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School Improvement Plan

Goal 2: Whole Child, Thriving, Confident, Responsible Individuals

Focus Area: No Exclusionary Discipline

Spring 2022: 98% of Olympic View scholars have received no exclusionary discipline
Goal for the 2022-23 School Year: All groups are above 98% 


Focus Area: Regular Attendance

Spring 2022: 37% of Olympic View scholars attended school regularly.
Goal for the 2022-23 School Year: All groups are above 90% in regular attendance. 


Signature Strategies:

  • Collaborate with families in authentic ways (e.g. Parent Advisories, Family Academies, Family Nights, translated materials, videos in multiple languages, home visits) across languages and cultures to integrate family funds of knowledge into school systems and help families understand available services, advocate for their scholar's needs, and support their scholar's learning.
  • Provide staff professional development to increase staff's capacity to engage in conversations about race, bias, and disproportionality to foster positive, culturally sustaining, productive classroom environments and relationships.
  • Create data collection and reporting systems to increase the effective use of data to drive academic, social emotional, and behavioral structures and supports at the district, school, classroom, and scholar levels to eliminate racial and programmatic disproportionality in achievement and response to behaviors.

Goal 4: Content-Area Competence, Mastery of All Subjects

Focus Area: ELA SBA

Spring 2022: 23% 
Goal for the 2022-23 School Year: 52%


Focus Area: Math SBA

Spring 2022: 18% 
Goal for the 2022-23 School Year: 49%

Signature Strategies:  

  • Use principles of UDL to design learning that provides challenge, attainability, and access to grade-level standards for each scholar.
  • Co-construct classroom norms with teachers and scholars that elevates scholar voice and encourages risk-taking, collaboration, respect for divergent thinking and scholars' cultures; teachers support scholars in holding each other accountable for learning.
  • Engage Professional Learning Communities (PLCs) in a cycle of inquiry using multiple measures to inform and adjust instruction while disaggregating data through an equity lens (interim common assessments-district and building level).