Home of the Wolves
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
- Section 2: Culture of Equity Description/Statement
- Section 3: Mission and Vision Statement
- Section 4: Family Engagement/Partnerships
Section 1: District/School Data
How Has our Student Diversity Changed Year Over Year?
2020-21
| Ethnicity | Number of Students |
|---|---|
| American Indian/Alaskan Native | 6 |
| Asian | 43 |
| Black/African American | 48 |
| Hispanic | 100 |
| Multi-Racial | 99 |
| Native Hawaiian/Other Pacific Islander | 16 |
| White | 435 |
2021-22
| Ethnicity | Number of Students |
|---|---|
| American Indian/Alaskan Native | 5 |
| Asian | 50 |
| Black/African American | 64 |
| Hispanic | 118 |
| Multi-Racial | 103 |
| Native Hawaiian/Other Pacific Islander | 21 |
| White | 435 |
2022-23
| Ethnicity | Number of Students |
|---|---|
| American Indian/Alaskan Native | 10 |
| Asian | 71 |
| Black/African American | 84 |
| Hispanic | 129 |
| Multi-Racial | 115 |
| Native Hawaiian/Other Pacific Islander | 32 |
| White | 429 |
2023-24
| Ethnicity | Number of Students |
|---|---|
| American Indian/Alaskan Native | 8 |
| Asian | 75 |
| Black/African American | 89 |
| Hispanic | 117 |
| Multi-Racial | 121 |
| Native Hawaiian/Other Pacific Islander | 28 |
| White | 400 |
Number of Students Currently Enrolled at Each Grade Level
| Grade/Program | Number of Students |
|---|---|
| AM Pre-K | 17 |
| PM Pre-K | 14 |
| Transition to Kindergarten | 20 |
| Kindergarten | 94 |
| 1st Grade | 72 |
| 2nd Grade | 108 |
| 3rd Grade | 120 |
| 4th Grade | 109 |
| 5th Grade | 118 |
| 6th Grade | 121 |
Section 2: Culture of Equity Description/Statement
Our objective to continue to build our culture of equity.
- Create a sense of belonging in a safe and nurturing environment in which everyone is respected and valued.
- Increase awareness of ourselves, our school community, and the world.
- Develop equitable practices to meet the needs of our students and their families.
Section 3: Mission and Vision Statement
Our Mission
To develop a culture of belonging, empathy, awareness, and appreciation of others while fostering academic growth in literacy, mathematics, and critical thinking. We cultivate an inclusive environment through strong connections, learning from each other, and engaging in equitable practices to meet the diverse academic and social needs of our students, families, and ourselves.
Our Vision
Edgerton is a caring community dedicated to serving our lifelong learners who maximize their academic potential in core areas and are responsible, respectful contributors to our community. We work to provide a community of belonging where all staff, students, and families are welcomed and included.
- Provide quality instruction-using research-based best practices focusing on literacy, numeracy, and problem-solving skills to ensure all students achieve measurable growth
- Encourage collaboration and teamwork among staff, parents, community members, and students to support academic excellence and shared learning goals
- Respect the diversity and uniqueness of all people, using culturally responsive teaching to meet the varied learning needs of our students
- Nurture, enjoy, and support each other to build a positive school climate where academic challenges are embraced and celebrated
- Develop responsible, kind, and respectful citizens who are prepared for lifelong learning and capable of making positive contributions across academic and social settings
Section 4: Family Engagement/Partnerships
- Shared Planning and Decision Making: LEAD Team, MTSS Team, PBIS team, Grade Level PLC’s PTA, Weekly Office Team meetings, Student Advisory Committee, Staff Surveys.
- Communication Strategies: Parent Square, Weekly Family Newsletter, News at the Edge for Staff, Edgerton Facebook, Edgerton Website.
- Strengthening Relationships: Student Advisory Committee,
- Supporting Learning at Home: Accelerated Reader, Amplify, Bridges
- Collaborating with Community Partners: PTA
- Intentionally having parent volunteers at Edgerton. We are working towards increasing our parent volunteers here at Edgerton. During staff supplemental days in August, we had members of our Lead Team present on the value of having parent volunteers in classrooms and here at school. We held two in person Edgerton Volunteer Training events, and we created a presentation and quiz for parents to view and respond to before coming to volunteer. We’ve had 75 volunteers complete this.
