the GLAD framework—has contributed to creating a more inclusive and effective learning environment, especially for students from diverse cultural backgrounds.

A Whole-Child Approach at Dessie Evans

At Dessie Evans, we take a comprehensive approach to supporting students’ social-emotional development through various programs and strategies. The Second Step curriculum serves as a foundation for teaching essential social-emotional skills, while Responsive Classroom strategies further enhance student engagement and community-building. Our Title I SEL TOSA (Social- Emotional Learning Teacher on Special Assignment) plays a crucial role by conducting restorative conversations with students and providing SEL lessons to our students and staff. Our school counselors are readily available to support students' emotional and social needs.

Dessie Evans is committed to a whole-child approach, ensuring that students not only develop academically but also build social-emotional competence. By addressing both academic and emotional well-being, we aim to create an environment where every student feels supported, engaged, and empowered to succeed.

Staff Demographics

• 2022-23 School Year
  • 66 Classroom teachers
  • 12.5 years average years of experience in the classroom, 
  • 92.4 % Full Certificate
  • 22.7% Limited Certificate
  • 6.1% National Board Certificate

Professional Learning and Wellness Needs for Staff

Dessie Evans will provide professional development around and provide all staff space and time to:

• Self-reflect to expose and dismantle barriers
• Model self-awareness through Second Step curriculum and SEL supports
• Provide space to collectively reflect and lean on peers and leaders when needed
• Unwrap beliefs to expose implicit bias
• Foster a growth mindset
• Celebrate achievements, big or small
• Have a voice in decision making while fostering a climate of innovation and continuous improvement

Dessie Evans is a Dual Language School. As such, we need to do a better job to abide by and teach the 3 pillars of dual language education schoolwide. This year we will provide professional development around these goals and begin teaching them schoolwide.

1. Bilingualism and Biliteracy: Developing language proficiency in both languages
2. High Academic Achievement: Ensuring students succeed academically in both languages
3. Sociocultural Competence: Fostering an understanding of cultural diversity and competence

Multi-Tiered System of Supports (MTSS) in Place for Student Behavioral, Social-Emotional and Academic Needs

Dessie Evans Elementary Is working to strengthen its MTSS plan every year. We strive to have a strong Tier 1 program in place for student success. Teachers meet daily with students to provide an SEL program (Character Strong, Second Step, etc.). Additionally, nearly all grade-level teams have two shared 30 minute “Owl Times” (MTSS Intervention blocks) built into the master schedule to provide what students need. Students are also supported through our “CIS” Communities in School and Counselor visits. Most teachers have received some professional development in GLAD and AVID strategies. New teachers are provided with a “mentor” teacher who works with them throughout the school year to provide support.

Currently, our Tier 2 supports include LAP, Title I, Title I SEL, MLL, Counselor supports and our Tier 3 supports include SLP’S, OT, PT, SpEd – Resource, and Counselor supports. Because we have many students with many overlapping services, it is our goal to collaborate within these systems of support to provide the most effective strategies to meet every student’s needs.

Special Education

WRAP: A self-contained special education district program that targets tier 3 instruction of social emotional, behavior, and language pragmatics for students with a disability.

Resource: Special education, tier 3 instruction for general education students that have a disability in one or more of the following areas: cognitive, academics, social emotional, behavior, and adaptive.

Developmental preschool: 3-5 year olds who have been identified with a disability to receive early intervention services in the area(s) of communication, social emotional, cognitive, fine motor, gross motor, and adaptive delays. Multilingual Language Education: Eligibility for our Multilingual Language Learner (MLL) program is determined by the responses provided on the Home Language Survey (HLS). Should the HLS responses indicate another language is used at home, a student will be assessed by an MLL staff member utilizing the WIDA screener. A student's score on this screener will establish their eligibility for MLL services.

Qualified students will receive MLL support, which typically consists of four sessions per week, each lasting 30 minutes. Depending on the student’s schedule, as well as their academic and language needs, MLL services may also be provided twice a week, involve check-ins with the student’s teacher, or include in-class support from MLL staff. It is important to note that students enrolled in the Dual Language program will not receive additional support from MLL staff, as they are already receiving language services from their homeroom teacher.

Every year, between February and March, all MLL students are required to participate in the annual WIDA ACCESS language assessment. MLE staff will supervise the administration of this test for students in grades K, 1, 2-3, 4, 5, and 6, with results being shared at the end of May.

