Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
School Name: Lynnwood Elementary
Year: 2015-2016
School Theory of Action/Target Area
If we intentionally ask all our students higher-level questions
that require them to regularly justify their answers across all content areas,
then all our students will be better able to read, write, and speak grounded in evidence.
Whole School Achievement Goal- As a result of this action:
Compared to 60% of tested students meeting standard on the ELA portion of the SBA in spring 2015, 64% of tested
students will meet standard on the ELA portion of the SBA in spring 2016.
Compared to 50% of tested students meeting standard on the Math portion of the SBA in spring 2015, 55% of tested
students will meet standard on the Math portion of the SBA in spring 2016.
Achievement Gap:
➢ Measurement/Assessment: SBA ELA & Math - Spring 2015
Student Group
Comparison Group A
3-6th grade students qualified for
Free and Reduced Lunch
Comparison Group B
3rd - 6th Grade Students not
qualified for Free or Reduced Lunch
Current % Successful
SBA ELA
3rd Grade - 48%
4th Grade - 22%
5th Grade - 46%
6th Grade - 46%
Goal % Successful
SBA ELA
3rd Grade – 53%
4th Grade – 53%
5th Grade – 30%
6th Grade – 51%
SBA Math
3rd Grade - 43%
4th Grade - 46%
5th Grade - 25%
6th Grade – 32%
SBA Math
3rd Grade – 49%
4th Grade – 49%
5th Grade – 51%
6th Grade – 33%
SBA ELA
3rd Grade - 72%
4th Grade - 64%
5th Grade - 73%
6th Grade - 70%
SBA ELA
3rd Grade – 75%
4th Grade – 75%
5th Grade – 68%
6th Grade -76%
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
All Students
SBA Math
3rd Grade - 64%
4th Grade - 64%
5th Grade - 58%
6th Grade – 68%
SBA ELA
3rd Grade – 60%
4th Grade – 60%
5th Grade – 60%
6th Grade – 58%
SBA Math
3rd Grade – 68%
4th Grade – 68%
5th Grade – 68%
6th Grade – 62%
SBA ELA
3rd Grade – 64%
4th Grade – 64%
5th Grade – 64%
6th Grade – 64%
SBA Math
3rd Grade – 54%
4th Grade – 53%
5th Grade – 42%
6th Grade – 48%
SBA Math
3rd Grade – 59%
4th Grade – 59%
5th Grade – 58%
6th Grade – 48%
Strategic Direction Focus Areas:
You may choose to select one or more of the other options in addition to Effective Learning for All Students.
☒Effective Learning for All Students
☒Equity of Opportunity
☐P-3rd Grade Early Learning
☒Graduates Who Are Ready for Life
Specific Strategic Direction Indicators of Focus:
Percent of students meeting or exceeding standard in ELA and growth over time.
Percent of students meeting or exceeding standard in Math and growth over time.
School Vision/Mission:
Lynnwood Elementary School is a diverse learning community committed to excellence in academics, ingenuity, and
personal character.
Diverse Learning Community We are a microcosm of the world. We are committed to connecting all of our families to
our school community in meaningful ways. We are developing our skills and awareness so that we can be contributing
members of a global community that is increasingly interconnected.
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
Excellence in Academics We are committed to learning. The Lynnwood Elementary staff expects all students to be
successful in meeting or exceeding established academic standards. Staff and parents work in partnership to meet each
child’s strengths and challenges. Students learn to be responsible for their own education.
Excellence in Ingenuity We are critical thinkers. We are inspired to use creativity and curiosity in our academic, social,
and community responsibilities.
Excellence in Personal Character We are a peaceful community. We work towards making our school community free
from bullying. We learn the value of respecting ourselves and others through the study of character traits. We develop and
practice our understanding of being a positive force in our community.
School Demographics:
As of September 2015, we have an enrollment of over 600 students in kindergarten – 6th grade. 55% of our students
qualify for our free or reduced lunch program. About 156 students or 26% of our students qualify for our English
Language Learner program.
