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School Overview

Bellevue School District Vision To affirm and inspire each and every student to learn and thrive as creators of their future world.

What is unique about Sherwood Forest elementary? • Sherwood Forest elementary is focused on inspiring our students to

believe in themselves, nurture a positive self-identity, cherish diversity, seek meaningful learning, work collaboratively with others, and meet/exceed academic expectations. Sherwood Forest is a Spanish Two Way Dual Language school that includes classes taught using a 90/10 language allocation model. The dual language model values the concept of additive bilingualism, in which students have the opportunity to acquire a second language without the replacement of their home language and culture. Sherwood Forest embraces the three tenets of dual language education, including bilingualism and biliteracy, high academic achievement in two languages, and sociocultural competence. Sherwood Forest is committed to advocacy and leadership for equitable dual language programming as a research based effective method of meeting the diverse needs of bilingual learners. Sherwood Forest supports and actively seeks continued enrichment of culturally relevant instructional practices specific to bilingual learners. In practicing a view of holistic bilingualism, Sherwood Forest recognizes that the trajectory of a bilingual student is not the same as that of a monolingual English student and requires the selection and use of assessment and accountability measures that are authentic to the program language and holistic in nature.

• We also house one of the Bellevue School District’s special education centers called PACIFIC. The PACIFIC program is designed to meet the educational needs of students who have significant developmental and intellectual disabilities. Using evidence-based practices, the goal is to provide instruction in functional skills, opportunities for application, and support to maximize independence and enhance students’ opportunities to achieve their full potential and to live as independently as possible as contributing members of society. The program is designed to provide specially-designed instruction to target goals and objectives in the specific qualifying areas as described in each student’s special education evaluation.

• Sherwood Forest staff believes in culturally responsive instruction, in both academics and social emotional learning. Our goal is to create a learning environment where students have a positive self-identity, feel safe, and are thriving learners. To create a welcoming learning environment, we are committed to increasing our racial consciousness and being anti-racist. We are focusing on socially just curriculum and pedagogy. The staff have an unwavering belief in each student. Additionally, we are committed to collaborating with all staff, students, and families to support each and every child.

• Sherwood Forest is supported by a vibrant community. We have strong partnerships with families and neighborhood organizations. We have a Racial Equity and Inclusion Team, Family Engagement Team, and Parent Teacher Association (PTA) which includes staff, parents, and community members. All three teams work to provide more opportunities for meaningful engagement with our school. One of the goals of the Racial Equity and Inclusion team is to explore, analyze, and encourage family empowerment in school decisions.

See Appendix for School Profile

School Improvement Plan Sherwood Forest Elementary

2021-22

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Affirm and Inspire Student Well-Being

Strategic Plan Student Well-Being Goal: Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being regardless of background.

Student Well-Being Priority: Sense of Belonging As students re-enter the full school experience, school-based strategies will contribute to an inclusive environment where all students feel a sense of belonging. Studies have shown that “a strong sense of belonging translates to students of all ages and developmental stages improving academically, being more engaged and motivated in school, and increasing their physical and emotional health.”1

Sense of Belonging Measures and Targets Increase percentage of students reporting a sense of belonging on the Panorama student survey, with a reduction in predictable outcomes by subgroup.

Panorama Survey School Climate Domain - Sense of Belonging Percentage Favorable

Student Groups Grades 3-5

Baseline 2017 Fall 2019 Fall 2021 All Students 54% (178) 71% (149) Asian 56% (31) 65% (22) Black * * Hispanic 57% (55) 73% (51) Multi-ethnic 39% (17) 76% (14) White 53% (42) 69% (50) Students with Disabilities 61% (10) 70% (11) English Learners 49% (45) 73% (40) Low Income 53% (89) 69% (69)

Note: As a general rule of thumb, a difference of 4 or more percentage points is considered meaningful on the Panorama survey. Data Reflection

