Spiritridge Elementary School: Three-Year School Improvement Plan to September 2017 (Year 3)

Transcription

1 Spiritridge Elementary School: 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 We aim to create a nurturing environment that supports ALL students through rigorous and engaging experiences to become successful and well-prepared for school and life. 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 Spiritridge is a high achieving school of 700 students. Students at Spiritridge Elementary receive a cohesive curriculum that is aligned to the Common Core State Standards in preschool through fifth grade. To support our 700 students in being successful we offer a variety of services such as Special Education; Gifted Program for grades 2-5; Learning Assistance Program for reading proficiency in grades 1-3; and English Language Acquisition. At Spiritridge, we empower all students to embrace learning and pursue opportunities that enrich lives and foster freedom. Mission: We build relationships to support all students We provide an equitable environment for all students We engage all students in meaningful and rigorous experiences We inspire all students to grow academically, socially and emotionally Beliefs: All students need to feel loved, accepted and included Education promotes freedom and unity All students can learn All students' voices are valued All students are individuals who deserve respect In addition to the 30 homeroom classes, students attend a specialist period four times per week: art, music, library, and physical education. Spiritridge is in its second year of Science Technology Engineering and Math (STEM) implementation. Staff have taken the STEM foundation of claim, evidence, and reasoning and implemented across curriculum with much success. Staff have completed Beyond Diversity 1 training in the last two years and are committed to supporting racial equity conversations with our staff, students, families and community. Spiritridge is supported by a committed and generous parent community. PTSA (Parent, Teacher, Student Association) fundraising helps the school by providing additional instructional assistants to support students academically, supervision safety, partnering with the staff to establish enriching learning opportunities and facilitating events to build community engagement. These efforts enhance our work to engage each and every child in learning that encompasses all facets of their life. Key Successes This Past Year 2016 Washington State Achievement Award Winner and School of Distinction Award. The Washington Achievement Award recognizes schools as top performers in six categories including reading, math, and overall excellence. The School of Distinction Award recognizes sustained improvement in reading and math. Spiritridge s Smarter Balanced Assessment scores were above the state and district average in 3 rd grade Reading/English Language Arts (ELA) (81%) and 5 th grade Math (83%) 92% of our students in 5 th grade were proficient in the state MSP Science Assessment with 78% scoring in the highest quadrant/exceeding standards (Level 4). This is a direct result of the STEM initiative and implementing Claim, Evidence, Reasoning not only in science but across curriculum content areas. We continued our school focus on Equity and Relationships. 95% of all staff completed the equity training Beyond Diversity during the school year. This has allowed to align our efforts around EVERY STUDENT EVERY DAY EVERY CLASSROOM 4

5 common language and understanding with our equity work. We use the 4 Agreements and 6 Conditions is all our meetings as norms and protocols. The training has increased racial awareness in our staff and deepened understanding on how to build relationships with students, family and staff. Highest-Priority Opportunities for Growth Over the next three years, our highest priorities are to: Increase student achievement from 80% in 3 rd grade reading proficiency to 100% proficiency as measured by the Smarter Balanced Assessment (SBA). Increase student achievement from 87% in 5 th grade math proficiency to 100% proficiency as measured by the Smarter Balanced Assessment (SBA). Improve Students feeling of belonging at Spiritridge from 63% to 80% as measured by the Panorama Student Perception survey. EVERY STUDENT EVERY DAY EVERY CLASSROOM 5

6 PROGRESS TOWARDS GOALS Our goal every year is that every student meet state standards. However, we are seeking student growth throughout the year as a true mark of student success. Measure * rd Grade English Language Arts STAR NA 96% 95% 94% 72% 66% (BOY) Smarter Balanced 5 th Grade Math NA NA NA 80% 81% (63% GE) 81% (68% GE) STAR NA 96% 90% 94% 95% 88% (BOY) Smarter Balanced NA NA NA MSP 87% 94% (86% GE) 83% (64% GE) Science 91% 90% 88% 95% 89% 89% *GE = General Education classes Our three-year goal at Spiritridge is to grow student s academic achievement by providing direct support to identified students in classrooms through inclusion of services/supports and co-teaching. We believe that individualized layers of support for students below standard in reading and/or math will produce growth in a more purposeful and efficient manner. By increasing students time in the classroom, we are also addressing the personal connection between student and teacher which research indicates can dramatically increase student achievement. Instructional Team: For the school year, the Instructional Team plans to develop a theory of action around reading, focusing on supporting students below standard. The Instructional Team will research best practices, strategies and interventions for reading. The team leaders will then take this information back to grade level teams, implement, and track progress/collect data on our readers below standard. The Instructional Team will evaluate this data and determine next steps in the process. SELF-MONITORING FOR ACCURACY AND MEANING: What s going on with our students learning (based on data and teacher observation)? What is the specific problem of learning that needs to be addressed? Our Theory of Action: Students are not stopping to think about the meaning of what they re reading which results in low comprehension Students are not self-correcting if they read a word incorrectly Self-Monitoring 1. Comprehension: students check to make sure they understand what they re reading 2. Accuracy: students self-correct when they read a word incorrectly Students will be able to self-monitor their understanding and accuracy of what they re reading to increase their overall comprehension of the text EVERY STUDENT EVERY DAY EVERY CLASSROOM 6

