Spiritridge Elementary School We empower all students to embrace - - PowerPoint PPT Presentation

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 The Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. For additional information regarding this presentation contact: Name: Scott Hetherington Email: hetheringtons@bsd405.org Phone: 425‐456‐5900 1

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 7. Glossary

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SIP Overview

KEY GOALS:

• Reading: Increase student achievement from 80% in 3rd grade reading proficiency

to 100% proficiency as measured by the Smarter Balanced Assessment (SBA).

• Math: Increase student achievement from 87% in 5th 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
• GLAD
• Special Education (Inclusion)
• Community service and partnerships

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Spiritridge Demographics

Characteristics* School Total Traditional Program Gifted Program

# % # % # % Enrollment 699 100 449 64% 250 36% Low Income 59 8% 54 12% 5 2% Black 16 2% 16 4% 0% Asian 356 51% 158 35% 198 79% Hispanic 39 6% 36 8% 3 1% Multi‐Ethnic 55 8% 43 10% 12 5% White 233 33% 196 44% 37 15% Receives special education services 24 3% 21 5% 3 1% English language learners 86 12% First language other than English 254 36% 146 33% 108 43% # of first languages 31 28 19

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*Grades K‐5, as of 10/2/2017. ** Enrollment as of 6/4/2018 is 710

SBA Proficiency Rates & Achievement Gaps

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% Meeting/Exceeding Standards

English Language Arts Math Category Subgroup # Students (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 Language Learner Status English Learner

19 37% 39% 47% 61% 55% 47%

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%

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]

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Subject 3rd 4th 5th 2015 2016 2017 ELA 67% 69% 81% Math 74% 68% 62% 2016 2017 ELA 71% 86% Math 70% 86%

LEGEND Upward trend Flat or erratic Downward trend

*Note: Students must have test scores in all consecutive years shown in order to be included in the cohort results shown here.

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Current 6th graders (42 in cohort) Current 5th graders (59 in cohort)

Cohort scores have been trending up, except for Class of 2024 in Math. Class of 2024 Class of 2025

Fall‐to‐Winter Progress on STAR, 2017‐18

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3‐5th Grade Reading

Fall (86% passing) Winter (88% passing)

3‐5th Grade Math

Fall (81% passing) Winter (84% passing)

In both reading and math, the percent exceeding standards, as well as the overall proficiency rate increased slightly from fall to winter.

Exceeds Standards Meets Standards Well Below Below Standards

Legend

Panorama Student Survey: Sense of Belonging Question

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Spring 2015 Fall 2016 Fall 2017

“How much do you feel like you belong at your school?”

*Data are from the spring survey administration

Panorama Student Survey: Connectedness Question

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2015 Fall 2016 Fall 2017

“How connected do you feel to the adults at your school?”

Question not asked

• n the elementary

school survey in 2015

*Data are from the spring survey administration

Lessons Learned

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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 students.

Key Strategies for Success

11 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.

Key Strategies for Success

12 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

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

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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. 3rd grade scores increased 118 points and 3 out of 7 ended the year above grade level 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

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Challenges & Needs

Reading Coach to support students below standard in reading and coach teachers on targeted strategies. Release time costs: concentrated time for grade level MTSS and our intervention/differentiation work GSA support allocation increased to match school size and unique aspect of our GESP program with SEL/Behavior supports and academic support in classrooms. Training for staff on Inclusion – strategies and models of how inclusion can look in a variety of settings and with a variety needs.

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Relationships are the most impactful means of improving student achievement. –Clay Cook

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Glossary

• 504 Status: 504 plans describe accommodations for students who have disabilities but do not

require specialized instruction or services.

• ELA: English Language Arts (reading, writing, speaking, and listening).
• ELL: English Language Learners (students who are in the process of learning English).
• IEP: the Individualized Education Plans that students with disabilities are required by law to have.
• MTSS: Multi‐Tiered Systems of Supports for academics and behavior, including: a strong foundation

for all students; targeted supports for some students who need them; and intensive supports for a small number of students who require them.

• Panorama student survey: A school climate survey given to students in grades 3‐12.
• PBIS: Positive Behavioral Interventions & Supports, an approach to behavior management that

emphasizes positive reinforcement and prevention rather than punishment.

• SBA: Smarter Balanced Assessments, which are mandatory State exams given in grades 3‐8 and 10

in English Language Arts and Math.

• SIP: School Improvement Plans.
• STAR: A national standardized assessment that the district gives fall and spring in grades 2‐8 in

Reading and Math, to measure growth and identify students who may need additional supports or enrichment opportunities.

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