Between 2017 and 2019, Sherwood Forest saw some of the greatest gains in student sense of belonging in the district. All students grew from 54% sense of belonging to 71%. Each subgroup made significant gains, with minimal gaps between subgroups. The multi-ethnic group grew from 39% in 2017 to 76% in 2019. This is a result of focused work on continually building the layers of belonging over time – building relationships with students, getting to know individual students and their families authentically, understanding and implementing culturally responsive instruction, bringing in culturally responsive texts (“windows and mirrors”), implementing culturally responsive Positive Behaviors and Intervention Supports (PBIS), and elevating student voice and agency in all spaces across the school. Finally, a key strategy that we implemented in 2019 that had a significant impact on student sense of belonging was increasing rigor in academic tasks for all students – this helped students of all backgrounds improve their sense of belonging at

1 Why Student Belonging Matters: October 2020. NASSP. (2020, October 1). https://www.nassp.org/publication/principal-leadership/volume-21-2020-2021/principal-leadership-october-2020/why-student-belonging-matters-october-2020/.

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Sherwood Forest, not just socially and relationally, but academically as well; belonging and academics are intertwined.

Key Strategies / Adjustments • Daily Social Emotional Learning Time – Every classroom is implementing a daily SEL block during the first 30

minutes of the day. This time is focused on building a sense of community, revisiting school-wide and classrooms expectations (as needed) and developing social and emotional learning.

• Strong PBIS Start & Puma Prowls – We have refined and are implementing a PBIS “First 20 days” of lessons to foster a sense of positive community at Sherwood Forest. We are also restarting the “Puma Prowl” in a COVID-safe manner where students come together to learn from classified staff the positive expectations for different parts of the building (ex. cafeteria, playground, restrooms).

• Culturally & Linguistically Responsive Instruction – We are planning and teaching lessons and units in literacy and social studies that are culturally responsive and inclusive. We are also implementing linguistically inclusive language development practices in subjects such as math.

• Co-Teacher Support – We are using our co-teacher investment to identify and support individual students who have additional academic and social and/or emotional needs.

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Student Well-Being Priority: Social-Emotional Learning Many students experienced isolation during the pandemic, with few opportunities to interact in-person socially. As we return to in-person learning it will be critical to recognize where each student is socially and emotionally and to provide them with intentional opportunities to support their development in social emotional learning. Our universal (tier 1) social emotional learning curriculum encompasses the five CASEL competencies: self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making. These competencies are not discrete and are integrated into curriculum and instructional practices.

Social-Emotional Learning Measures and Targets Increase social-emotional competencies from Fall 2021 to Spring 2022.

Grades 3-5: Panorama Social-Emotional Learning Survey Social Emotional Competency Fall 2020 (n=161) Spring 2021 (n=120) Fall 2021 Spring 2022 Self-Management 68% 73% Social Awareness 69% 68% Self-Efficacy 53% 57% Emotional Regulation 48% 53%

Data Reflection During the 2020 – 2021 school year our students grew on three out of the four social emotional competencies and dipped by 1% on one of the competencies. The 2020 – 2021 school year was complicated by pandemic conditions. Students were in a blend of virtual and hybrid in-person instruction. We believe our growth throughout the year is due to increased communication between home and school. Additionally, during in-person hybrid instruction, the students were in small class sizes where teachers could provide more individual instruction. Each classroom created a class charter and had daily class meetings. Key Strategies / Adjustment

• Daily Social Emotional Learning Time – Every classroom is implementing a daily SEL block during the first 30 minutes of the day. This time is focused on building a sense of community, revisiting school-wide and classrooms expectations (as needed) and developing social and emotional learning.

• Social Emotional Learning (SEL) Curriculum – Every classroom continuing to implement SEL curriculum. In the primary grades (pre-school to second grade) we are using Second Step and Kelso’s Choices. In the intermediate grades (third to fifth grade) we are using RULER, which is based on the Collaborative for Academic and Social Emotional Learning (CASEL) competencies.

• Culturally & Linguistically Responsive Instruction – We are planning and teaching lessons and units in literacy and social studies that are culturally responsive and inclusive. We are also implementing linguistically inclusive language development practices in subjects such as math.

