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    Welcome to Lowell Elementary, Home of the Dragons.

    We are reconstructing our website, and in the meantime have posted  information from our CSIP (Continuous School Improvement Plan).  Check-it out to see what Team Lowell is up to.

    Team Lowell is dedicated to addressing the needs of the whole child, including academics and social emotional learning.  Here are a few highlights:

    Social Emotional Learning
    Developing positive classroom
    culture by continuing with:

    Positive Behavioral Interventions and Support (PBIS) expectation that Dragons are “on FIRE”

    F = Finding solutions
    I = Including others
    R = Representing responsibility
    E= Engage in Learning

    Professional development in RULER, Second Step and Up-Standers anti-bullying curriculum, classroom management and restorative justice with key focus on building positive classroom culture for learning.

    Academic Learning
    Continued focus on rigorous and relevant instruction that aligned with the Common Core Standards and differentiated to meet the needs of all Dragons. This year we have a laser focus on reading.

    Adult Learning/Culture

    Expanded professional development in collaboration
    through Professional Learning Communities (PLCs).

    Continued professional development in data collection/analysis and MTSS and tiering of students for support
    and implementation of our common assessments (e.g., SBA, MAP, Fountas and Pinnell, reading, sight words, phonological awareness, math pre- and post-assessments and exit tickets)

    Professional development in research-based
    instructional and social/emotional/behavioral practices

    Systems Implementation

    Continued professional development in role/responsibilities of the Building Leadership Team and
    the application of our Decision-Making Matrix

    of transformational teams to build opportunities for teacher leadership and voice in decision making

    Continued professional development in MTSS  to address academic and social/emotional learning of students

    Increased clarity and transparency around adult expectations and accountability, and ties to the Danielson Framework

    Continued master schedule with daily team planning time

    Development of professional development calendar that supports our goals of becoming experts in guided and shared reading, and in experts in creating classroom culture.

    Instructional techniques: 

    Advanced Learners 

    Identifying resources, projects,
    and activities to support students in going deeper into content and standards

    Professional development in differentiation and
    ways students demonstrate understanding

    Students with Disabilities

    Aligning IEP goals and teaching targets with Common Core Standards 

    Developing individual student schedules that clearly define when and w
    here services will be provided including general education inclusive experiences

    providing general education inclusion experiences for all students

    Students who are English Language Learners

    Continue with systematic pull-out based
    and in-class IA supports

    Professional development for all staff in research-based practices for providing services to students who are Ell 

    Students of Poverty, Homelessness, and those who have experienced Adverse Child Events (ACEs)

    Continued professional development in trauma-informed practices

    Tiering of counseling supports through the Wellness team

    Tiering of Family Support Worker supports
    through the Wellness team

    Continued Food Pantry delivery of weekend meals

    Continued partnership with the Best Starts Grant

    How we will monitor student learning on a regular basis through our integrated MTSS framework

    Common assessments
    for literacy and social emotional learning:

    • MAP testing fall, winter and spring 

    • Fountas and Pinnell Benchmark assessment at least three times a year 

    • Weekly, teacher-developed exit tickets 

    • Create Collaborative Classroom assessments

    • IEP data collection tools 

    • Office Disciplinary Referrals, Behavior Screeners, and office vision

    Weekly Professional Learning Community (PLCs) meetings

    Five-times a year comprehensive MTSS meetings to review student data and services

    Steps to strengthen our core academic program 

    • Developing expertise in shared reading and guided reading: 

    • Professional development in unpacking the ELA adoption and scope and sequence 

    • Professional development in shared reading and guided reading 

    • PLC data analysis and MTSS tiering 

    • Developing expertise in classroom culture: 

    • Professional development in classroom management and restorative justice 

    • Professional development in de-escalation strategies 

    • Professional development in  roactive/positive approaches for addressing student social/emotional learning 

    • PLC discussions of cultural competency and MTSS tiering  


    Extended-Day Learning opportunities 

    • Jump Start for Kindergarten 

    • Team Read for second and third graders, 2 days a week (potentially expanding to 4th grade) 

    • Miller Community Center after school programs, 5 days a week 

    • PTA-sponsored before-and-school programs, 5 days a week 

    • Seattle Music Partners 2 days a week 


    Arts Education  

    • Certificated art and music specialists 

    • Participation in the City/District Creative Advantage Program, which incorporates arts organizations for interdisciplinary learning 


    Opportunity to grow at their own pace 

    • Small group, guided reading instruction 

    • Reading books at their level 

    • Charter and mood meter 

    • Social/emotional learning through FIRE expectations 


    Homework Policy 

    • A teacher leader organized a staff-family Task Force to discuss homework.  The Task Force read research articles, discussed options, and developed our homework plan.  The focus is on homework as communication – through homework, parents/guardians will gain information on what their students are learning at school. 

    • The Communicator will go home every two weeks.  It includes: 

    • What students have been learning 

    • How these skills can be supported at home 

    • Work samples and photos of specific activities 


    Attendance Initiative 

    • Incentives for daily attendance 

    • Meeting with parents about absenteeism and tardies 


    How school improvement plan directly aligns to our district strategic plan 

    • Continue our work in reading achievement and social emotional learning through the “Year of Relationships” and the “Year of the Standards” based on the Superintendent’s message, “Eliminating opportunity gaps and ensuring educational excellence for each and every student is the issue of our time.”