The MLE team, led by Dessie Evans, comprises one certified staff member and two paraprofessionals.

Exiting MLL Services: Students may exit the MLL program by achieving a passing score on the WIDA ACCESS assessment, specifically an overall score of at least 4.3, as well as passing the English Language Arts Smarter Balanced Assessment (ELA SBA) with a score of 3. Following this, students will remain in a monitored status for two academic years.

The MLE team collaborates with both the Title/LAP team and the Resource team to ensure that students who qualify for multiple services receive comprehensive support.

Counselor Support: Dessie Evans elementary school counselor play a crucial role in fostering the well-being and development of students, guided by the ASCA (American School Counselor Association) model. They provide a comprehensive program focused on three key domains: academic success, personal/social development, and career exploration. Counselors implement Tier 1 supports, which are universal interventions that benefit all students, such as classroom lessons on social skills, emotional regulation, and conflict resolution. Additionally, they offer Tier 2 supports for students who require more targeted assistance, such as small group counseling sessions addressing specific issues like anxiety or peer relationships. By collaborating with teachers, parents, and the community, our counselors create a safe and supportive environment that empowers students to thrive academically and socially, equipping them with the skills they need for future success.

Title I SEL Support: At Dessie Evans Elementary, the role of the Social Emotional Learning (SEL) Teacher is integral to fostering a positive and supportive school environment. The SEL Teacher is responsible for delivering proactive Tier 1 support to all students through classroom lessons and activities focused on building foundational social-emotional skills, such as self-awareness, self- regulation, empathy, and positive relationship-building. These lessons are designed to promote emotional intelligence, resilience, and healthy decision-making among all students. Additionally, the SEL Instructor provides Tier 2 supports for students who may need more targeted intervention, such as small group sessions or individualized check-ins, to address specific social-emotional challenges. These interventions may focus on managing anxiety, improving social skills, or coping with conflict, ensuring that every student has the tools they need to succeed both academically and personally. By providing both universal and targeted supports, the SEL Instructor plays a key role in creating a safe and inclusive school climate where students can thrive.

Title/LAP Academic Support: Title and LAP program eligibility is based on a Rank Order using screeners and diagnostic assessments. These assessment scores are compiled and ranked to determine students of greatest academic need. Title I and LAP certificated teachers confer and collaborate with grade-level teams, individual teachers, ML certificated teachers, resource certificated teachers, speech language pathologists and OT to determine who would benefit from Title I/ LAP services. If a student qualifies for multiple support services such as a behavioral or social/emotional IEP and MLL, collaboration occurs between all parties to determine the best intervention(s) for that student based on individual student need. Students in the WRAP program who qualify for Title/LAP support based on the Rank and Order will only receive program support if they are receiving complete grade-level Tier 1 instruction in either the classroom or from their WRAP teacher and do not have an IEP in the category of Reading. The Dessie Evans' Title and LAP Team is staffed with two certificated teachers who share the MTSS role and work closely with four Title/LAP paras.

Dessie also has one certificated Title I teacher works exclusively to support SEL. Our LAP/Title certificated teachers and paras are currently serving students for reading intervention, specifically for phonics instruction, in grades 1, 2, 3, 4, 5 and 6 for 15 to 30 minutes 4 times each week. Minutes of support varies depending on the student's assessment scores, group sizes, and the needs of each student. Kindergarten students will be served in a Title I School-wide support model from the months of November through February. Notification will be provided to all Kindergarten families that Title/LAP will be pushing into the classroom to work with flexible groups of students who need additional support in letter sounds, letter formation and phonemic awareness. After winter benchmark is complete, Kindergarten students will be placed into a Rank and Order and entered into the Title/LAP program with a notification letter sent home. Title/LAP support will be provided to Kinder students for 15-20 minutes 4 times each week.

One Title I paraprofessional at Dessie Evans is currently supporting our Dual Language students in grades K-5 in either English or Spanish, depending on the students’ primary language, assessment scores and family/student/teacher collaboration.

Exiting Title/LAP Services: When students in Title/LAP have met grade level standard by showing consistent score increases using multiple measures for assessment, they will be exited from Title/ LAP. A student may also be exited out of the Title/LAP program if a different support intervention is deemed more appropriate.