• Co-Teacher Support – We are using our co-teacher investment to identify and support individual students who have additional academic and social and/or emotional needs.

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Learn and Thrive Academic Success

Strategic Plan Academic Success Goal: Students achieve high levels of academic success and outcomes are not predicted by race or income.

Academic Success Priority: English Language Arts and Math Proficiency and Growth We recognize that student learning experiences varied widely during the 2019-20 and 2020-21 school years due to the pandemic and the shift in learning models. Universal screeners administered in the fall will provide student proficiency data for educators as they design instruction and supports based on students’ beginning of the year level in the core subject areas of literacy and math. Based on progress monitoring data during the 2020-21 school year, math is a particular focus area. Regardless of where students begin the year, the goal is for all students to experience expected or greater growth.

English Language Arts Growth and Proficiency Measures Increase percentage of students in grades 3-5 meeting or exceeding proficiency standards in literacy, and making typical or high growth in literacy from Fall 2021 to Spring 2022.

Grades 3-5: Star Reading Proficiency and Growth

Subgroup

Star Reading % Proficient Star Reading % Typical/High Growth

Spring 2021 Spring 2022 Fall 2020-

Spring 2021 Fall 2021-

Spring 2022 All 41% (184) 60% (178) Asian 56% (32) 53% (32) Black 25% (12) 58% (12) Hispanic 18% (74) 57% (69) Multi-Ethnic 55% (11) 73% (11) White 64% (53) 67% (52) Low Income 16% (90) 57% (86) English Learner 3% (64) 55% (60) Students with Disabilities 0% (13) 42% (12) Female 43% (93) 63% (88) Male 38% (91) 58% (90) Advanced Learning 96% (25) 64% (25) Traditional 32% (159) 59% (153) Grade 3 41% (68) 60% (67) Grade 4 41% (54) 55% (53) Grade 5 40% (62) 66% (58)

Data Reflection

LITERACY DATA REFLECTIONS

Our data indicate we have lots of opportunity for growth and learning. Teaching and learning is complex, and these complexities were magnified by the pandemic. Engagement in virtual learning was challenging. Engagement issues included internet/tech difficulties and inability to meet the recommended Lexia/iStation usage due to internet issues

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and contextual family obligations. Remote learning was difficult for many learners. Language learners’ needs were not being met by the time or strategies implemented. Students struggled to access learning opportunities. In English literacy, 60% of students showed typical or high growth, while only 41% met the benchmark. Our language learners, low-income, and students served in Special Education had significantly lower benchmark proficiencies. We also know these are the groups of people in our community who were the most severely and negatively impacted by the pandemic (and continue to be).

Insufficient Level of Rigor in ELA Instruction – So many of our subgroups are not meeting their targets. From our partnership work with ANet and our work as a school on standards, we believe this is a result of insufficient rigor in the levels of texts and types of questions we are giving students access to when they are taught in English. This lack of rigor affects ALL students and all subgroups. Despite having a strong focus on culturally responsive texts, GLAD strategies, and deeply knowing our students, we are not holding them to rigorous enough standards.

Over-Scaffolding & Dependent Learning – In addition to insufficient rigor, our hypothesis for our low proficiency rate for ELL students in particular is that we are over-scaffolding challenging tasks or texts for students, which is resulting in more dependent learners – learners who are successful in answering assessment questions when they are presented in a specific way or guided with prompts, however, are challenged by assessment problems that are presented in novel ways and/or demand clear demonstration of deep conceptual understanding.

Key Strategies • Increase the Level of Rigor in ELA Instruction – Data indicate a need to focus on tier 1 instruction. In

partnership with ANet, we are building on our strengths around culturally responsive texts and instruction as well as language acquisition strategies such as GLAD (Guided Language Acquisition Design) by focusing as a whole staff on ensuring rigorous text complexity and instruction that matches grade level standards without over-scaffolding. Continue to use text-first planning to ensure high-quality shared reading that provides rigor and access to culturally competent texts, leveraging (and expanding) our new K-5 culturally responsive classroom libraries.