7 Social/Emotional Learning (SEL): Spiritridge operates under the belief that Student relationships are the most impactful means of student achievement. Research shows that SEL has a positive impact on school climate and promotes a host of academic, social, and emotional benefits for students. Durlak, Weissberg et al.'s recent meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated: better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction; improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior Based on our Panorama Survey results the last three years we have continued our focus on increasing students Sense of Belonging at Spiritridge. This is determined by several factors some of which are students feeling connected to adults in school, peers treating others respectfully and teachers showing interest and concern for students. Spiritridge operates under the belief that Student relationships are the most impactful means of student achievement Year Goals Measure Goal Actual Panorama Survey Results: Percentage of students experiencing a sense of belonging 67% GOAL: 80% ACTUAL 72% GOAL: 90% ACTUAL 77% GOAL: 100% The Panorama Data survey is a student perception survey provided district wide annually for students in grades Note: See Appendix A for a description of measures. To address the need for building relationships with students, teachers have focused on specific strategies for developing trust, rapport and connection with students. Proactive Classroom Management (PCM): A host of positive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning by building trust and respect between teacher/student and student/student. Communicate Competently Give wise feedback Class Wide Motivation Systems Goal Setting for students To increase students belief in their ability and intelligence, we have taught students and families about Growth Mindset versus Fixed Mindset. We are focused on improving students understanding around productive struggle, taking risks and learning from failure. And the belief that the brain can be trained. Growth Mindset Research: Research supports that by increasing a student s belief that they can teach their brain new knowledge and change their intelligence will increase academic performance by an average of 20%. These beliefs are best addressed in the lives of student by an adult that models a relationship of trust and respect with the student. PBIS Team: The goal of PBIS is for students and staff to understand and follow behavior expectations in classrooms and common areas in order to foster a climate that is physically and emotionally safe. Our EVERY STUDENT EVERY DAY EVERY CLASSROOM 7

8 expectations for students are known as the Panther Principles: Show Respect, Solve Problems and Make Good Decisions. We serve students with diverse learning needs and from a variety of backgrounds. With this understanding, we strive to make each and every Spiritridge Panther feel that they belong and are a part of our Spiritridge Community by building positive relationships. Beginning in we implemented the following strategies school- wide and in each class room to support building positive relationships with each and every student: Show Respect: School Wide Bucket Filling Campaign; UNITY Day Assembly; Peer Mediators Solve Problems: Kelso s Choice; Second Step; RULER; Peer Mediators Make Good Decisions: Kelso s Choice; Second Step; RULER EQUITY TEAM: Our purpose is to interrupt and disrupt racial inequity within our curriculum, practices and systems at a district, school and classroom level. We work to provide opportunity for staff and community to engage in courageous conversations about race at Spiritridge Elementary and our community. Over the last three years our Equity Team has increased the racial awareness of our staff, students, families and community through several events and initiatives: 3 Community Café s Equity Walk Community Equity Team Partnership with Boys/Girls Club at Hidden Village In we allocated building funds to ensure all certificate and classified staff could attend Beyond Diversity 1 training. To date almost all Spiritridge staff (97%) have completed BD1 along with three parents and community members. This has established a common language, protocols and norms for engaging in conversations around race. The goal for the school year with staff is to provide intentional space for more learning, having conversations about race and practicing the six conditions/four agreements. We have committed our Professional Development days to this focus for the intent of increasing racial consciousness to better address the needs of our students. Community Equity Team will host 3 Voices of Spiritridge evenings for families to gather and discuss race, racial concerns and perspectives related to Spiritridge school and community Equity Team organize PD and lead efforts in providing more texts that racially represent our students and community Administrative team continue to review discipline data in regards to race as well as more restorative practices rather than punitive practices ELL- English Language Learners GLAD: The Bellevue School District has adopted Guided Language Acquisition Design (GLAD) as our Sheltered Instruction Model for ELLs at the elementary level. GLAD is a model of professional development in the area of language acquisition and literacy. The strategies model and promote English language acquisition, academic achievement, and cross-cultural skills. Spiritridge staff are all attending GLAD training this year and are beginning to implement GLAD strategies in their instruction and lessons. EVERY STUDENT EVERY DAY EVERY CLASSROOM 8

