School Improvement Plan

Senior Leadership teams use a School Improvement Plan (SIP) as their main source of information to outline their strategic plans for the growth of their school. A school's stated principles will serve as the foundation for a school improvement plan, which outlines the steps and resources required to accomplish the goals.

2024-25 SIP

Section 1: District/School Data

How Has our Student Diversity Changed Year Over Year?

2020-21

Ethnicity	Number of Students
American Indian/Alaskan Native	7
Asian	33
Black/African American	13
Hispanic	74
Multi-Racial	91
Native Hawaiian/Other Pacific Islander	11
White	379

2021-22

Ethnicity	Number of Students
American Indian/Alaskan Native	8
Asian	32
Black/African American	17
Hispanic	75
Multi-Racial	85
Native Hawaiian/Other Pacific Islander	4
White	376

2022-23

Ethnicity	Number of Students
American Indian/Alaskan Native	9
Asian	41
Black/African American	13
Hispanic	83
Multi-Racial	91
Native Hawaiian/Other Pacific Islander	15
White	381

2023-24

Ethnicity	Number of Students
American Indian/Alaskan Native	6
Asian	42
Black/African American	19
Hispanic	74
Multi-Racial	86
Native Hawaiian/Other Pacific Islander	8
White	376

Number of Students Currently Enrolled at Each Grade Level

Grade/Program	Number of Students
AM Pre-K	3
PM Pre-K	N/A
Transition to Kindergarten	N/A
Kindergarten	57
1st Grade	77
2nd Grade	88
3rd Grade	92
4th Grade	85
5th Grade	74
6th Grade	97

Section 2: Culture of Equity Description/Statement

Section 3: Mission and Vision Statement

Taking our Learning to the Next Level.

At Fruitland WE will ensure ALL students will achieve high levels of learning.

Fruitland students will be college and career ready using goal setting and high-quality instruction.
Fruitland students will be confident, prepared learners who achieve academic success through differentiated instruction in essential standards with high expectations for learning.
At Fruitland we provide connections that promote a partnership among students, families, staff and community

Section 4: Family Engagement/Partnerships

Shared Planning and Decision Making: Advisory, Consensus and Command, Team Lead Group, Grade Level Teams, MTSS Team, PBIS Team
Communication Strategies: Email, Parent Square Weekly Staff Communication, Parent Square Bi-Monthly Family Communication, Surveys
Strengthening Relationships: Listening Sessions, Family Events
Supporting Learning at Home: Conferences, Goal Setting
Collaborating with Community Partners: PTA, Family Events, Meal Bags w/ Neighborhood Church

Section 5: Teams

Building Leadership Team

Krista Franklin-Kindergarten Teacher

Jessica Opp-1^st Grade Teacher

Kristin Mellick-2^nd Grade Teacher

Kristen Lynch-3^rd Grade Teacher

Lonny Sulfaro-4^th Grade Teacher

Joey Erberich-5^th Grade Teacher

Meghan Martin-6^th Grade Teacher

Cindi Lucas-Librarian (specialist rep)

Carrie Brueher-Counselor

Christi Ellenwood-Principal

Monica Brinker-Assistant Principal

Laura Lotz-Para

Barbara Winnett-Parent

Multi-Disciplinary Team

Stacy Bach

Barbara Winnett

Emily Thrall

Ricky Vahl

Melody Vahl

Brian Duthie

Dana Farris

Grade Level Team

Krista Franklin-Kindergarten Teacher

Jessica Opp-1^st Grade Teacher

Kristin Mellick-2^nd Grade Teacher

Kristen Lynch-3^rd Grade Teacher

Lonny Sulfaro-4^th Grade Teacher

Joey Erberich-5^th Grade Teacher

Deb Orona - 6th Grade Teacher

Parent and Community Partners

Stacy Bach
Brian Duthie
Barbara Winnett
Dana Ferris
Emily Thrall
Ricky Vahl
Melody Vahl

Section 6: Plan/Needs Assessment

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
Suspension/Expulsion Data
Special Education Eligibility/Disproportionality Data
Review of Student Plans (IEP, 504 Plans)
Extra-curricular activities participation

Contributing Factors in Areas of Strengths and Challenges

Strengths in Specific Areas of Learning

Collaborative Team Structures:

Strong collaboration between teachers, counselors, interventionists, and administrators ensures that student needs are identified early and addressed effectively. Regular data meetings allow for continuous progress monitoring and intervention adjustments.