• Cycles of Improvement & MTSS in PLCs – Teachers are collaboratively using cycles of improvement to progress monitor student learning as a result of improved core instruction and intervention. Literacy data is disaggregated by subgroups to identify inequities, improve instruction, and inform instructional next steps based on student needs.

• Culturally & Linguistically Responsive Instruction – We are planning and teaching lessons and units in literacy and social studies that are culturally responsive and inclusive. We are also implementing linguistically inclusive language development practices in all subject areas, for example, Guided Language Acquisition Design (GLAD) strategies. Furthermore, partnering with families to work together to support student literacy development. Mutually sharing resources and strategies to engage students in reading.

Math Proficiency and Growth

Math Proficiency and Growth Measures Increase percentage of students in grades 3-5 meeting or exceeding proficiency standards in math, and making typical or high growth in math from Fall 2021 to Spring 2022.

Grades 3-5: Star Math Proficiency and Growth

Subgroup

Star Math % Proficient Star Math % Typical/High Growth

Spring 2021 Spring 2022 Fall 2020-

Spring 2021 Fall 2021-

Spring 2022 All 28% (165) 49% (131) Asian 44% (32) 42% (26) Black 18% (11) *

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Hispanic 10% (59) 54% (41) Multi-Ethnic 73% (11) 73% (11) White 30% (50) 45% (42) Low Income 7% (76) 45% (55) English Learners 6% (53) 58% (33) Students with Disabilities 9% (11) * Female 27% (79) 48% (62) Male 29% (86) 49% (69) Advanced Learning 81% (21) 48% (21) Traditional 20% (144) 49% (110) Grade 3 42% (62) 44% (54) Grade 4 26% (43) 54% (37) Grade 5 15% (60) 50% (40)

Data Reflection

MATH DATA REFLECTIONS

Our data indicate we have lots of opportunity for growth and learning. Teaching and learning is complex, and these complexities were magnified by the pandemic. Engagement in virtual learning was challenging. Engagement issues included internet/tech difficulties and inability to meet the recommended digital math resource(s) usage due to internet issues and contextual family obligations. Remote learning was difficult for many learners. Language learners’ needs were not being met by the time or strategies implemented. Students struggled to access learning opportunities. In math, 49% of students showed typical or high growth, while only 28% met the benchmark. Our language learners, low-income, and students served in Special Education had significantly lower benchmark proficiencies. We also know these are the groups of people in our community who were the most severely and negatively impacted by the pandemic (and continue to be).

Insufficient Level of Rigor – Subgroup data highlights our challenges across multiple subgroups – likely a result of insufficient rigor in instruction and alignment to standards across the board.

Over-Scaffolding & Dependent Learning – In addition to insufficient rigor, our hypothesis for our low proficiency rates is that we are over-scaffolding challenging tasks for students, which is resulting in more dependent learners – learners who are successful in answering assessment questions when they are presented in a specific way or guided with prompts, however, are challenged by assessment problems that are presented in novel way and/or demand clear demonstration of deep conceptual understanding. Key Strategies

• Implement Illustrative Mathematics Curriculum – Collaboratively analyze, plan, and implement the new math curriculum. This new curriculum includes culturally responsive questioning and instructional strategies to support language learners embedded within the lesson. Furthermore, the new curriculum focuses on students explaining and showing their rationalizations. Additionally, the curriculum is aligned to the content and rigor of the Common Core Standards.

• Cycles of Improvement & MTSS in PLCs – We are using cycles of improvement building-wide to progress monitor student learning in math as a result of improved core instruction and intervention. We are disaggregating our math data by subgroups to identify inequities, improve instruction, and inform instructional next steps based on student needs. Furthermore, partnering with families to work together to support student math development. Mutually sharing resources and strategies to engage students in math.

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Family Engagement Strategic Plan Family Engagement Goal: Families, particularly those who have been traditionally marginalized, are more informed, better able to find support, and are more empowered to contribute to student success.

