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Stevenson Elementary: Three-Year School Improvement

Plan 2016-17 to 2017-18

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

Stevenson Mission Statement To provide all students with an exemplary college preparatory education so that they can succeed in

college, career, 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 a 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 and detailed throughout this document.

Contents School Profile School Background Progress Towards Goals School Improvement Plan Highlights Appendices

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SCHOOL BACKGROUND

Instructional Program Overview

At Stevenson, we are honored to be a Spanish dual language school and we have created a learning environment and community where students of different races, cultures and abilities benefit from being educated together. We view bilingualism as an asset that directly benefits our learning community and will benefit society in the future by creating individuals who will be productive, respectful and supportive citizens. We provide an intellectually stimulating, culturally relevant, nurturing environment where students develop skills, confidence, and creativity to meaningfully engage in making the world a better place. Our dedicated teachers strive to be their best through collaboration and a commitment to engage in practices that supports student access to a rigorous and engaging curriculum that ensures their academic and social success.

Stevenson offers a K-5 Spanish Dual Language program where students from different language backgrounds learn together while instruction is systematically delivered in both Spanish and English languages. The Spanish Dual Language Program is ideal for any student. Young children have the ability to gain language faster with near native like language skills and learning a language at a young age increases cognitive development. Stevenson utilizes Guided Language Acquisition Design (GLAD) strategies to support all students. GLAD provides differentiation to meet the needs of each students and develops academic language through linguistic structures that enable students to participate in context-rich discourse. GLAD enables students to use critical thinking to engage with the content through 21st century skills including collaboration, inquiry, and academic vocabulary. This approach allows all students, including our students who receive English language learner (ELL) services (60% of our students) and our students who speak a first language other than English (77% of our students), to access grade level content. Over the course of the next two years, the delivery of the curriculum will be increasingly enhanced by the STEM (Science Technology Engineering Science) initiative, which prepares students for 21st century skills using innovative, hands-on, inquiry-based methodology and technology tools.

Stevenson staff members believe that it is our responsibility to eliminate the achievement gap and institutional racism at our school. Our support system for our students is comprehensive, and reflects our commitment to achievement and wellness. Our academic team includes six instructional facilitators with expertise in instruction, reading, ELL and dual language. We also have one guidance counselor. Together, this team works with individual and teams of teachers to ensure that the district’s curriculum is delivered based on the needs of our students. Stevenson has an onsite Family Connection Center (FCC) that is staffed by one district employee and two community members. Together, they work with families to ensure they have access to district and community resources and to ensure families have their basic needs met. They also provide enrichment opportunities for students by bringing the community to the school and the students to the community. In addition, we partner with the greater Bellevue community to sustain programs that support our mission. These partnerships help us to enhance our students’ connectedness to school through partnerships with the City of Bellevue, Rainier Athletes, and Jubilee Reach to offer programs such as Girls on the Run, robotics, chess, language classes and art classes, and soccer.

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Key successes this past year: • STAR Protocol (Skills, Knowledge, Thinking, Application and Relationships) instructional data from

Powerful Teaching and Learning Classroom Study (Baker-Evaluation Research-Consulting Group) remained at the same level despite 50% of the classroom teachers being new to Stevenson (65%)

• Positive Behavior Interventions and Supports (PBIS) implementation increased from 73% in 2016 to 97% in 2017 based on the SET data collection

• High teacher retention rate between 2016-2017 to 2017-2018 school year • The delivery of special education services went from 0% of services being delivered in the classroom to

55% being delivered in the general education classroom • Specially designed instruction for students receiving special education services in the Spanish Dual

Language program was delivered in Spanish

Highest-Priority Opportunities for Growth:

Emerging Bilinguals: • 100% of our students receiving English Language Learner (ELL) services and non-native Spanish

speakers in dual language will grow at least one level on the English as an Additional Language (EAL) Listening and Speaking Continuum and will grow at least one level in two categories (speaking, listening, reading and/or writing) on the annual English Language Proficiency (ELP) assessment

Spanish Dual Language Students: • 100% of our 3rd grade students will be proficient or on an appropriate growth trajectory in reading as

measured by Evaluacion del desarrollo de la lectura (EDL2) • 100% of our 5th grade students will be proficient or on an appropriate growth trajectory in math as

measured by STAR

Non-ELL students and ELL students who have reached “fluent” on the EAL Continuum: • 100% of our 3rd grade students will be proficient or on an appropriate growth trajectory in reading as

measured by STAR • 100% of our 5th grade students will be proficient or on an appropriate growth trajectory in math as

measured by STAR ALL Students:

• 100% of our students will feel a sense of belonging as measured by the Panorama Survey

Community: • 100% of the parents will attend at least one family engagement event

Teachers: • 100% of Stevenson teachers will demonstrate Powerful Teaching and Learning as measured by the

STAR Protocol (based on data collection protocol - 80% or higher indicates full implementation)

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PROGRESS TOWARDS SCHOOL GOALS

Academic Success

Our goal every year is that each and every student meet their full potential and capacity to learn and we will advocate for all students’ academic needs without excuses or limits.

