Spiritridge Elementary School We empower all students to embrace learning and pursue opportunities that enrich lives and foster freedom. School Review ‐ Board Presentation – June 5, 2018 Scott Hetherington, Principal Susan Webster, Assistant Principal Laura Nivinskus, Instructional Technology Curriculum Lead For additional information regarding this presentation contact: Name: Scott Hetherington Email: hetheringtons@bsd405.org Phone: 425‐456‐5900 1 The Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.
Table of Contents 1. School Improvement Plan (SIP) Overview: summary of key goals and core strategies 2. Progress Update: key indicators Smarter Balanced Assessment (SBA) proficiency by subgroup SBA cohort progress Fall‐to‐Winter progress on Star assessments Panorama survey results 3. Lessons Learned from reflecting on prior work 4. Key Strategies for Success 5. Challenges/Needs 6. Next Steps 2 7. Glossary
SIP Overview KEY GOALS: • Reading : Increase student achievement from 80% in 3 rd grade reading proficiency to 100% proficiency as measured by the Smarter Balanced Assessment (SBA). • Math : Increase student achievement from 87% in 5 th grade math proficiency to 100% proficiency as measured by the Smarter Balanced Assessment (SBA). • Sense of belonging: Improve students’ feeling of belonging at Spiritridge from 63% to 80% as measured by the Panorama Student Perception survey. • CORE STRATEGIES: • Proactive Classroom Management (PCM) • Growth Mindset Research • Racial Equity (BD1) • PBIS Team • Equity Team 3 • GLAD • Special Education (Inclusion) • Community service and partnerships
Spiritridge Demographics Traditional Gifted Characteristics* School Total Program Program # % # % # % 699 100 449 64% 250 36% Enrollment 59 8% 54 12% 5 2% Low Income 16 2% 16 4% 0 0% Black 356 51% 158 35% 198 79% Asian 39 6% 36 8% 3 1% Hispanic 55 8% 43 10% 12 5% Multi‐Ethnic 233 33% 196 44% 37 15% White 24 3% 21 5% 3 1% Receives special education services 86 12% English language learners 254 36% 146 33% 108 43% First language other than English 31 28 19 # of first languages 4 *Grades K‐5, as of 10/2/2017. ** Enrollment as of 6/4/2018 is 710
SBA Proficiency Rates & Achievement Gaps % Meeting/Exceeding Standards English Language Arts Math # Students Category Subgroup (2017) 2015 2016 2017 2015 2016 2017 Total 404 86% 86% 88% 88% 86% 88% Race/Ethnicity Asian 216 88% 90% 94% 96% 96% 96% Black * Hispanic 28 64% 65% 68% 40% 56% 54% Multi‐Ethnic 33 93% 86% 82% 89% 90% 91% White 121 85% 84% 83% 82% 80% 82% Free/Reduced Eligible 29 52% 50% 48% 50% 46% 46% Price Meals Not Eligible 375 90% 89% 91% 92% 89% 91% Gender Female 191 88% 87% 90% 87% 82% 85% Male 213 84% 86% 86% 90% 90% 91% English Learner English Language 19 37% 39% 47% 61% 55% 47% Learner Status English Proficient 385 89% 90% 90% 90% 88% 90% Special Education Receives services 18 40% 68% 39% 40% 56% 50% Services Does not receive 386 89% 88% 90% 90% 88% 90% 504 Status Has 504 8 78% 100% 75% 100% No 504 396 87% 87% 86% 88% 5 Program Gifted 191 98% 99% 99% 100% 100% 100% Traditional 213 72% 73% 77% 73% 72% 77% Note: Grades 3‐5 combined. Data are suppressed to protect student confidentiality when group sizes are small.
