SIIP At-a-Glance

• 2024 - 2025

• Coates ES

• Region 5

• Paul Basdekis, Principal

English Language Arts Strategies

Outcome

• The percentage of MLs (multilingual learners) in grades K-2 meeting or exceeding the VALLSS screener benchmarks will increase from fall 2024 to spring 2025 by at least 5 percentage points from 45% to 50%. (2024 spring screener benchmark data was 52%).
• By the end of the 2024-25 school year, the percentage of MLs who show progress from the prior year in their WIDA ACCESS overall composite score will increase from 48% to 53%.
• By the end of the 2024-25 school year, the percentage of SWD in grades 3-6 passing the Reading SOL will increase from an unadjusted rate of 20% to 40%.
• By the end of the 2024-25 school year, the percentage of SWD in grade 3-6 passing the Reading SOL will increase from an adjusted rate of 64% to 69%.
• By the end of the 2024-25 school year, the percentage of students passing the Grade 3 Reading SOL will increase from an unadjusted rate of 51% to 56%.
• By the end of the 2024-25 school year, the percentage of students passing the Grade 3 Reading SOL will increase from an adjusted rate of 93% to 94%."                            
   

Strategies

• Use embedded formative assessments in the new core curriculum to guide tier 1 and tier 2 instructional decisions.
• Increase efficiency of instructional delivery to ensure all students have daily access to all components of the language arts block as outlined in the new core curriculum.
• Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
• Increase opportunities for English Language Development through use of embedded strategies during whole group instruction and intentional small group instruction focused on specific student needs."                                                                          

Mathematics Strategies

Outcome

• By the end of the 2024-25 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from an unadjusted rate of 20% to 40%.
• By the end of the 2024-25 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from an adjusted rate of 51% to 60%. 
• By the end of the 2024-25 school year, the percentage of students passing the G 3-6 Mathematics SOL will increase from an unadjusted rate of 48% to 55%.
• By the end of the 2024-25 school year, the percentage of students passing the G 3-6 Mathematics SOL will increase from an adjusted rate of 78% to 81%."                            

Strategies

• By the end of the 2024-25 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from an unadjusted rate of 20% to 40%.
• By the end of the 2024-25 school year, the percentage of students with disabilities passing the G 3-6 Mathematics SOL will increase from an adjusted rate of 51% to 60%. 
• By the end of the 2024-25 school year, the percentage of students passing the G 3-6 Mathematics SOL will increase from an unadjusted rate of 48% to 55%.
• By the end of the 2024-25 school year, the percentage of students passing the G 3-6 Mathematics SOL will increase from an adjusted rate of 78% to 81%."

Wellness Strategies

Outcome

• By the end of the 2024-2025 school year, we will reduce our office discipline referrals by 25% from 545 to 409.
• By the end of the 2024-25 school year, we will increase the overall percentage for the ""Emotional Regulation"" domain from 46% to 51% as measured by the EOY SEL Screener."                            
   

Strategies

• Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
• School staff will communicate with families to recognize and celebrate student success in academics, behavior, attendance, or other areas.

• MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions."                                                                  

  Science Strategies

  Outcome

• By the end of the 2024-25 school year, the percentage of students passing the Grade 5 Science SOL will increase from an unadjusted rate of 42% to 47%.
• By the end of the 2024-25 school year, the percentage of students passing the Grade 5 Science SOL on the initial attempt will increase from an adjusted rate of 68% to 71%.
• By the end of the 2024-25 school year, we will meet the level 1 benchmark in Science by reaching at least a 70% pass rate on the Grade 5 Science SOL."                                
   

• Strategies

• Identified time in the master schedule is used to implement required SEL practices with fidelity to improve student perceptions of belonging and SEL skills. (MM & CC- ES or RAM- MS/HS, 3 Signature Practices- All).
• School staff will communicate with families to recognize and celebrate student success in academics, behavior, attendance, or other areas.
• MTSS Schoolwide and Site Intervention teams analyze behavior/wellness data bi-monthly to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions."                

Portrait of a Graduate (POG)

Outcome:

• By the end of SY 2024-25:  100% of Kindergarten - 3rd grade students will learn about, use, and apply POG skills in their core classes and specials and will score at least developing on Criterion 3: “Here’s Why It Matters” of the POG POL rubric by sharing why POG attributes and skills are important for students now and in the future.
• By the end of SY 2024-25:  100% of 4th - 6th grade students will participate in a POG POL through their specials block; data will be entered in Rubi."                            

Strategies

• Select a POG skill from the vertical articulation charts (Resource 1) to focus on with students and explicitly teach the skill
• Make explicit connections to POG skills and attributes (Resource 1) in daily lessons
• Utilize POG Reflection Cards (Resource 1) and Sentence Strips for Reflection (Resource 2) to create opportunities for students to reflect on growth in POG skills