Newport Heights Elementary: Three-Year School Improvement Plan

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1 Newport Heights Elementary: Three-Year School Improvement Plan to September 2017 (Year 3) Bellevue School District Mission: To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Preparing students for academic success in core content areas through achieving proficiency in literacy, math, and STEM (Science, Technology, Engineering, Math) as measured by state assessments. Preparing students for college and career success by meeting college academic distribution requirements (CADR) and earning at least 20 (quarter) college credits and/or professional certification. Preparing students for a positive and productive life through the development of interpersonal skills and a commitment to the community. District Goals All students will reach or exceed academic proficiency Eliminate the achievement gap All students, including those who already meet or exceed academic proficiency, will show measurable progress School Purpose & Mission Statement At Newport Heights Elementary we will collaboratively and joyfully empower every student to meet their potential in a safe and respectful environment. 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 assessments aligned with state standards frequent monitoring of learning and teaching focused professional development supportive learning environment and high levels of family and community involvement. Through the framework of Professional Learning Communities, our school will use the nine characteristics as a guide to refine our work. The specific strategies we are implementing this year that embody the nine characteristics of successful schools are incorporated in our plans detailed throughout this document. School Profile School Background Progress Towards Goals School Improvement Plan Highlights Appendices Contents EVERY STUDENT EVERY DAY EVERY CLASSROOM

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4 BACKGROUND Instructional Program Overview Each of the 600 Newport Heights Elementary students receives high quality instruction based on district-wide curriculum aligned to the Common Core State Standards in kindergarten 5 th grade. The core instructional program includes reading, writing, math, science/stem, social studies, and social emotional learning. In addition to the 36 homeroom classes, students attend a specialist period four times per week: art, music, library, and physical education. Newport Heights Elementary is proud of the diversity that our children bring to our community. There are 36 different languages spoken as a first language that enrich the learning and sense of belonging amongst the students and staff at the school. We are the proud home to one of two elementary Progress Academics Communication Independence Functional Focus Integration and Community (PACIFIC) programs in the Bellevue School District. The PACIFIC program supports students with specially designed instruction in smaller more supportive special education classrooms. The Newport Heights staff is committed to each and every student s success. At Newport Heights, students are supported and enriched through a variety of programs including special education services, emergent bilingual services, Learning Assistance Program (LAP) reading, Volunteers in Bellevue s Education System (VIBES) mentors, and after school academic and enrichment programs. We proudly developed a school improvement goal aimed at promoting empathy and community. Through the Multi-Tiered System of Supports (MTSS) framework aligning with professional learning communities (PLCs), our school is continuing to implement culturally responsive teaching and learning (CRTL) to improve student learning and close the achievement gap. Specifically, we are using the Ready for Rigor Framework to guide the implementation of culturally responsive pedagogy. Classroom teachers will also be trained on and begin to implement the Guided Language Acquisition Development (GLAD) Framework to support inclusive practices for students receiving emergent bilingual services and students who receive special education services. Newport Heights is supported by a committed and generous parent community. These efforts enhance our work to engage each and every child in learning that encompasses Bellevue School District s Instructional Initiatives: Positive and Productive Life, Academic Success, and College and Career Readiness. Our PTA supports our school through teacher grants, student scholarships, funding school activities, and through partnering to offer evening events to celebrate our strong sense of community. These include family-friendly events associated with STEM, coding, a walk and roll-athon, pumpkin carving, movie nights, dances, our biennial whole school play, and efforts related to our stewardship for the environment as a Green Genius School. In addition to the community events, the PTA has contributed to student support during the school day. EVERY STUDENT EVERY DAY EVERY CLASSROOM 4

5 Key Successes This Past Year 49% of our students who receive free or reduced lunch prices passed the SBA math assessment as compared to the district average of 39%. 55% of students who self-identify as Hispanic passed the Smarter Balanced Assessment (SBA) in English Language Arts, compared to the district average of 44%. 38% of students who receive special education services passed the ELA SBA in , as compared to 19% of students passing in % of students who receive special education services passed the Math SBA in , as compared to 26% of students passing in Highest-Priority Opportunities for Growth Over the next three years, our highest priorities are to: Reach 100% proficiency in 5 th grade math as measured by the Smarter Balanced Assessment (SBA). Reach 100% proficiency in 3 rd Grade Reading as measured by the SBA. Monitor and improve the Multi-Tiered Systems of Support (MTSS) Team to assist professional learning communities (PLCs) in creating data-driven plans to support 100% of NHE students in showing typicalto-high growth as measured by beginning of year (BOY) and end of year (EOY) STAR Reading and Math assessments. Through MTSS and PLC work, continue to monitor and improve the balanced literacy model in each classroom. Monitor and continue to implement inclusive practices to close the achievement gap between students who receive special education and Emergent Bilingual services and students who do not receive such services in reading and math as measured by the SBA. Continue to implement and improve practices aligned with Culturally Responsive Teaching and Learning (CRTL) to close the achievement gap between students of color and students of Caucasian descent in reading and math as measured by the SBA. Train and implement GLAD strategies to support inclusive practices for our students who are emergent bilingual. Increase the percentage of students who feel as though they belong at Newport Heights from 73% to 100% as measured by the Panorama Survey. EVERY STUDENT EVERY DAY EVERY CLASSROOM 5