Smarter Balanced Assessment Proficiency Rates by Cohort* [Traditional Program] Cohort scores have been trending up, except for Class of 2024 in Math. Subject 3rd 4th 5th 2015 2016 2017 ELA 67% 69% 81% Class of Current 6 th graders (42 in cohort) 2024 Math 74% 68% 62% 2016 2017 LEGEND ELA 71% 86% Upward trend Class of Current 5 th graders Flat or erratic 2025 Math 70% 86% (59 in cohort) Downward trend 6 *Note: Students must have test scores in all consecutive years shown in order to be included in the cohort results shown here. 9
Fall‐to‐Winter Progress on STAR, 2017‐18 In both reading and math, the percent exceeding standards, as well as the overall proficiency rate increased slightly from fall to winter. 3‐5 th Grade Math 3‐5 th Grade Reading Legend Exceeds Standards Meets Standards Below Standards Well Below Fall Winter Fall Winter 7 (86% passing) (88% passing) (81% passing) (84% passing)
Panorama Student Survey: Sense of Belonging Question “How much do you feel like you belong at your school?” Fall 2016 Fall 2017 Spring 2015 8 *Data are from the spring survey administration
Panorama Student Survey: Connectedness Question “How connected do you feel to the adults at your school?” 2015 Fall 2016 Fall 2017 Question not asked on the elementary school survey in 2015 9 *Data are from the spring survey administration
Lessons Learned SBA/STAR – Discovered the need to focus on balanced literacy practices; implementing strategy groups and reading conferences; and more non‐fiction reading. Special Education/Inclusion – The need for staff training and clarity on what is meant by inclusion. Time to learn about how inclusion would look in classrooms. And creating collaboration time with teachers and special education teachers to plan appropriately. Achievement Gap – Recognizing that our Hispanic/Latino, students receiving ELL support or F/R lunch continue to score below standard in reading and math. Implementing strategies to focus support for the specific needs of these 10 students.
Key Strategies for Success Instructional Team: Developed a theory of action around reading, focusing on supporting students below standard. The team researched best practices, strategies and interventions for reading, implemented key strategies, and tracked progress/collected data on our readers below standard. MTSS: We established 6‐week intervention cycles for specific students not achieving standard academically or behaviorally. Together the team and teacher created an intervention plan including a goal and identified how progress toward the goal would be assessed. At the end of each cycle, the MTSS team determined whether the student met the goal or if additional interventions were needed. PBIS Team: Established school wide expectations for students are known as the Panther Principles: Show Respect, Solve Problems and Make Good Decisions. We received a total SET (School‐wide Evaluation Tool) score of 100% this year. 11
Key Strategies for Success Social/Emotional Learning: Teachers implemented Proactive Classroom Management (PCM) strategies. Increased students’ belief in their abilities and intelligence, by learning about Growth Mindset vs. Fixed Mindset. Examined the power of story around student’s racial identity and experiences. Implemented Restorative Practices in helping students resolve conflicts, learn from mistakes and maintain relationships. Continued using RULER practices and strategies. Equity Team: 100% certificated staff trained in BD1. PD days focused on increasing racial consciousness to better address the needs of our students. Use protocols from PEG/Courageous Conversations to deepen our racial awareness. Established a Community Equity Team (now PASS) and engaged families and community in courageous conversations about race. Created a culture where talking about race is the norm for staff and integrating race into all our work. Special Education (Inclusion): Made strides in the last two years for students receiving special education services to spend less time pulled out of class for instruction. Partnered with the Special Education Department to provide 12 professional development around increasing expertise on inclusive practices, co‐ teaching models and student supports. Began clustering students in classrooms for inclusive support and collaborative teaching.
Celebrations and Success Community Service –Partnership with Boys/Girls Club at Hidden Village. Have held community nights, family events and celebrations. Trained B/G staff on SEL, set up technology for supporting students in reading/math, and built connections with families at Hidden Village. Racial Equity ‐ Focus groups with students of color to provide space for voice and experiences at Spiritridge. Parent forums on racial equity such as “How to Talk to Children about Race”. Created a PASS team, which we will be piloting for the 2018‐19 school year. Reading – Grades 2‐5: Average increase in STAR Scale Score from BOY was 92 points. 3 rd grade scores increased 118 points and 3 out of 7 ended the year above grade level 13 Grades K‐1: Average increase in DIBELS Comprehension score from BOY was 109 points. 5 out of 6 students at grade level in reading at EOY.
Instructional Team • Gen Ed • Reading • Focused on students in the “yellow” Theory of Action • If the teachers… • Identify those students who are below in reading • Implement small group instruction or individual conferences • Teach students how to self‐monitor their decoding and/or comprehension • Then students will… • Self‐monitor their reading • Improve accuracy and/or comprehension • Increase their overall reading ability 14
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