Family Engagement Priority: Inform, Support, and Empower The experience of individual families is always subject to a wide array of conditions and contexts. These differences were highlighted throughout COVID, but one thing remained true: our families have expressed a desire to connect with us more deeply, to be more informed about their individual student’s academic progress and social-emotional well-being, and to find ways where we can truly engage as partners for their children’s success.

Family and Community Engagement will continue to center on three priority objectives:

• Informed: A BSD family is informed when they can understand the academic and developmental expectations for their student and knows how to navigate the school system, where to find school-related information and obtain academic, health and wellness services.

• Supported: A BSD family is supported when they can utilize the systems within the district to serve their student’s unique needs, strengths, and circumstances.

• Empowered: A BSD family is empowered when they can use their individual or their community’s collective voice to advocate for student needs to be more equitably identified, answered, and solved, often through the definitive reallocation or redistribution of financial and/or other resources.

Priority Family Engagement Measures and Targets Increase percent of families reporting they feel informed, supported, and empowered to contribute to their student’s success.

Percentage of Favorable Responses on Family Engagement Survey

Family Subgroups Informed Supported Empowered

Spring 2021 Spring 2022 Spring 2021 Spring 2022 Spring 2021 Spring 2022

All Students 66% (143) 72% (143) 70% (143)

Asian 65% (29) 73% (29) 69% (29)

Black * * *

Hispanic 73% (52) 78% (52) 70% (52)

Multi-ethnic 60% (13) 69% (13) 77% (13)

White 58% (40) 63% (39) 64% (40)

Students with Disabilities 48% (14) 47% (14) 57% (14)

English Learners 73% (41) 83% (40) 77% (41)

Low Income 71% (53) 78% (52) 76% (53)

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Data Reflection

About 2/3 of our families feel informed, with a higher percentage of families feeling supported and empowered. Our families with students with disabilities showed the least feeling of being informed, supported and empowered. The parent comments in the family survey illustrated the following trends:

• Parents would like more communication/updates about academic progress. • Parents would like more/better communication from teachers. • More family engagement & events. • More opportunities to connect with other parents & school staff. • More opportunities to volunteer/get involved at the school. • Some Hispanic/Latinx families mention weekend school events because of their busy schedules - definitely

worth exploring school-wide events after normal school hours. • There are many positive comments on how, despite the pandemic, students feel connected to their teachers

and “love” them.

English Learners felt particularly “supported” and contributed to us hitting our target. GSAs, paras, and other support staff drove a lot of this success, conducting home visits early and often to facilitate technology access, curriculum delivery, etc. Family connections and MLL support staff were also essential to this success, reaching out to families to communicate shifting policies/assess needs throughout the pandemic. Teachers also played a major role, fielding calls and communicating during their personal time to get families connected and engaged.

Regarding students with disabilities: This lower sense of being informed, supported and empowered could be because many of the events specific to students in our Pacific program (ex. return to school, changing schedules) were not all included in the Sherwood newsletters. Thus, much of the communication expectation fell on teachers. This subgroup also likely experienced the most change this year between changing school buildings for in person, switching the length of school days, start times, 2 days per week, 4 days per week, etc. Communication from the district, especially at the very beginning of this pandemic, was less than ideal, with sometimes daily changes/updates coming out to families.

Overall: As a system, we need to be better about communicating with families, succinctly and accurately, in multiple languages. We also need to come to common understanding about terminology (“Asynchronous”) both internally and externally.

Key Strategies / Adjustment • Listening Circles – We will conduct family listening circles with our Special Education Families to better

understand what’s working and what we can improve. • Improve Communication to Inform – We will improve building communication to families; as a system, we

are committed to doing a better job with translation, communicating the meaning behind the jargon to stakeholders, etc.

• Maintain Teacher/Family Connections – Building on what worked last year, we want to maintain pandemic-era heightened levels of communication with families. This includes conventional means (paper, TEAMS communication, email, etc.) as well as newer channels (Seesaw). The goal is to strengthen two-way, flexible communication channels with families.

