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Shoreline outlines school improvement plans tied to strategic 2029 targets; principals highlight literacy and student support strategies
Summary
District leaders presented first readings of school improvement plans that incorporate strategic‑plan targets (85% grade‑level literacy for grades 5–8 by 2029; 95% students feel safe; 95% graduation rate), described UFLI literacy adoption at Meridian Park, MTSS data use, and capacity constraints due to staffing and budget pressures.
Shoreline School District leaders presented first readings of school improvement plans (SIPs) and explained how SIP goals align with the district’s strategic plan and long‑range targets through 2029.
District Academic Officer Mike Van Orden summarized the approach: schools set priority goals and sub‑targets tied to district objectives, use multiple data sources for progress monitoring (including DIBELS, I‑Ready and Smarter Balanced interim assessments), and rely on the MTSS framework to coordinate interventions. Van Orden said the district is using this year as a baseline for strategic targets that include reaching 85% of 5th–8th graders reading at grade level, 95% of students reporting feeling safe and welcome, and 95% on‑time graduation by 2029. He also noted budget constraints have delayed major curriculum adoptions and reduced central instructional staff capacity, which slows districtwide implementation.
Meridian Park Elementary Principal Aram Osterle described school‑level strategies: implementation of UFLI (University of Florida Literacy Initiative) for K–3, DIBELS benchmark results showing roughly 83% at benchmark in grades 1–2, I‑Ready math progress, and use of short interim assessments (IABs) to build SBA test familiarity. Osterle highlighted supports for multilingual learners and the school’s highly capable program while stressing family engagement and tiered interventions (GT and SST processes) before special education referrals.
Einstein Middle School Principal Dorian Manza outlined secondary priorities: rising MLL enrollment, SBA performance (about 56% math, 67% ELA meeting standard), targeted WIDA growth goals for MLL students, expanded math gyms and after‑school Tiger Tutoring, and nonacademic initiatives to foster belonging and equitable grading practices.
Administrators described behavior tracking with the SWISS system to capture teacher referrals, disaggregate data, and identify disproportionality; several board members asked about fidelity of entries and cross‑school adoption. Principals and district staff said SWISS has varying use across schools and that expanded, consistent use could help identify problem locations, times, and student groups for targeted interventions.
The board and staff discussed the importance of professional development, time to collaborate, and staffing capacity as central to achieving SIP goals in a period of budget constraints.
Ending: The SIPs were presented as first readings with follow‑up questions. Staff said SIPs will return after continued review and that the district will use baseline data collected this year to monitor progress toward 2029 strategic targets.