9 SPECIAL EDUCATION (INCLUSION): We have made strides the last two years for students with IEP s to spend less time pulled out of class for instruction. Our goal is to have at least 2 grade level teams partnering with our resource room teachers to begin co-teaching and inclusionary practices. Our Special Education teachers have built a schedule that has them out in the classrooms providing instruction and support as well as direct instruction with students needing more support. We are partnering with the Special Education department for support in providing professional development around increasing expertise on inclusive practices, co-teaching models and student supports. In addition, there will be several optional professional development sessions focused on supporting students with behavioral goals in the general education setting. Additional Support for Students For the school year, the MTSS (Multi-Tiered-System-of-Support) team will support and lead grade level teams in the implementation of student support and interventions for students below standard in reading and/or math. This team will work collaboratively to define and implement evidencebased practices to assist students who may require additional supports. Currently, there are many evidence based interventions being implemented with varying degrees of effectiveness. The goal of this work is to systematize and standardize interventions so everyone can more effectively implement, measure, and support individual students. The purpose of MTSS Team is to offer academic and behavior interventions to implement and analyze how we support our students, and subsequently, determine if further evaluation is needed. Spiritridge teachers all contribute to ensure our students are receiving supports needed to meet academic and social emotional goals. MTSS meetings include grade level teachers, counselor, ELL facilitator, LAP Reading Interventionist, ITCL and administrators. This year we have taken our MTSS model for student support and divided it into Behavior MTSS and Academic MTSS. Behavior MTSS Team meets weekly to address specific students brought to the MTSS team. Data is reviewed and interventions or supports are planned for the student. A follow up meeting to evaluate progress and determine next steps is scheduled for 4-6 weeks. Academic MTSS Team meets weekly to address our students of most academic concern/below standard. Data is reviewed and interventions and/or supports are planned for the student. A follow up meeting to evaluate progress and determine next steps is scheduled for 4-6 weeks. LAP/Reading - One of our building goals is to have 100% of all third graders at reading standard, so we have continued having release time with our K-3 teachers every six weeks. Teachers review student data, review progress, and determine LAP placement. Professional development is also offered at this time on best practices in reading and reading interventions. COMMUNITY Being a school with two distinct programs (Gifted Education Student Program and General Education), we intentionally focus on Unity within our diverse community. We have created a school schedule that has no specialist time the last hour of Fridays. This time will be used for assemblies, grade level learning and school community building. The goal is to provide a space and time for teachers, students and staff to participate in intentional effort toward creating a strong sense of community and sense of belonging at Spiritridge. Some planned events are: Monthly Spirit Assemblies EVERY STUDENT EVERY DAY EVERY CLASSROOM 9

10 Grade Level team building (General Education and Gifted together) School Celebrations The messaging of these events will be focused on Belonging and Community. We will continue our partnership with Hidden Village Boys and Girls Club. Last year we held two community events (Homework Night and Family Game Night) at the Boys/Girls Club at Hidden Village apartments. The goal is to build relationships with the families living here as well as partner with the efforts of Boys/Girls Club in supporting the students we both serve at Spiritridge. The intent is to provide assistance and education around academic support, social/emotional education and family involvement at school. This will be done through various events and opportunities: Teachers volunteering at homework Power Hour on Tuesdays and Thursdays Academic Family Night Family Game Night Trainings with Boys/Girls Club staff Providing resources and support for Boys/Girls staff on student academic goals 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. Panorama Anonymous student survey that measures school climate and student feelings about school. EVERY STUDENT EVERY DAY EVERY CLASSROOM 11