Stevenson embraces the three tenets of dual language education, including bilingualism and biliteracy, high academic achievement in two languages, and sociocultural competence. Stevenson is committed to meeting the needs of diverse emergent bilingual learners through an equitable dual language program. Stevenson 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. Stevenson supports continued enrichment of culturally relevant instructional practices specific to emergent bilingual learners. In practicing a view of holistic bilingualism, Stevenson recognizes that the trajectory of an emergent 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.

The following chart shows reading achievement by English language learners versus monolingual English speaking peers by program participation type over a k-12 experience. The only program type that produces achievement levels that match or exceed that of monolingual peers is two-way dual language. Students in a two-way program, such as Stevenson’s, are not expected to pass standardized English tests until middle school.

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The state of Washington measures progress using the Smarter Balanced Assessment. This District measures progress using Smarter Balanced and the STAR assessments. Based on language acquisition research as detailed on the chart below it takes approximately 5-7 years before students have the language skills to be “proficient” on such assessment. The state of Washington provides emerging bilinguals one year to be proficient. Students enrolled in dual language programs typically do not “meet standard” on English based assessments until they are in middle school; however, their achievement continues to accelerate, outperforming their peers by the time they graduate from high school.

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For example, according to the chart below, 37% of 3rd graders were proficient in reading as measured by STAR. 67% of these 3rd graders who were tested were enrolled in the dual language program and/or receiving ELL services. 25 of the 3rd graders were not ELL or in the dual language program and of these 25 students - 88% of were proficient according to STAR.

Past Progress Measure 2013 2014 2015 2016 2017 2018 3rd Grade English Language Arts

STAR 84 82 60 56 37 Smarter Balanced NA NA 49 45 35

5th Grade Math STAR 74 64 74 67 43 Smarter Balanced NA NA 63 54 43

2017 Smarter Balanced Results by Subgroup – Grades 3-5 Combined:

% Meeting Standards

Category Subgroup English Language Arts Math Total #

Students Race/Ethnicity Asian 56% 67% 84 Race/Ethnicity Black 57% 43% 7 Race/Ethnicity Hispanic 16% 20% 79 Race/Ethnicity Multi-Ethnic 67% 50% 6 Race/Ethnicity White 26% 47% 19 Free/Reduced Price Meals

F/R 24% 28% 121 Not F/R 59% 72% 74

Gender Female 41% 43% 98 Male 34% 46% 97 ELL Status ELL 13% 24% 103 Not ELL 65% 67% 92 Special Education Has IEP 8% 8% 13 No IEP 40% 47% 182 504 Status Has 504 0% 0% 3 No 504 38% 45% 192 Grade Level Grade 3 35% 51% 81 Grade 4 32% 38% 56 Grade 5 47% 43% 58 Total 37% 45% 195

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Positive & Productive Life

Historical Data 2017-2018 Measure 2013 2014 2015 2016

Fall 2017

Spring 2017 Fall

2018 Spring

Panorama Student Survey Data – Students feel like they belong

66% 72% 73% 68% 66%

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SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals?

Academic Success

Key strategies implemented for the 2017-18 school year to support our goal of 100% growth in Speaking and Listening, English Language Arts (ELA) and Math:

• Implementation of a new facilitator model that decreases intervention and increases inclusion by providing differentiation and co-teaching. Each grade level team, specialist team and dual language team will be assigned a facilitator. The facilitator will support the team in planning for instruction that is culturally relevant, differentiated and aligned to Powerful Teaching and Learning. Facilitators will support teachers in achieving Stevenson’s school-wide instructional goal of increasing the quantity and quality of student discourse and providing classroom instruction that meets the learning needs of all of its students. All facilitators and special educators will use co-teaching approaches when pushing into the classroom. This will increase the learning time for students, as well as provide consistency with classroom expectations and support for the variety of instructional needs in a classroom. Facilitators will begin the school year by providing more support to teachers who are new to the profession and District. Stevenson is committed to increasing teacher capacity to provide the opportunity for Stevenson students who typically would be assigned to a special education centered program in a different school the opportunity to attend Stevenson.

• Increased support for Dual Language. This year, the dual language program has a full time facilitator. The facilitator collaborates with the dual language teachers on curriculum development and delivery and provides additional support to new teachers. As a school, we continue to strengthen our identify as a dual language school. This year, all staff will in professional development on the three tenants of dual language.