- Implementing Playground Partners
- Inviting families in to meet with principals,
- PTA Family Events
• Late Night Book Fair
• Scholastic Book Fair
• Trunk or Treat
• STEAM and Reflections Family Night
• Winterfest
• Family Game Night
• Bingo Night
Community Engagement Opportunities
- Back to School Night
- 3 WOW Assemblies
- Playground Partners
- Volunteers
- Principal's Parent Chat
- Section 5: Teams
- Section 6: Plan/Needs Assessment
- Section 7: Improvement Plan to Support Schoolwide Goals and Strategies
- Section 8: Activities to Support Schoolwide Goals and Strategies
- Section 9: Budget Resources
Section 5: Teams
Building Leadership Team
- Christi Malone and Wendy Grilley- Kindergarten Emily Sands- First Grade
- Annie Molina- Second Grade
- Kimi Williams- Third Grade
- Bailey Bach- Fourth Grade
- Stephanie Sellman- Fifth Grade
- Shannon Kelsch- Sixth Grade
- Jordyn Seelye- SPED
- Chris Backman- Specialists
- Carolyn Shaw- Office Manager
- Tiffany Farrell- Secretary
- Lauralee Chamberlain- Principal
- Audina Geiger-Slater- Assistant Principal
- May Joel- Dean of Students
Student Support Team (SST)
- Audina Geiger-Slater- Assistant Principal
- May Joel- Dean of Students
- Chris Backman- Counselor
- Tanja Jared- LAP Teacher
- Rita Freed- Resource Teacher
- Michele Martinell- Resource Teacher
- Christina Breeze- Kindergarten
- Melissa Ketron and Carmen Stieglitz- Second Grade
- Chloe Chilcott- Third Grade
- Paige Warmoth- Fourth Grade
Grade Level Teams
- Preschool
- Keryn Head
- Harmony McCann
- WRAP
- K-2: Sammi Watson
- 3-4: Lindsey Orozco
- 5-6: Jordyn Seelye
- Transitional Kindergarten
- Wendy Grilley
- Kindergarten
- Christina Breeze
- Kelsi Woods
- Christi Malone
- Keri Mattson
- Tristin James
- First Grade
- Ashley Olinger
- Pam Saleen
- Emily Sands
- Erin Tavern
- Second Grade
- Janee Hankins
- Melissa Ketron
- Annie Molina
- Valerie Ouellette
- Cynda Parkins
- Carmen Stieglitz
- Third Grade
- Allison Downey
- Ranelle Lucero
- Mitzi Walker
- Kimi Williams
- Chloe Chilcott
- Alisha Balzaretti
- Fourth Grade
- Bailey Bach
- Jessie Weber
- Marianne Sandberg
- Paige Warmoth
- Fifth Grade
- Julie Rova
- Stephanie Sellman
- Erica Sweeden
- Mike Waller
- Sixth Grade
- Tara Harrison
- Shannon Johnson
- Shannon Kelsch
- Amy Tutty
- Parent and Community Partners
- Edgerton PTA
- Rachel Larson - PTA President
- Student Advisory Group - Led by Audina Slater
- Jessie Weber
- Wendy Grilley
Section 6: Plan/Needs Assessment
Most Meaningful Data Used in Needs Assessment
- Washington School Improvement Framework
- WaKIDS
- Smarter Balanced Assessment/Interim Assessment Blocks
- Progress Monitoring Data
- Curriculum Based Assessments
- Discipline Referrals
- Healthy Youth Survey
- Panorama Survey
- Stakeholder Survey
- Special Education Eligibility/Disproportionality Data
- Review of Student Plans (IEP, 504 Plans)
- SAEBRS
Contributing Factors in Areas of Strengths and Challenges
- Strengths
- Dedicated Staff: Passionate, collaborative educators teaching with integrity.
- Community Engagement: Welcoming atmosphere, active PTA, and strong parent participation.
- Curriculum Support: Retention of foundational skills, consistent vocabulary use, and strong literacy resources.
- Team Collaboration: Effective grade-level RTI and teamwork to identify and support struggling learners.