Parent, Family, and Community Involvement in this Plan:
Regular communication from classroom teachers via email and newsletters regarding related work with specific
activities for practicing concepts at home. Academic nights for sharing information.
Review and Analysis of Data:
Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your school target.
☒State Assessments
☐AP/IB/CHS/Tech Prep
☐Discipline Data
☒District Assessments
☒School Assessments
☒Classroom Assessments
☐SAT/ACT
☐CTE Industry Certification
☐Graduation Rate
☒Attendance Data
☐ Other:
☒Staff Perceptual Data
☒Student Perceptual Data
☐Parent Perceptual Data
Summary of strengths or greatest progress based on the data:
●
Consistent increase in students passing from Fall, to Winter, to Spring on the 1st Grade Comp, 2nd Grade
Reading, and the 3rd - 6th Grade CSAs
●
Overall, we outperformed the State of Washington at most grade levels in most areas of the SBA.
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
Prioritized areas of opportunity or greatest challenge based on the data:
1.
A gap of about 25 percentage points between students who qualify for free/reduced lunch and those
students who don’t on the SBA ELA.
2.
Students identifying as Latino and Black scored lower than Asian and White on and SBA breakdown by
ethnicity.
3.
Over the past three school years our number of days absent per student increased slightly - although this
number can be skewed by a few high-absence students.
Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal:
Grade Level/Department/Team: Kindergarten
Goal: Students will begin to verbally justify their answers using words such as “because”.
We will measure this formatively by:
 Classroom Discussions
 Anecdotal Notes from Guided Math/Literacy Groups
 Exit Tickets
We will measure this summatively by:
 Checklist (grade level will create)
 All About Books - in Science
Action steps we will take to meet our goal:
 Grade Level will meet to discuss strategies and share student success stories.
 Teachers will model using the word “because”
 Teachers will consistently ask students “How do you know that?”
Technology-This is how we will utilize technology to meet our goal:
 Red Cat will help students hear examples of evidence from teacher and other students.
Grade Level/Department/Team: First Grade
Goal: Students will add at least one interesting detail to the beginning, middle or end of a narrative piece of writing
using words or pictures.
We will measure this formatively by:
 Taking a baseline prompt-based assessment, then following up with monthly prompts through December.
We will measure this Summatively by:
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!

Analyzing the collected prompt-based writing and comparing the baseline assessment to the final product, using
the rubrics provided in the curriculum.
Action steps we will take to meet our goal:
 Teach students Small Moments lessons.
 Teach students to use self-assessment checklists.
 Work with small groups depending on need.
 Develop record keeping practices.
Technology-This is how we will utilize technology to meet our goal:
 Use redcat and display technology for student sharing of work.
Grade Level/Department/Team: 2nd Grade
Goal: In math, our students will “Read, write, and speak grounded in evidence.” Students will independently ask and/or
answer open ended questions of their peers and explain their reasoning and justification for their conclusions. This will
align with “math talk” in our Math Expressions curriculum and Common Core Mathematical Practices.
We will measure this formatively by:
 Math Journals
 Teacher observations
 Class questions/answers
 Oral responses
 Student retell/explanation
 Exit tickets
We will measure this Summatively by:
 Post tests on units or Common Core standards.
 Extended response questions from Math Expressions
 Second Grade EOY Math Assessments
Action steps we will take to meet our goal:
 Create and post math critical thinking sentence and questioning stems. Ex. “How did you know…”
 Explicitly teach and students how to explain and justify their thinking/present evidence
 Explicitly teach rules for class discussions
 Regular opportunities to practice justifying and presenting mathematical reasoning
Technology-This is how we will utilize technology to meet our goal:
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!

Students can use the document camera to demonstrate how they solved a particular problem. Learn Zillion
website for visual mini math lessons that provide direct instruction and examples of what this looks like, sounds
like, etc.
