Sunny Hills Elementary School Home of the Mustangs 3200 - - PDF document

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Sunny Hills Elementary School

“Home of the Mustangs” 3200 Issaquah-Pine Lake Road SE Sammamish, WA 98075 425-837-7400

School Improvement Plan, Year 2

Year Span: 2018-2021

A School’s Learning Improvement Plan

 Is developed according to the Washington Administrative Code 180-16-220  Shows evidence of annual school board approval  Includes information that staff certification requirements were met  Evidence the plan is based on self-review and participation of required participants.  Considers a collection of data over time that is analyzed to determine the focus of the plan  Promotes continuous improvement in student achievement in state learning standards  Recognition of non-academic student learning, what, and how.  Addresses the characteristics of highly successful schools  Is led by the principal and the building’s Leadership Team  Requires collaboration with the school staff and district administration  Addresses equity (e.g. gender, race, ethnicity, culture, language and physical/mental ability)  Action plans are based on best practice as identified by quality research  Is a continuous process that requires ongoing monitoring and adjustment  Addresses the use of technology to facilitate instruction  Addresses parent, family and community involvement

Characteristics of Successful Schools

The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools: clear and shared focus ♦ high standards and expectations for all students ♦ effective school leadership ♦ high levels of collaboration and communication ♦ curriculum, instruction and assessment aligned with state standards ♦ frequent monitoring of learning and teaching ♦ focused professional development ♦ supportive learning environment ♦ high levels of family and community involvement.

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SIP Start Date: 2018-19 school year SIP Building Review/Edit Dates: August-December 2019 School Board Review Dates: March 19, 2020

Staff Information

Principal

Tim Baynes

Leadership Team

Kindergarten, Jenna Winn 1st Grade, Kelly Hirt 2nd Grade, Kelsey Peck 3rd Grade, Amy Vargas 4th Grade, Becky Hall 5th Grade, Joey Fox Specialist, Dayle Walters Support Staff, Celina Schulenberg Instructional Coach, Carrie Granados Assistant Principal, Cami Przybylski

Teacher Information

Teacher information links from OSPI: Classroom Teachers Average Number of Students Average Years of Teaching Experience Teacher Certification Teacher Education Teacher Qualification

School Data Study

Data was analyzed by our certificated staff in August 2019 and by our Leadership team. The staff reviewed and discussed trends and progress, and reflected upon the impact of the various elements of

• ur Action Plan on student progress. We used this reflection to drive our priorities for the 2019-2020

school year and to create a revised Action Plan. Leadership reviewed a draft of the School Improvement Plan, including a revised Action Plan, and sought feedback from their teams before submitting a comprehensive draft to TLS. Final edits to the Sunny Hills School Improvement Plan were made based on TLS input.

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Previous Year’s SIP Information

Previous SIP Goal: All Students

By May 2021, 88% of all students will meet standard in the area of ELA as measured by the SBA ELA.

Gap Group

By May 2021, each cohort who have received or are currently receiving support services (Special Education, LAP and/or ELL) will increase the number of students meeting standard in the area of ELA by 15% as measured by the SBA ELA.

Progress Toward Previous Goal:

In the first year of our current three-year School Improvement Plan, Sunny Hills students demonstrated significant growth improving from 78% of all students meeting proficiency on the Smarter Balanced ELA assessment in Spring 2018 to 83% of all students meeting proficiency in Spring 2019. Notably, students in our 4th and 5th grade cohorts in Spring 2019, improved by 6% and 14% respectively from their performance in Spring 2018. As a whole, our Gap Group did not show consistent growth in the Spring 2019 Smarter Balanced ELA

• assessment. Students with current or past IEPs declined by 2% from 37% of students meeting

proficiency in Spring 2018 to 35% in Spring 2019. Students previously served by our LAP program declined by 2% from 52% to 50% of students meeting proficiency. Last, students receiving ELL support, and those who have exited from that program, experienced no change remaining at 78% of students meeting proficiency in both years.

School Improvement Goals

All Students

By May 2021, 88% of all students will meet standard in the area of ELA as measured by the SBA ELA.