The Title/LAP staff in collaboration with the staff at Dessie Evans will continue to review the effectiveness of Dessie's Title I/ LAP program throughout the 2024-2025 school year and adjust as necessary to continue to meet the individual needs of each student being supported within the Title/ LAP program.

MTSS Strengths and Improvements

• Strengths
  • SEL Supports throughout the school: Dessie Evans has a schoolwide system in place to support the social-emotional needs of students. We use a PBIS structured model including school and classroom expectations, daily community circles in all classrooms, a Title I SEL TOSA, two school counselors and an SEL team that meets consistently to review data and make sure the needs of all students are being met.
  • OWL Time: This year Dessie Evans has 2 separate intervention blocks at nearly every grade level. These designated blocks provide 30 minutes of intentional intervention and enrichment in both reading and math for all students. OWL Times are imbedded into the master schedule and classroom teachers meet regularly during their PLCs to discuss student data. Data meetings are held every 6 weeks to look deeper into student data, review goals based on Common Core State Standards and align instruction.
  • Academic Supports: Dessie Evans has a wide range of academic supports for students. From our MLL team, Title/LAP team, Special Education Team and Classroom Teachers, Dessie is committed to provide the interventions and supports necessary to further close the achievement gap.
  • Leadership Cadre: The Leadership Cadre at Dessie is looking closely at Tier 1 instruction this year. They are completing a book study Best Practices at Tier 1, creating actionable steps to strengthen Tier 1 instruction in the classroom.
     
• Improvements
  • MTSS Team: Dessie is working toward creating an MTSS team this year, consisting of a member of the Admin team, Title/LAP teachers, Title I SEL TOSA, Counselors, CIS liaison, school Psych, and MLL teacher. This team will use a common database to record and discuss students who need additional support. This team will also evaluate and fine tune school systems.
     
  • Student Support Team: The Student Support Team (SST) is a collaborative group of educators who work together to provide targeted support for students identified by their classroom teachers as requiring additional assistance. This team, consisting of the Assistant Principal, Title/LAP certificated teachers, Title I SEL TOSA, School Counselors, School Psychologist, and classroom teacher, meets regularly to review student data, including academic performance, behavior, and social-emotional development, to determine the most effective strategies for addressing the specific needs of these students. By implementing Tier 1 interventions with a focus on universal best practices, SST ensures that all students receive equitable access to high-quality instruction and support. For those students who may need more targeted interventions, the team tailors strategies that promote engagement, improve outcomes, and prevent further academic or behavioral challenges. The SST has a collaborative approach that fosters a strong partnership among educators, ensuring that each student's needs are met in a timely, responsive manner throughout the school year.
     
  • Master Schedule: Dessie Evans is the largest elementary school in the state and consistently has a working master schedule that includes intervention blocks, specialists, lunch and recess. Creating a master schedule at this level takes thoughtfulness and ingenuity. Knowing the struggles of creating a working master schedule, we are going to try to take our schedule a step further this coming school year and create a master schedule that includes all the previous listed items, but that is also data informed. Dessie Evans will make it a priority to develop a master schedule that supports a tiered system of instruction and support, inclusive of Tier 1 core instruction. We will take into account grade level data when creating the master schedule to include limited assemblies during intervention blocks, classroom grade levels with the highest need having the most supports available, and common planning time for PLCs.

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2023 Dessie F. Evans Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	7.40
American Indian/Alaskan Native	N/A
Asian	8.48
Black/African American	N/A
Hispanic/Latino of any races(s)	5.60
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	8.25
White	8.73
English-Language Learners	5.65
Low-Income	6.30
Students with Disabilities	4.47

Goal/Priority #1 Component 3.3: Creates data-driven plans for improved teaching and learning

Goal/Priority #2 Component 5.1: Uses adopted instructional framework to monitor and support effective instructional and assessment practices.

Goal/Priority #3 Component 1.5: Creates and sustains a school culture that values and responds to the characteristics and needs of each learner.