Grade Level/Department/Team: 3rd Grade
Goal: Our students will “Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers (CCSS.ELA-LITERACY.RI.3.1).” This standard aligns with our theory of action - drawing
evidence from a text. It will also apply to all academic areas from reading to science.
We will measure this formatively by:
 Reading journal responses
 Small group work in daily 5
 Reading mini lessons - questioning and discussion
 Research questions
 Socratic Seminars
We will measure this Summatively by:
 New Benchmark tests (specifically, the questions that pertain to answering question and giving reasoning/
evidence for those questions, i.e. Unit 1, Question 5a and 5b, as well as the writing prompt)
 Interim SBA tests
Action steps we will take to meet our goal:
 Our grade level team will work on the new Benchmark unit tests, first as a teaching tool, later as an assessment
tool.
 Begin discussing how Socratic seminar can be used to have students direct discussion around a book, asking and
answering questions while drawing evidence from the texts to support their answers.
 Work on strategies from The Language of Learning and other sources to come up with anchor charts that direct
student language (sentence stems) toward evidence based responses
 We will communicate with families how reading at home with students can generate questions and responses,
referring explicitly to texts, using evidence.
 Determine the best use of websites, such as blogging software, scholastic news, etc. to have students asking and
answering questions based on the text.
Technology-This is how we will utilize technology to meet our goal:
 The red cat system allows students from anywhere in the room (and volume) to listen and respond to each
other, especially during Socratic seminars.
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!


Students will be doing research on computers, i.e. during their Native American projects, using a variety of
website, drawing evidence from the (online) text to answer specific questions. Beyond that, they will be
accessing scholastic news, which will allow them to highlight, read, and answer questions for, using evidence
from the text.
Potentially using blogging software to have students responding (or generating) questions based on the texts
where students can comment (respond to each other) on their responses, based on evidence from the text.
Grade Level/Department/Team: 4th
Goal: Our students will assess their writing, and use rubrics and checklists to show evidence to support their selfevaluations. We will assess this goal after each writing unit of study.
We will measure this Formatively by:
 Lucy Calkins student evaluation checklists
We will measure this Summatively by:
 Lucy Calkins assessment tools:
o Rubric for narrative writing
o Rubric for opinion writing
o Rubric for informational writing
Action steps we will take to meet our goal:
Technology-This is how we will utilize technology to meet our goal:
Grade Level/Department/Team: 5th grade
Goal: In science, students will be able write clear, evidence-based conclusions supported by their observations, their
data analysis and their reasoning.
We will measure this formatively by:
 Science journals
 Active participation in small groups
 Class discussions on student examples of conclusions
 Strength-O-Meter (discussion-based)
 Student self-assessment and peer assessment
We will measure this Summatively by:
 FOSS Assessments
 End of unit Assessments
 Teacher-created assessments
Action steps we will take to meet our goal:
 Collaborate and discuss teaching strategies
 Teach students how to write conclusions using the Variables and Motion and Design science kits
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
 Meet in grade-level teams to calibrate students’ work
 Teach students scientific language, example: scientific method vocabulary i.e. hypothesis, procedure
Technology-This is how we will utilize technology to meet our goal:
 Supplemental videos on youtube, teachertube and other internet resources
 Google classroom
 Redcat microphone for students to share out loud
 Calculators to solve complex problems beyond fifth grade number computation abilities
Grade Level/Department/Team: 6th Grade Team
Goal: Students will develop and support claims using evidence from a text, recording, or visual information ultimately
completing a literary essay with a thesis and supporting evidence.
We will measure this formatively by:
 Debate format conversations.
 Graphic Organizers
 Outline
We will measure this Summatively by:
 Literary Essay
Action steps we will take to meet our goal:
 We will meet in grade level team time to analyze our team-talk rubrics and self-assessments and discuss
instructional strategies for addressing challenges and celebrating our student’s successes.
