Twin Lakes
Elementary School
School Improvement Plan
SMARTIE Goal #1 (MATH)
Based on Spring 2025 Math i-Ready diagnostic data, 51% of K-5 scholars at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 61% of K-5 scholars will be on or above grade level proficiency on the i-Ready Math diagnostic by Spring 2026; the percentage of scholars on or above level on the SBA in grades 3, 4, and 5 will increase from 45% to 55% by Spring 2026. Based on Spring 2025 Math i-Ready diagnostic data, 35% of scholars receiving ML services at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 50% of scholars receiving ML services will be on or above grade level proficiency on the i-Ready Math diagnostic by Spring 2026; the percentage of scholars receiving ML services on or above level on the SBA in grades 3, 4, and 5 will increase from 6% to 30% by Spring 2026. Based on Spring 2025 Math i-Ready diagnostic data, 20% of scholars receiving SPED services at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 35% of scholars receiving SPED services will be on or above grade level proficiency on the i-Ready Math diagnostic by Spring 2026; The percentage of scholars receiving Special Education Services on or above level on the SBA in grades 3, 4, and 5 will increase from 17% to 30% by Spring 2026.
SMARTIE Goal #2 (ELA)
Based on Spring 2025 ELA i-Ready diagnostic data, 60% of K-5 scholars at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 70% of K-5 scholars will be on or above grade level proficiency on the i-Ready ELA diagnostic by Spring 2026; The percentage of scholars on or above level on the SBA in grades 3, 4, and 5 will increase from 50% to 60% by Spring 2026. Based on Spring 2025 ELA i-Ready diagnostic data, 41% of scholars receiving ML services at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 55% of scholars receiving ML services will be on or above grade level proficiency on the i-Ready ELA diagnostic by Spring 2026; the percentage of scholars receiving ML services on or above level on the SBA in grades 3, 4, and 5 will increase from 15% to 35% by Spring 2026. Based on Spring 2025 ELA i-Ready diagnostic data, 32% of scholars receiving SPED services at Twin Lakes were on or above grade level proficiency. In partnership with our staff, scholar advisory, and family advisory, 45% of scholars receiving SPED services will be on or above grade level proficiency on the i-Ready ELA diagnostic by Spring 2026; The percentage of scholars receiving SPED services on or above level on the SBA in grades 3, 4, and 5 will increase from 14% to 35% by Spring 2026.
SMARTIE Goal #3 (Whole Child)
In partnership with staff, scholar advisory, and family advisory, the percentage of students with 90% or greater attendance will increase from 61% to 75% by the end of the academic year as measured by daily attendance records. The number of scholars receiving ML services with 90% or greater attendance will increase from 57% to 70% by the end of the academic year as measured by daily attendance records. The number of scholars receiving SPED services with 90% or greater attendance will increase from 66% to 76% by the end of the academic year.
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2025-2026 Twin Lakes Elementary School Signature Strategies |
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1. Ensure systems for social-emotional support (Culturally Responsive PBIS, Second Step, SEL integrated throughout, Character Strong, Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught, provided with frequent feedback to implement with fidelity. |
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2. Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere to and respond to academic and social-emotional needs of students toward mastery of core subjects. |
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3. Develop and implement with fidelity a culturally responsive, guaranteed and viable curriculum, instruction, and assessment system in ALL core subjects in every school and every classroom. |
| 4. Implement co-teaching/inclusion models that provide full and meaningful access to high quality, inclusive, culturally responsive core instruction with general education classroom including scholars with special needs, multilingual scholars, and advanced learners. |
If you would like more information about the School Improvement Plan, please contact Principal Robert Koplin.