- Positive Culture: High expectations and strong sense of community among staff.
- Challenges
- Curriculum Gaps: Weak math curriculum and lack of Tier 2 resources for interventions.
- Time Limitations: Insufficient time for collaboration, planning, and flexible instruction.
- Student Engagement: Low motivation, disruptive behaviors, and lack of family confidence in new teaching methods.
- Resource Constraints: Large class sizes, attendance challenges, and limited multi-language supports.
- Communication Gaps: Need for improved communication among staff and with families.
- Strengths arise from staff commitment and community support, while challenges stem from curriculum gaps, limited time, growing student needs, and resource constraints.
Supports Available for all Students in Behavior, Social-Emotional and Academics
- PBIS (Positive Behavior Interventions and Supports)
- Restorative discipline practices
- Full Time school counselor
- Half Time school dean
- District Social Worker
- LAP services for academic interventions
- School wide SEL curriculum (Purposeful People and Second Step)
- Special Education services
- Differentiated instruction
- Small Group Instruction
How is the School's Vision and Equity Statement Reflected in the Actual Building Culture and Day to Day Activities?
- Staff Demographics
- Professional Learning and Wellness Needs for Staff
- MTSS Strengths and Improvements
2023 Edgerton Elementary Overall Framework Score by Student Group
| Student Group | Framework Score |
|---|---|
| All Students | 7.40 |
| American Indian/Alaskan Native | N/A |
| Asian | 8.48 |
| Black/African American | N/A |
| Hispanic/Latino of any races(s) | 5.60 |
| Native Hawaiian/Other Pacific Islander | N/A |
| Two or More Races | 8.25 |
| White | 8.73 |
| English-Language Learners | 5.65 |
| Low-Income | 6.30 |
| Students with Disabilities | 4.47 |
Section 7: Improvement Plan to Support Schoolwide Goals and Strategies
Goal/Priority #1 - Attendance
By the end of the school year, reduce the percentage of students at risk of chronic absenteeism from 31% (EOY 2024) by 15% through the development of a positive attendance culture that celebrates regular attendance and fosters strong family and community partnerships. This will include proactive communication, culturally responsive outreach, and collaboration with families to address attendance barriers and emphasize the importance of consistent school attendance.
Goal/Priority #2 - Academic Growth
By the end of the school year, increase our DIBELS scores for K-2 from an average of 47.3% meeting benchmark to 55.47% meeting benchmark.
By the end of the school year increase our STAR reading scores for 3rd-6th grade from an average of 47% meeting benchmark to 55.25% meeting benchmark.
By the end of the school year increase our STAR MATH scores for 3rd-6th grade from an average of 41.5% meeting benchmark to 51.12% meeting benchmark.
Goal/Priority #3 - SEL Goal
By the end of the 2024-2025 school year, Edgerton Elementary will strengthen its Tier 1 MTSS system, leading to fewer behavior referrals, reduced repeat referrals, and increased positive behavior recognitions. This will be achieved through proactive strategies, restorative practices, and consistent implementation of Tier 1 social, emotional, and behavioral supports in all classrooms. Progress will be measured by referral data and student surveys.
Section 8: Activities to Support Schoolwide Goals and Strategies
Goals 2 & 3 Teachers use district provided curriculum with fidelity, following provided pacing guides and common assessments.
- Classroom based assessments, common assessments
- Teacher
- Curriculum
Goal 2 - Teachers will progress monitor students in Fall, Winter, and Spring
- STAR Data, Mclass
- Teachers
- Testing Materials
Goal 1 - Attendance team will regularly review student attendance - Daily monitoring of attendance and follow-up with families when there is a pattern. Barriers to attendance and meet with family.
- Attendance progress reports monthly
- Teachers, counselor, Admin, and Office Staff
- Attendance communication on report cards, and in family communications. Attendance emails to families when trending near chronic absenteeism
- Building Budget to provide tangible rewards for students meeting attendance goals.
Goal 3 - Restructuring out SST, team of teachers to meet regularly on how to better support students.
- Classroom Data, Behavior referrals, District survey for students., SPED referrals.
- Teachers, Admin, counselor
- Shared OneNote documenting meetings, students, and plans.