Gap Group

By May 2021, each cohort who have received or are currently receiving support services (Special Education, LAP and/or ELL) will increase the number of students meeting standard in the area of ELA by 15% as measured by the SBA ELA.

Action Plan

Action Steps. What research-based strategies will be implemented to achieve this goal? 2019-20

Classroom Level (for gap students)  Identify specific teaching points for students who are Level 1 or Level 2 and commit to meeting with them 3-4 times a week via conferring and/or guided reading.

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 Regular communication with families regarding progress with increased reporting for Level 1 and Level 2 students utilizing grade level communication plans.  Strategic scheduling of services for students receiving literacy instruction in multiple settings.  Increased frequency of writing conferring with gap students. Classroom Level (for all students)  Give timely and specific feedback to students on writing using a rubric.  Provide explicit instruction of comprehension, decoding, and fluency strategies.  Clearly state and post learning targets in kid friendly language.  Use instructional level during guided reading/conferring. School and Community Level (for gap students)  ASAP intervention groups for gap students in reading/writing and math, 3rd-5th grade.  4th grade reading intervention groups with Instructional Coach.  Targeted ParaProfessional support for identified general education students.  Training parent reading coaches to work with students at various grade level.  Strong Start program for Kindergarten students with Reading Specialist.  Take home book club with books at targeted student’s highest independent level. School and Community Level (for all students)  Grade level data teams meeting in designated Staff and Professional Development Meeting time throughout Winter/Spring 2020.  As grade levels, engage in discussions around student progress based on various sources of data including ISD Common Assessments (Writing, F&P, Reading Assessment), report card grades and/or SBA ELA for grades 3-5.  Explicit instruction/support provided by Instructional Coach to all new staff in reading and writing best practices.  Author Visits and Literacy Nights to support engagement in reading and writing for all students.  Family Engagement events targeting families of ELL students and those new to our community.  Implementation of various PBSES initiatives and MTSS to identify students in need of support and to plan targeted, evidence-based interventions to meet those needs.  Eager Readers in partnership with PTA.

2018-19

Reading/Writing  Regular communication with families regarding progress with increased reporting for Level 1 and Level 2 students  As a grade level, discuss scoring discrepancies between ISD Common Assessments (Writing, F&P, Reading Assessment), report card grades and/or SBA ELA for grades 3-5.  Track access to independent reading time and time to write  Use of Seesaw by early adopters  Explicit instruction/support provided by IC to all new staff in reading and writing best practices Reading

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 Balanced Literacy will be provided in all classrooms including a commitment to teach reading skills outlined in Making Meaning.  Provide funding to build strong classroom libraries for each classroom  Provide explicit instruction of comprehension, decoding, and fluency strategies.  Clearly state and post learning targets in kid friendly language  Documentation of learning for each student

• BAME – common tool for whole staff
• Reading Groups – data collection tool determined by teacher
• F&P recording sheet – updated for each child and then passed onto the next year’s

teacher  Form Reading Groups (guided reading strategy groups and/or Readers Workshop) based on data  Use Instructional Level during guided reading/conferring  Identify specific teaching points for students who are Level 1 or Level 2 and commit to meeting with them 4 times a week via conferring and/or guided reading.  Share reading level with families when supporting their efforts at home  Explicit instruction for all students about choosing Just Right Books  Build reading stamina beginning in September to hit grade level goal for minutes of independent reading  Promote Eager Readers to increase reading minutes at home  Use of ISF grant and building funds to provide reading intervention via ASAP curriculum for up to 24 fifth grade students.  Weekly communication between support staff (LRC, LAP, ELL) and General Ed staff about shared students  Calibration training for staff on use of Fountas and Pinnell Writing  Administer Classroom based On Demand/cold writes  Implement Writer’s Workshop in each classroom using the Lucy Calkin’s Units of Study as the curriculum  Purposeful use of mentor texts to support instruction  Give timely specific feedback to students using the rubric as a guide

Professional Development. What professional learning activities will be needed to support the successful implementation?