  

Sherwood Forest Elementary School 

District Elementary Average 

Enrollment (10/1/2020)Average Attendance RateEligible for Free/Reduced Price MealsReceiving Special Education ServicesEnglish Language LearnersFirst Language Other Than EnglishMobility Rate

36495 %46 %17 %40 %52 %11 %

46497 %17 %7 %26 %44 %13 %

Racial Diversity

36.4%

27.3%

21.2%

9.1%

6.1%

Hispanic

White

Asian

Black

Two or more races

2020-21 School Profile

http://www.bsd405.org/sherwoodforest425-456-5700Danelle Edwards, Principal

16411 NE 24th StBellevue, WA 98008

Sherwood Forest Elementary School

School Overview Sherwood Forest is a Spanish Dual Language and PACIFIC program school serving approximately 400 students. Our vision is to affirm and inspire each and every student to learn and thrive as creators of their future world. We are committed to collaboration with students, families, staff, and the community to meet the needs of each and every student.  

Programs Offered Pacific (special education), Spanish Dual Language, Preschool special education

School & Student Characteristics 1

2

3

SBA: English Language Arts

20 %

40 %

60 %

80 %

2015 2016 2017 2018 2019

60 %

44 %51 %

57 %46 %

State Assessment Results for Grades 3-5Percentage of Students Meeting Standards

SBA: Math

20 %

40 %

60 %

80 %

2015 2016 2017 2018 2019

55 %

38 %43 % 44 % 40 %

WCAS: Science

50 %

100 %

2018 2019

44 %36 %

Summary of Student Achievement State Assessment Results for Grades 3-5 (Spring 2019)Percentage of Students Meeting / Exceeding Standards

SBA: English Language Arts

0 %

50 %

SherwoodForest

District State

27 %53 %17 %

22 %

58 %

44 %

76 %58 %

Exceeds Standards Meets Standards

SBA: Math

0 %

50 %

SherwoodForest

District State

20 %52 %18 %

21 %

53 %

38 %

73 %53 %

Exceeds Standards Meets Standards

WCAS: Science

0 %

50 %

SherwoodForest

District State

14 %

46 %23 %

29 %

53 %

36 %

75 %

53 %

Exceeds Standards Meets Standards

Data from Fall 2021 testing will be added when it is available.

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Glossary Science Assessments - WCASWCAS stands for WashingtonComprehensive Assessment of Science,first administered in Spring 2018 tostudents state-wide in grades 5, 8 and 11.The WCAS is aligned to Next Generation Science Standards, which emphasize engineering and technology. The standards were adopted by the state in 2013. For more information see www.k12.wa.us/assessment/StateTesting/default.aspx. Smarter BalancedStarting in 2014-15, Washington Stateadopted the Smarter Balanced exams toassess student learning in Englishlanguage arts and math in grades 3-8 and10-11. These computer-based exams arealigned to the state's Common Corelearning standards. For more informationsee www.k12.wa.us/assess-ment/StateTesting/default.aspx. Special Education ServicesNeighborhood schools provide acontinuum of special education services.We provide specialty centers as well: * Cascade program for students whobenefit from behavioral supports due toemotional stressors.* Evergreen program to serve youngadults (ages 18-21) with disabilities.* Olympic program to support studentson the autism spectrum.* Pacific program for students withsignificant developmental andintellectual disabilities.* PALS (Preschool Age Learning)preschool to provide early interventionservices for children with special needs(ages 3-5), together with typicallydeveloping peers.

End Notes 1 School and StudentCharacteristicsData are from October 1, 2020unless otherwise specified. 2 District AverageThe district averages displayedhere are the averages for districtelementary schools. 3 Mobility RateThe percent of students whoentered or withdrew from theschool between October 1 andJune 15, based on October 1enrollment. 4 State Assessment ResultsState pass rate percentagescombine "Meets Standard" and"Exceeds Standard."

STARStudents in grades 2-8 take Renaissance Learning's STAR reading and math assessments in the fall and spring of each year. The purpose of these short, computer-based tests is to measure student growth over the course of the year, to identify students who might need additional support or acceleration, and to provide information teachers can use to inform instruction. STAR provides us with a consistent measure of student performance over time, which is helpful as state tests continue to change.