Tier 1 Strengths:

Universal screening processes are well-established, providing timely and reliable data to inform interventions.
Core instruction incorporates evidence-based practices with built-in differentiation to meet diverse learners' needs.
Schoolwide SEL initiatives and PBIS are embedded in our culture, creating a positive and inclusive environment for all students.

Challenges:

Consistency Across Tiers:

While Tier 1 supports are strong, there is variability in the delivery of Tier 2 and Tier 3 interventions. Efforts are underway to standardize intervention protocols and improve fidelity of implementation.

Resource Allocation:

Access to a broader range of evidence-based intervention programs and resources could better address diverse student needs.

Integration of SEL with Academic and Behavioral Supports:

While SEL is integrated into Tier 1, we are working on creating more intentional alignment between social-emotional, behavioral, and academic interventions across all tiers.

Progress Monitoring Academic and Non-Academic Domains:

While academic progress monitoring is in place through RTI data meetings, tools for measuring the effectiveness of academic, behavioral and SEL interventions are still being developed and refined.

Supports Available:

MTSS Framework:

Consider the degree to which the school’s MTSS is grounded in meeting the behavioral, social-emotional and academic needs of students: What are the multi-tiered systems of support that are in place?

Behavioral Supports:

Tier 1: Schoolwide Positive Behavioral Interventions and Supports (PBIS) are implemented to establish consistent expectations and reinforce positive behavior. All staff are trained to use a common language and provide proactive support.

Tier 2: Targeted interventions, such as small group social skills training or check-connect –expect program, support students requiring additional help.

Tier 3: Intensive, individualized support plans are developed with the involvement of counselors, administrators, and families. Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) guide interventions for high-need students.

Social-Emotional Supports:

Tier 1: A universal SEL curriculum, Second Step, is taught in all classrooms to promote emotional regulation, empathy, and interpersonal skills.

Tier 2: Counseling groups or peer mediation programs address more specific challenges, such as anxiety, friendship skills, or conflict resolution.

Tier 3: Students receive one-on-one counseling or referrals to external mental health resources, with wraparound services coordinated as needed.

Academic Supports:

Tier 1: Core instruction is aligned with the district adopted evidence-based curriculum, and universal screeners such as STAR and/or Dibbles are used to identify students' needs early. Differentiation and scaffolding are embedded in classroom instruction.

Tier 2: Small group interventions target specific skill gaps. Progress is monitored frequently to adjust supports.

Tier 3: Intensive interventions, such as para support, tutoring or specialized instruction, are provided based on individual needs. Our MTSS tier 2/3 team reviews data and ensures fidelity of implementation on a 6-week cycle for each student identified.

Integration and Collaboration:

We prioritize a collaborative culture, bringing together teachers, specialists, and families to analyze data and plan interventions. Regular progress monitoring and data meetings ensure that interventions are responsive and effective.

By grounding our MTSS work in evidence-based practices and ensuring alignment across all tiers, we strive to create an inclusive environment where every student can thrive academically, socially, and emotionally.

What are the areas of strengths and improvements of your MTSS?

Strengths of Our MTSS Framework

Collaborative Team Structures:

Strong collaboration between teachers, counselors, interventionists, and administrators ensures that student needs are identified early and addressed effectively. Regular data meetings allow for continuous progress monitoring and intervention adjustments.