 Instructional Coach and TOSA supported professional development in Balanced Literacy with a focus on the following:

• Systematic and multi-sensory phonics instruction
• Guided Reading
• Data driven literacy instruction

 Professional development on Inclusive Practices, Cultural Competency, ELL, PBSES  Focus on Grade Level Team data teams for monitoring student progress

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• Timeline. When will this strategy or action begin and end?

Along with the current School Improvement Plan, the initial action plan began in Fall 2018 as references above. The revised action plan for the 2019-20 school year began in August 2019, with some elements implemented at various times during the 2019-20 school year. Running parallel to the School Improvement Plan, the action plan will continue through June 2021. Each year the action plan will be revisited and revised as necessary.

Resources Available. What existing and new resources will be used to accomplish the activity?

Building Budget Resources  Building budget to support building level professional development including guest speakers, conferences for leadership team members, supplies and materials.  Building budget to support Family Engagement events and interpreters  Tentatively attending PLCs at Work Conference – August 2020 ($7,000) and/or scheduling grade level team release days for data review and intervention planning. PTA Resources  PTA funding -- $20,000  Each new teacher or teacher moving to a new grade level receiving more than 100 grade-level appropriate books to support classroom libraries ($3,000)  Funding for ASAP ($10,000)  Funding for Raz-Kids ($7,000)  Funding for Author Visit/Literacy Night events

• Technology. How is technology being used to facilitate instruction?

 RazKids – Grades K-3 for all students; Grades 4-5 for Level 1 and Level 2 students funded by PTA  Lexia – For select LAP students; funded by ISD

Parent/Family/Community Engagement

 School Improvement Plan update at Curriculum Night  Family Engagement Nights with ISD Family Engagement Team, PTA, Sunny Hills staff  Family Literacy Night  PTA Parent presentations and Eager Readers program  Frequent, planned communication with teachers, specialists and parents

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Monitoring

What on-going artifacts or evidence will be gathered to show this activity is making a difference in student learning?

For all students:  F&P Reading Assessment data – utilized for grade level data teams

• Kindergarten – all students, Winter and Spring
• 1st-3rd – all students Fall, Winter and Spring
• 4th-5th – Level 1 and Level 2 students Fall, Winter and Spring

 ISD Common Writing Assessments – Post Assessment Spring  ISD Common Reading Assessments – Pre/Post for 4th and 5th grades  SBA ELA data grades 3rd – 5th For students with IEPs:  STAR 360 data  SBA Interim Assessments For students served by LAP:  Lexia data as available

Evaluation

What specific indicators will be used to evaluate the success of this goal?

 Smarter Balanced ELA assessment data  F&P assessment data  ISD Common Reading and Writing Assessments

How does your plan address the needs of both the struggling and high achieving students?

 Focus on implementing best instructional practices for all students

• Using data to support instruction and monitor growth and achievement
• Teaching each student at their instructional level

 Implementing inclusive practices to collaborate and communicate around students receiving support from multiple adults

• Increasing collaboration between classroom teachers and support staff
• Strategic and thoughtful planning and use of service times
• Communication with families

 School-wide efforts to support the social-emotional and safety needs of all students to create a more positive learning environment.  School-wide efforts to increase engagement and excitement around literacy.

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Additional Schoolwide Focus

PBSES  Implementation of Tiered Teams system of support  Implementation of SWIS  Creation of Tier 1/PBSES Team  Tiered Fidelity Inventory (TFI) in Spring 2019 Cultural Competency  Sunny Hills Equity Team  Cultural Competency training Special Education  Inclusive practices discussion/implementation  Collaboration amongst Special Services team

APPENDIX 1: SIP Data Report

2018-19 SIP Report Sunny Hills SIP Data Dashboard

Run date: 01-21-20

Achievement, Cohort & Demographic Overview

ELA SBA 3rd 4th 5th 2016-17 81.90 80.99 82.79 2017-18 76.78 71.30 86.55 2018-19 81.88 82.90 85.00 Math SBA 3rd 4th 5th 2016-17 75.47 80.16 80.64 2017-18 83.33 69.82 80.83 2018-19 82.03 85.47 77.50