Goal/Priority #1: 5-Year Plan

Component 3.3: Creates data-driven plans for improved teaching and learning

Activities to Support Goals

• Data Meetings every 6 weeks (benefit all students)

• Designated OWL intervention blocks in master schedule (benefit all students)

• Intentional Grade level teaming (benefit all students)

• Title/LAP focus grade – 1st grade

  • Benefit students who need Tier 2 reading support

• Intensifying our Multi-Tiered Systems of Support (benefit all students)

Success Measures

• DIBELS/Lectura: beginning, middle, end of year for Grade 1 (short term)

• Common Assessments in math for Grade 1 (short term)

• STAR Math and Reading: beginning, middle, end of year in Grade 2

• SBA scores (Grade 3 & 4), long term

• All grades: Benchmark Assessments, Common Assessments (long term)

• SMARTIE Goal: By 2029, current first-grade students will achieve 80% on 4th-grade ELA and Math State Assessments

Implementation Plan

• School admin team to oversee all grade level teams and support staff teams

• Leadership Cadre (action items to inform Tier 1 instruction)

• MTSS team (to strengthen MTSS within the school)

• Grade level teams (PLCs, data-informed instruction, best practices in teaching)

Professional Development

• Intervention blocks built into master schedule

• Data meetings every 6 weeks

• Tier 1 math professional development (district provided)

• Leadership Cadre completing book study on Tier 1 instruction

Budget Planning:

• Classroom teachers received a 25% materials allocation (copying, materials)

• Amount varies by student enrollment numbers

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Goal/Priority #2: Closing the Achievement Gap

Component 5.1: Uses adopted instructional framework to monitor and support effective instructional and assessment practices

Activities to Support Your Goals

• Enhancing classroom environment and student engagement through collaborative culture

• All classroom teachers post/discuss content objectives in lessons (benefit all students)

• Continued focus and professional development on Tier 1 instruction and support

• Dual Language teachers post/discuss content, language, and cultural objectives (benefit all Dual Language students)

• Title/LAP teachers post/discuss content and language objectives (benefit students needing Tier 2 reading/language support)

• MLL teachers post/discuss content/language objectives (benefit students in need of language support)

Success Measures

• Data collected via admin classroom walk-throughs/formal observations

• Long-term: Cultural shift as practices become standard

Implementation Plan

• School admin team holds teachers accountable

• Leadership Cadre ensures continued communication

Professional Development

• Admin team, Dual Language, and LAP teachers attended 2-day training on 3 pillars of Dual Language

• Leadership Cadre provides ongoing support

Budget Planning

• 25% materials allocation (same as Goal #1)

• Book “The Best Practices at Tier 1” purchased for Leadership Cadre

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Goal/Priority #3: Sense of Belonging

Component 1.5: Creates and sustains a school culture that values and responds to the characteristics and needs of each learner

Activities to Support Your Goals:

• Daily Community Circles (benefit all students)

• Intensifying MTSS/SEL supports: PBIS, Responsive Classroom, SEL TOSA (benefit students in Tier 2 & 3, all students)

• Character Trait Assemblies (benefit all students)

• Second Step, Purposeful People, and Character Strong (benefit all students)

• School-wide Cultural Assemblies (benefit all students)

• Student Equity Alliance (benefit all students)

Success Measures

• Panorama Survey (used to formulate goal)

• Data collection via Annual School Survey

• Long-term: sustainable cultural goal

Implementation Plan

• Admin team ensures accountability

• MTSS/SEL team intensifies MTSS efforts

• Grade level teachers responsible for Second Step and Community Circles

• SEA staff leaders lead Student Equity Alliance

• Wagner & Jorgensen organize SEA Cultural Assemblies

• Admin/classroom teachers manage Character Trait Assemblies

Professional Development

• Community Circles PD on Supplemental Days

• Second Step and Character Strong curriculum for all

• Character Trait posters school-wide

• Counselors provide PD throughout the year

• Counselors/SEL Tosa collaborate on SEL lessons across grade levels

Budget Planning

• $500 from building budget for student incentives (gifts/rewards)

• Donations from PTA and anonymous donors (prize cart, etc.)

Source and Amounts

• Classroom Teachers Materials Allocation:

  • Each teacher received a 25% materials allocation.

  • Includes copying and materials needed throughout the year.

  • Amount varies per student enrollment numbers.

• Professional Development Resources:

  • The Best Practices at Tier 1 book was purchased for each member of the Leadership Cadre.

• Student Incentives:

  • $500 from the building budget allocated for student incentive items (e.g., gifts and rewards).

  • Donations from PTA and an anonymous donor supported student incentive items (e.g., prize cart).