School Improvement Plan

Building Leadership Team

• Kate Kranzush, Principal

• Alyssa Simm, Assistant Principal

• Tanya Boileau, Preschool

• Jessica Spruell, Kindergarten

• Tracey McCormick, 1st Grade

• Jackie Bowen, 2nd Grade

• Ryan Henry, 3rd Grade

• Cindy Weston, 4th Grade

• Jarah Snelling, 5th Grade

• Andrea Jones, 6th Grade / Title/LAP

• Koleen McGuire, Specialist

• Karen Kroneman, Preschool

• Madi Escacerga, Preschool

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MTSS Student Support Team

• Kate Kranzush, Principal

• Alyssa Simm, Assistant Principal

• Tara Kennedy, Title/LAP

• Kaitlyn Crudge, School Psychologist

• Maegen Blue, Resource Teacher

• Alix Koehler, Speech Therapist

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Grade Level Team

• Tanya Bouileau, Preschool

• Jessica Tully, Developmental Kindergarten

• Ruth Smith, Kindergarten Academy

• Jessica Spruell, Kindergarten

• Tracy McCormick, 1st Grade

• Jackie Bowen, 2nd Grade

• Ryan Henry, 3rd Grade

• Cindy Weston, 4th Grade

• Jarah Snelling, 5th Grade

• Andrea Jones, 6th Grade

• Angela Benson, MLL

• Tara Kennedy, Title/LAP

• Kate Kranzush, Principal

• Alyssa Simm, Assistant Principal

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Parent and Community Partners

• 2024–2025 PTA Board Members:

  • President – Erica Paulhus

  • Vice President – Jessica Ryan

  • Co-Treasurer – Brittany Prichard

  • Co-Treasurer – Katie Porubek

  • Secretary – Kylie Bradley

  • VP of Membership – Danielle Anderson
     

• Community Partners:

  • Kate Smith – Bethany Church

  • Shawn Solheim – Starbucks

  • Michael Chilipala – Office Depot

• Washington School Improvement Framework
• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Student Mobility Data
• Discipline Referrals
• Panorama Survey
• English Language Proficiency Data
• Review of Student Plans

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Contributing Factors in Areas of Strengths and Challenges

This year we will continue to have a focus on growth and using six-week data cycles to help support teaching and learning. We are in our third year of implementing this system (since the 22–23 school year) and have seen significant growth amongst students.

During the 2022–2023 school year we began meeting with each grade level team using six-week cycles. At the start of a cycle, all students participate in the district’s universal screener and teachers collaborate to create a goal for all students based on data. At the end of the cycle, staff meets to review student growth and make a plan for the next six-week cycle.

A majority of our primary teachers are participating in LETRS training, focused on the foundations of literacy. This helps teachers diagnose misconceptions and problems with reading skills and what students need in order to be successful readers.

A challenge we continue to face is chronic absenteeism and a high student mobility rate. Our mobility rate has stabilized somewhat over the last couple of years but is still a barrier to achievement. Our MLL population has changed as well. While Wildwood has always had several MLL students whose native language is Spanish, we have seen a substantial increase in the number of students coming to Wildwood speaking little to no English. Our MLL students this year speak 18 languages other than English at home.

We have supported our staff with supporting our students receiving MLL services by providing multiple professional learning opportunities. We continue to have new enrollment and are intentional with our class placements to ensure that students are supported at our school.

Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

We worked during the 2023-2024 School Year to create an authentic vision and equity statement that embodies our work at Wildwood. All statements were voted on and agreed upon by staff. In the face of hardship or conflict, we look back to the vision and equity statements to make sure that the work we are doing is rooted in those beliefs.

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Staff Demographics

Student Group	Framework Score
All Students	1.80
American Indian/Alaskan Native	N/A
Asian	N/A
Black/African American	N/A
Hispanic/Latino of any races(s)	6.50
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	6.80
White	6.05
English-Language Learners	3.68
Low-Income	4.72
Students with Disabilities	4.28

Goal 1

A missed school day is a lost opportunity to learn and a cumulation of absences puts students academically at risk. Chronic absenteeism happens when students miss 10 percent or more of the school year and we have seen the percentage of students who are considered chronically absent or nearly chronically absent increase dramatically since COVID.

During the 24-25 school year, we will reduce the percentage of students in grades K-6 who are considered chronically or nearly chronically absent at our school from 33% to 20% as measured by PSD Insights data.

Goal 2

We recognize that student growth is a critical component of increased student achievement. During the 2022-2023 school year we implemented a comprehensive MTSS that includes teachers collaborating in their PLCs to discuss both student growth and achievement using common assessment data and identified high leverage standards. All students are placed in small groups that are reviewed using six-week data cycles to ensure their academic needs are being met.

During the 24-25 school year, we will increase the number of students who demonstrate grade level proficiency in all grade levels in both literacy and math by incremental percents to reach 80% by 2027-2028 as measured by SBA, STAR, and DIBLES data in June of each year (see data chart for grade level specific goals.)

Goal 3

During the 24-25 School year, we will increase student to student relationships across all grade levels from 86% of students reporting disrespect between peers in the fall to 40% of students in the spring as measured by the PSD Student SEL survey.

Activities to Support Goals

• Students impacted: Students who were are identified as chronically absent through Insights data.

  • Weekly attendance meetings with school secretary

  • Personalized messages/calls to families offering support for attendance

  • Classroom attendance rewards

  • Family Outreach/Engagement Events at apartment complexes

  • Goal of 100% participation at conferences
     

• Success Measures

  • Insights Data

  • Weekly Attendance

  • ParentSquare communication

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Activities to Support Goals

• Students impacted: Primary focus on 4th but all students will benefit

  • 6 week data cycles

  • Weekly PLC meetings

  • Title/LAP support during WIN

  • Behavior Supports

  • Targeted Resource Supports

  • Title, LAP, and MLL Support
     

• Success Measures

  • Data tracked through 6 week cycles in Wildwood Growth Spreadsheet to reach percentage goal

  • STAR reading/math growth data

  • In-program assessment data

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Activities to Support Goals

Students impacted: All

• Success Measures

  • Fall PSD Student SEL Survey

  • School created sub survey to gather more information about locations

• Attendance - Attendance rewards to come from building budget as allowed.

• RTI and Proficiency Growth - Sub costs for RTI days covered from building budget.

• Peer Relationships - Very little costs: using curriculum and some minor support from building budgets.