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

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. 1

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 1 st Grade, Kelly Hirt 2 nd Grade, Kelsey Peck 3 rd Grade, Amy Vargas 4 th Grade, Becky Hall 5 th 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 our 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. 2

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 4 th and 5 th 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. 3

 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, 3 rd -5 th grade.  4 th 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 4