6 PROGRESS TOWARDS GOALS Academic Success Our goal every year is that every student meet state standards. We know that as a school community we may fall short of our goal, but that never diminishes our determination, our ability to learn from our mistakes, and our belief in our students, our parents, and our staff. ASSESSMENT PROGRAM rd Grade Reading EOY STAR* Overall 93% 96% 73% 72% General Ed Program 86% 95% 77% 75% Students receiving Special Education Resource Room Support *** *** *** *** 3rd Grade ELA SBA** Overall * 71% 70% 76% General Ed Program * 74% 76% 78% Students receiving Special Education Resource Room Support * *** *** *** 5th Grade Math EOY STAR Overall 89% 76% 80% 69% General Education Program 93% 79% 84% 73% Special Education Program *** *** *** *** 5th Grade Math - SBA Overall * 70% 82% 65% General Education Program * 73% 87% 69% Special Education Program * *** *** *** *EOY = End of Year **ELA = English Language Arts SBA = Smarter Balanced Assessment Notes: WA State replaced the reading, writing, and math MSP exams with the Smarter Balanced exams starting in spring Since the Smarter Balanced exams measure a different set of learning standards, the results are not directly comparable to the MSP tests. We are using STAR as our consistent measure of progress over time. This is a nationally-normed exam that all our students in grades 2-8 take each fall and spring. ***Note: Data not included for groups with 20 or more students to protect individual privacy. At the school level, we have analyzed performance for additional subgroups of students, though are not able to publish the data due to the low number of students in particular subgroups. Regardless, the school is addressing such disparity and closely monitoring progress of individual students. Disaggregated Subgroup Data for SBA Grades 3 5: EVERY STUDENT EVERY DAY EVERY CLASSROOM 6

7 % Meeting Standards Category Subgroup English Language Arts Math Total # Students Race/Ethnicity Asian 75% 82% 125 Race/Ethnicity Black * * * Race/Ethnicity Hispanic 55% 50% 22 Race/Ethnicity Multi-Ethnic 69% 69% 32 Race/Ethnicity White 77% 74% 146 F/R 46% 49% 65 Free/Reduced Price Meals Not F/R 78% 78% 273 Gender Female 80% 74% 151 Male 66% 70% 187 EMERGENT BILINGUAL Status Emergent Bilingual 21% 36% 42 Not Emergent Bilingual 79% 77% 296 Special Education Has IEP 38% 40% 50 No IEP 78% 78% Status Has 504 * * * No % 72% 321 Gifted * * * Gifted/Traditional Program Traditional * 72% 337 Grade Level Grade 3 72% 79% 109 Grade 4 73% 72% 116 Grade 5 71% 66% 113 Total 72% 72% 338 *Data suppressed to protect student privacy, given the small group sizes. Positive & Productive Life EVERY STUDENT EVERY DAY EVERY CLASSROOM 7

8 Historical Data Current Goal 3-Year Goals Measure Panorama Data How much do you feel like you belong at your school? (favorable response) N/A 81% 69% Fall: 71% Spring: 73% Assessment in fall/spring 100% 100% 100% 100% PBIS Tier I Implementation SET/TFI Assessments N/A N/A SWIFT-FIA 4.1 SET: 87% TFI: 60% SET 94% TFI: 70% N/A N/A N/A N/A Assessment in spring 2018 Assessment in fall 2017 SET: 100% TFI: 80% SET: 100% TFI: 100% SET: 100% TFI: 100% SET: 100% TFI: 100% Level 2 Level 3 Level 3 Level 3 SWIFT FIA 4.3 N/A N/A N/A N/A Assessment in fall 2017 Level 2 Level 3 Level 3 Level 3 Note: See Appendix A for a description of measures. EVERY STUDENT EVERY DAY EVERY CLASSROOM 8