Tier 1 Strengths:

Universal screening processes are well-established, providing timely and reliable data to inform interventions.
Core instruction incorporates evidence-based practices with built-in differentiation to meet diverse learners' needs.
Schoolwide SEL initiatives and PBIS are embedded in our culture, creating a positive and inclusive environment for all students.

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

At Fruitland WE will ensure ALL students will achieve high levels of learning.

We are working to reflect this in deeper ways this year with our MTSS grade level meetings where we utilize data protocols to analyze growth for targeted students, plan additional interventions and provide a more targeted, consistent approach across grade levels from K-6^th grades. We are ensuring our core team including our MTSS facilitator, counselor, principal and assistant principal are at each meeting to review goals, data, growth and next steps with grade level teams. Para support outside of LAP is being deployed this year to better support areas of need based on classroom/benchmark data with the goal of supporting core instruction.

2023 Fruitland Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	6.70
American Indian/Alaskan Native	N/A
Asian	N/A
Black/African American	N/A
Hispanic/Latino of any races(s)	7.13
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	8.63
White	6.68
English-Language Learners	N/A
Low-Income	5.45
Students with Disabilities	3.42

Section 7: Improvement Plan to Support Schoolwide Goals and Strategies

Goal/Priority #1

Students in grade 3-6 will improve STAR Reading scores aligned to the 2024-2025 component of Fruitland’s 5-year goal by Spring of 2025 based on the 2023-2024 baseline year incremental growth plan.

Grade 3 will improve from fall 2024 54% (45) of students at/above target to 70% (59) of students at/above target.

Grade 4 will improve from fall 2024 67% (54) of students at/above target to 71%(58) of students at/above target.

Grade 5 will improve from fall 2024 84% (61) of students at/above target to 87% (63) of students at/above target.

Grade 6 will improve from fall 2024 56% (54) of students at/above target to 60% (57) of students at/above target.

Goal/Priority #2

Students in grade 3-6 will improve STAR Math scores aligned to the 2024-2025 component of Fruitland’s 5-year goal by Spring of 2025 based on the 2023-2024 baseline year incremental growth plan.

Grade 3 will improve from fall 2024 49% (41) of students at/above target to 56% (47) of students at/above target.

Grade 4 will improve from fall 2024 60% (48) of students at/above target to 68% (55) of students at/above target.

Grade 5 will improve from fall 2024 59% (42) of students at/above target to 68% (49) of students at/above target.

Grade 6 will improve from fall 2024 45% (44) of students at/above target to 59% (56) of students at/above target.

Goal/Priority #3

95% of Fruitland K-6 teachers will complete the classroom Second Step lessons by June 2025.

Section 8: Activities to Support Schoolwide Goals and Strategies

UFLI (LAP intervention K-2)

Progress monitoring for K-2 using identified skill from mClass, Dibels
Grade level teams, LAP team provide daily intervention at grade level time, data collected and reviewed by team
Continued work around UFLI and CKLA foundational skills, data driven decision making

RTI Days

Schedule, agenda, review by grade level with action plan and next steps
Calendar with each grade level between benchmark assessments for STAR reading and math
PD on how to read and utilize benchmark assessment data to create learning plans for students

Grade Level Smart Goals ELA/Math K-6 w/focus on grade level skill

School-wide 6 week cycles identified for year. Grades use a common form to record goal

Data used at MTSS/RTI meetings, quick conversation about data, then identification of intervention groups/adjustment, tools used, pm, next data cycle

Process lead by MTSS facilitator/admin/grade level lead
PD around utilizing benchmark data (Jessy Sackman)
Link to pacing guides/common assessments for ELA/math
Professional Reading the Knowledge Gap

Regular check-ins for use of Second Step curriculum

Short term data around which lesson teachers are on
Long-term data discipline
Monica/MTSS Tier I team will look at data, offer support to teachers, share out at staff meetings, plan seasonal incentives to connect

August Supplemental Day for staff to access online curriculum
Regular check-ons with support as needed

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