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South Whidbey school staff outline School Improvement Plan: focus on social‑emotional learning, tiered supports and family engagement
Summary
Principal Susie reviewed mid‑winter School Improvement Plan highlights — social‑emotional learning, tiered behavioral supports, K–3 interventions, extracurricular growth (200+ club participants), and plans for a playground groundbreaking April 17; parents asked for clearer parent-facing math supports and community resource postings.
At a community meeting, the school principal described a mid‑winter update of the school improvement plan that emphasizes social‑emotional learning (SEL), tiered academic and behavioral supports, and increased family engagement.
"Students have a hard time learning when those other needs are not being met," Susie, the school principal, said, summarizing the SIP's focus on balance between academics and social‑emotional and basic needs. The plan includes morning community‑building circles, restorative practices, a check‑in/check‑out strategy for students who need extra adult support, and monthly incentives including an Orca store for positive behavior.
Staff reported several program highlights: lunchtime clubs (more than 200 students participating), a School Musical, fifth‑grade Camp Kirby (two nights) and a one‑night Camp Casey for fourth grade, a Reading with Rover program with three trained dogs on site, and a new Marine Sciences pilot for fifth graders in partnership with local watershed stewards.
Intervention services were described in detail. The K–3 reading and math intervention led by Cassie Dilly serves students needing extra support (the program currently does not extend to grades 4–5). Staff described tiers of support: Tier 1 for all students; Tier 2 targeted supports (about 15% of the student population); Tier 3 more individualized work with two full‑time behavior technicians and three part‑time mental‑health therapists funded through regional partners.
Susie presented local discipline and intervention data (Swiss data) showing reduced referrals in some classrooms after teacher‑led restorative responses and targeted strategies. The meeting also noted reading curriculum results (CCLA/Amplify) with roughly 72% of students meeting mid‑year growth goals in reading.
Parents raised two persistent concerns: help for families to understand new math instructional approaches and clearer, easily accessible community resources for families facing instability. Staff agreed to post Coffee with the Principal videos and update the Navigator and website with resource links. A ceremonial playground groundbreaking was announced for April 17, and district staff noted a $10,000 grant from the Whidbey Community Foundation.
No formal votes or policy changes were taken at the meeting; staff invited families to follow-up meetings and online materials for more detail.
The principal closed by thanking attendees and encouraging ongoing family engagement; staff said they will continue to update the SIP materials on Board Docs and the district website.