 Consistent with the writing curriculum we will teach students how to formulate claims based on character or
theme within a literary text, supported by evidence found within the text.
 We will teach students strategies to create a logical explanation of how their evidence supports their claims.
 We will provide opportunities for scaffolding by demonstrating their learning in a variety of forms. For example
opportunities could include class conversation, small group conversation, debate, graphic organizers, outlines,
and culminating essays.
Technology-This is how we will utilize technology to meet our goal:
 Document camera
 Google classroom for student use
 Projectors and websites with videos and sensory images.
 Redcat (sound enhancement systems)
 Paper and pencil (such as Reading Response Journals)
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
Grade Level/Department/Team: Physical Education
Goal: Students will use developmentally appropriate words, terms and phrases acquired through conversation and by
reading/viewing written text and pictures to respond to questions regarding physical fitness.
We will measure this formatively by:
 Formative assessments will include observations, questioning, group discussion, task cards, flip cards, peer/selfassessment, kinesthetic assessments and think-pair-share.
We will measure this Summatively by:
 Summative measures will include CBA, end of unit tests, performance tasks, response drawing and selected
response tasks.
Action steps we will take to meet our goal:
 I will create and display developmentally appropriate posters and question flip cards and will make reference to
these as part of my lessons
 I will use phrases and words as they relate to the teaching of the targeted fitness concepts
 For grades 4-6, homework assignments will include the targeted words, phrases and concepts.
 Task cards, tests and other written response assignments will use developmentally specific language for the
target concepts
Technology-This is how we will utilize technology to meet our goal:
 Students will be given opportunities to view authentic and online video and pictures as they relate to the
targeted fitness concepts. Av equipment will be used for this learning
 Students will use pedometers and heart rate pulse sticks to promote understanding related fitness concepts.
Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals:
Learning Opportunities for
Students
As part of progress monitoring,
what are you doing to help
students who are still struggling?
Description of the Learning Opportunity
Schedule
Opportunities for ongoing one-on-one and small
group support
Sentence stems from Language of Learning and SIOP
Questioning strategies moving up or down Bloom’s
Taxonomy
Self-assessments with rubrics
Click here to enter text.
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
As part of progress monitoring,
what are you doing for students
who are meeting or exceeding
standards?
Describe how your school
addresses the physical,
emotional, and intellectual safety
conditions that allow for effective
teaching and learning to take
place.
Learning Opportunities Provided
for Staff Specific to the School
Target
Whole staff learning
opportunities to support the
focus and intentionality of this
Goal.
Opportunities for ongoing one-on-one and small
group support
Acting as peer mentors to help struggling learners.
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Continue implementing our Character Education and
behavior intervention model.
Began in August 2015
and now ongoing
Description of the Learning Opportunity
Schedule
Create and use success criteria as it relates to
‘reading, writing, and speaking grounded in
evidence’ connected to student learning and teacher
practices.
Created in August
2015, reviewed in
September, plan to use
ongoing
Establish common grade level assessments to be
given multiple times throughout the school year.
Begun in September
2015 – ongoing
Staff will purposefully use questioning and discussion
techniques to support students’ ability to
communicate their thinking with reasoning and
evidence.
PD begun – ongoing
Opportunities to review the communication
standards in the CCSS, the writing adoption
materials, and the Danielson Framework in order to
apply it to current teaching practices and student
learning expectations.
Continue our work with Language of Learning and
introduce its concepts to the whole staff.
Opportunities to read and learn about how
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Edmonds School District
School Improvement Planning Process
Each Student Learning, Every Day!
assessments are used in the new writing curriculum.
Small group, individual, voluntary
learning opportunities to support
the focus and intentionality of
this Goal.
Opportunities to calibrate our understanding of
rubrics using student work.
Click here to enter text.
Begun in Sept 2015 ongoing
Click here to enter text.
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