9 SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals Academic Success Implement a Multi-Tiered System of Support (MTSS) Team Monitor and continue to improve the MTSS team to support grade level PLCs. The team will consist of administrators, the school counselor, the school psychologist, a curriculum leader, LAP teacher, Emergent Bilingual facilitator, and a special education teacher. On a 7-week cycle, grade level PLCs will meet with the MTSS team to (1) identify students who need multiple levels of support, intervention, and/or enrichment to show academic and social/emotional growth targeting reading instruction and (2) deepen their understanding of how a balanced literacy model within each classroom supports tier one instruction and tier two intervention. Together, the team will create and implement student intervention plans for each cycle. With the help of an assigned facilitator, PLCs will monitor progress throughout the cycle. Build capacity for Culturally Responsive Teaching Methods and Mindset Build the capacity of our Instructional Council and Equity and Inclusion teams to support staff in a culturally responsive pedagogical shift in an effort to meet the needs of our diverse learners. We will use the text Culturally Responsive Teaching and the Brain by Zaretta Hammond to guide thinking, discussion, and leadership moves with staff. Building professional development, led by the Instructional Council and the Equity and Inclusion Team, will use the Ready for Rigor framework from Culturally Responsive Teaching and the Brain to build awareness of diverse cultures in staff to close the achievement gap in student performance. District Equity Leaders will be invited to participate in the Equity and Inclusion team s work to build awareness of racial inequities and disparities within the school. The team will meet regularly to initiate conversations, using the Pacific Educational Group s protocol: the Compass, Six Agreements, Four Conditions and Mindful Inquiry, to foster an awareness of how race impacts the achievement gap. Increase Inclusion Create increased opportunities for instruction within the general education setting for math and reading for students receiving special education and/or Emergent Bilingual services, amending individual student plans, as applicable. Monitor, and where applicable, adjust the amount of adult management and oversight needed to facilitate instruction for students with special needs, striving to increase certificated staff engagement with students in inclusive settings. Increase awareness in staff, students, and families of the needs of students with differing abilities by partnering with the IDEA Project and providing assemblies for K-2 and 3-5 as well as 40 minute workshops for each classroom of students. Ongoing, targeted instruction will continue throughout the school year. Provide ongoing professional development on the English Language Learner Critical Data Matrix and implement it with fidelity as the tool to help guide MTSS action plans for students who are identified as emergent bilinguals. EVERY STUDENT EVERY DAY EVERY CLASSROOM 9

10 Encourage all classroom teachers to attend GLAD training and focus building professional development on best practices in implementing GLAD strategies. These professional development opportunities will to support students identified as emergent bilinguals and students who receive special education services. Positive & Productive Life Using the BSD Positive and Productive Life implementation expectations, NHE is working on the following during the school year: Reinforce and practice three overall behavior expectations o Solve Problems o Always Show Respect o Make Good Decisions Implement a First 20 Days curriculum that includes the following: o Instruction on classroom and common area behavior expectations o Kelso s Choice curriculum that addresses: Determining the difference between big and small problems Learning and applying nine different choices to use when solving small problems with peers Continue the Dolphin Award as a school-wide system of positive recognition and acknowledgement o Add additional weekly and monthly award drawing opportunities to reinforce positive behaviors Begin looking at our Tier I PBIS strategies through a culturally responsive teaching and learning lens and adjust as necessary Complete and facilitate Second Step Child Protection Unit (CPU) training Continue to use proactive and preventative disciplinary procedures Utilize restorative practices to support students through problem solving and conflict resolution Use of the Devereux Student Strengths Assessment (mini-dessa) to collect social-emotional competency data on students Facilitate focus groups with students to hear their voices on how Newport Heights staff and students can better support their feeling of belonging and take these ideas into consideration when implementing action plans Host a Community Café with Newport Heights families with a purpose of learning more about our community of families Co-teaching anti bullying lessons using Second Step curriculum EVERY STUDENT EVERY DAY EVERY CLASSROOM 10

11 APPENDIX A: Description of Measures 3 rd Grade ELA Percent of students meeting or exceeding state standards on the third grade English Language Arts test. Third grade is a critical juncture in reading because after that, students need to read fluently in order to keep up with all their other subjects. Research has shown that students who are not reading at grade level by the end of third grade tend to struggle academically in later years. 5 th Grade Math Percent of students meeting or exceeding state standards on the fifth grade math test. Mastering fifth grade math provides students with a solid foundation for starting higher-level math in middle school. DESSA mini Panorama Student Survey Data The Devereux Students Strengths Assessment-Mini (DESSA-mini) is a series of four, equivalent, 8 item behavior rating scales accompanied by an Ongoing Progress Monitoring Form. The DESSA-mini can be used to screen for and monitor progress in the acquisition of social-emotional competencies. Numbers represent the raw percentage of favorable responses for students in grade 3 5 who took the Panorama Student Survey. STAR Reading and math assessments that provide interim data on students progress overtime. EVERY STUDENT EVERY DAY EVERY CLASSROOM 11

12 APPENDIX B: Glossary Emergent Bilingual IEP LAP MTSS English Language Learners Individual Education Plan Learning Assistance Program Multi -Tiered Systems of Support PBIS SBA PACIFIC Positive Behavior Intervention and Support Smarter Balanced Assessment Progress Academics Communication Independence Functional Focus Integration and Community SWIFT School Wide Integrated Framework for Transformation FIA Fidelity Integrity Assessment EVERY STUDENT EVERY DAY EVERY CLASSROOM 12