Demographics

# % 18-19Enrollment 767 Female 367 47.84 Male 400 52.15 Asian 310 40.41 Black/African American 10 1.30 Hispanic 63 8.21 American Indian/Native Alaskan 1 0.13 Two or more races 60 7.82 Native Hawaiian/Other Pacific Islander 3 0.39 White 320 41.72 Special Education 65 8.47 504 37 4.82 Free/Reduced Lunch 35 4.56 Transitional Bilingual 128 16.68

WA-Kids

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5th Grade Cohort ELA 5th Grade Cohort Math

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3rd Grade Reading Cohort

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Achievement on SBA by Subgroup across all Grades in School

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Achievement on SBA by Subgroup across all Grades in School

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Student Median Growth Percentile Summary

ELA 4th Gr 5th Gr All All 58.5 66.0 63.0 Female 64.0 70.0 67.5 Male 57.0 59.0 58.0 Asian 68.5 79 77.5 Black/African American 26.5 47.5 26.5 Hispanic 58 67 64 Two or more races 79.5 70 71 Native Hawaiian/Other Pacific Islander N/A 73 73 White 48 61 57 Bilingual 63.5 83.0 71.0 SpecEd 62.5 55.0 57.0 504 19.0 56.5 54.0 Low Income 44.5 26.0 31.0 Math 4th Gr 5th Gr All All 60.0 72.0 68.0 Female 59.0 76.0 68.0 Male 61.0 72.0 68.0 Asian 84.5 77 82 Black/African American 62 58 58 Hispanic 67 48 63 Two or more races 49 84 62 Native Hawaiian/Other Pacific Islander N/A 39 39 White 48 72 57.5 Bilingual 82.0 91.0 83.0 SpecEd 72.0 59.0 67.0 504 51.0 83.0 77.0 Low Income 76.0 39.0 71.0

Student Growth Percentiles 4th - 5th Grades: Low Growth - Typical Growth - High Growth

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Percent Of Students with Regular Attendance Per the Washington School Improvement Framework, the data below reflects the percent of students with 90% or better attendance.

Attendance 16-17 17-18 18-19 All 94.41% 93.86% 91.32% Female 95.19% 95.58% 90.90% Male 93.61% 92.11% 91.70% Asian 93.93% 91.86% 89.86% Black/African American 100.00% 77.77% 77.77% Hispanic 90.69% 91.83% 87.30% Two or more races 98.14% 98.33% 90.00% White 94.44% 96.14% 94.67% ELL 94.17% 92.41% 89.55% SpecEd 93.33% 88.88% 87.50% Low Income 86.11% 80.55% 76.47% 504 100.00% 97.29% 94.59%

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APPENDIX 2: Washington School Improvement Framework Goals

Washington School Improvement Framework Goals Sunny Hills

Directions: Based on the provided 2019 WSIF Data*, set a goal for your 2020 SBA results for each subgroup. *2019 WSIF data combines the results of SBA assessments from 2016‐2018.

ELA Prof decile 2020 ELA Goal ELA SGP decile 2020 ELA SGP Goal Math Prof decile 2020 Math Goal Math SGP decile 2020 Math SGP Goal

All Students 80.8% 10 55 8 58 79.0% 10 62 9 63 Asian 86.6% 10 64 10 65 88.5% 10 74 10 75 African American Hispanic / Latinx 62.3% 7 70% 52 6 54.7% 7 62% 54 7 Two or more races 75.9% 9 48 5 50 75.9% 10 52.5 6 53 White 80.3% 10 54 7 55 77.3% 10 61 9 63 Low Income 56.6% 6 61% 51.5 6 54.7% 7 56% 48 5 ELL 4 56% 9 72% St w/ Disabilities 29.0% 1 41% 47 4 48 29.0% 3 39% 49.5 5 51 Data may be found at https://washingtonstatereportcard.ospi.k12.wa.us/

Criteria for subgroup to be included and monitored as part of the SIP Gap Group: Subgroups Identified Difference in achievement between the subgroup and the whole school is 15% or 4 deciles AND the SGP decile is less than the 6th decile. Low Income Math SWD ELA/Math