• Implementation of School Wide Integrated Framework for Transformation (SWIFT) Framework to improve student achievement: Stevenson is a SWIFT pilot school. SWIFT is a framework that builds our capacity to provide academic and behavioral support to improve outcomes for students. This year, Stevenson’s administrators and Instructional Technology Curriculum Leader (ITCL) will receive professional development and coaching from SWIFT to work with Stevenson teams and staff to utilize SWIFT implementation tools for transformation.

• Creation of Stevenson Equity Leadership Team (SELT). Stevenson recognizes the rich diversity among our students and families, and the district’s priorities around equity and inclusion. This year, Stevenson’s equity team and instruction team have merged to ensure that the lenses of racial equity and inclusion are utilized for all initiatives and on all teams. SELT reviews school-wide data to guide instructional practices, monitor effectiveness and make school governance decisions. The team is learning about SWIFT and will use the available tools to guide its work. The team is committed to ongoing conversation about race and equity during team meetings and in daily interactions with students, colleagues and families.

• Commitment to Powerful Teaching and Learning. The Baker Evaluation-Research-Consulting (BERC) Group will conduct learning walks and gather important teaching and learning data on the teaching habits and techniques demonstrated by Stevenson teachers. Teachers will also participate in learning walks for calibration and reflection using the Instructional Habits Rubric. Staff will review and analyze the data together, celebrate growth and set goals to continue improving teaching and learning.

• Implement Multi-Tiered System of Supports (MTSS) for Inclusive Academic Instruction. Stevenson is working on strengthening academic instruction that all students receive (tier 1 instruction) by identifying how we will progress monitor the reading growth of our students and plan for instruction and differentiation. An emphasis will be placed on instruction, especially reading instruction, that is culturally responsive, utilizes GLAD habits and utilizes Powerful Teaching and Learning; specifically, clear purpose, reflection and peer discourse and support.

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Positive & Productive Life

Implement Multi-Tiered System of Supports (MTSS) for Inclusive Behavior Instruction. The Stevenson community understands the importance of strategically implementing Positive Behavior Interventions and Supports (PBIS) structures that help our students achieve social success. PBIS is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions. Stevenson PBIS data indicates a high level of implementation. In addition to collecting student input on culture with our Panorama survey, we will use the School-Wide Evaluation Tool (SET) to gauge our level of readiness and implementation for PBIS. This is an external measure that was originally conducted in January of 2016 by Northwest PBIS.

Key strategies implemented in 2016-17 and in the fall of 2017 to strengthen the school climate as well as the support systems for our students: • Creation and delivery of common lessons. Revised and developed first 20 days lesson plan that include

lesson on behavior expectations and school wide procedure, particularly with our move to Bellewood • Provide building professional development.

o Designed and delivered PD that is based on the discipline referral data and goals/focus for the year o August 2017 PD days were used to train all staff members in restorative practices as well as talking

circles. Talking circles have been integrated in many of our classrooms as a daily ritual for community building and problem solving

o As a staff, reviewed and revised the office referral system keeping in mind the social emotional learning (SEL) needs of our students and the latest changes in the discipline referral policy & procedure.

o PBIS team has undertaken the book study on Fostering Resilient Learners: Strategies for Trauma Sensitive Classroom

• Attend PD offered by outside providers. o PBIS team attended the Sound Discipline on PBIS Tier 1 and trauma sensitive classroom o Principal, Asst. principal, counselor and ITCL have participated in several training offered by

International Institute for Restorative Practices (IIRP) on restorative practices and talking circles. 3 members of our school community are IIRP authorized trainers.

o AP, Counselor and PBIS specialist are scheduled to attend a training this fall PBIS and strategies for trauma impacted students.

• Use of a PBIS specialist. The PBIS Specialist oversees schoolwide systems such as before school, breakfast, lunch, recess and after-school procedures. She uses pro-active support students with high social emotional needs.

Review DESSA and discipline referral data. Our staff conducted the DESSA mini survey on each student in the fall. This survey serves as a screener for students who may be at risk of social emotional challenges that potentially impede learning and lifelong success. Using data from the survey informs and/or confirms other data (behavioral, anecdotal, etc.) that indicate need for interventions. Our team will engage in work to identify Tier 2 (support that some students need and typically delivered in small groups) and Tier 3 (support that a few students need and typically delivered one-on-one) interventions to support students’ social success. Led by the

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counselor and psychologist, and working through the guidance team framework, we will identify and facilitate internal and external strategies for students.

• DESSA data from fall 2016 in conjunction with the discipline referral data from 15-16 was reviewed by the PBIS team which resulted in the review of recess and lunch procedures of the school

• Provide Tier 2 instruction. Small group lessons and individual supports are being provided by the school counselor on an ongoing basis. Several students participate in the check-in/check-out program. The program consists of students checking in daily with an adult at the start of the school to receive their goal sheet and start their day with an interaction with an adult they are connected to. Teachers provide feedback on the goal sheet throughout the day. At the end of the day, the students checks out with an adult to celebrate their success and establish goals for the following school day.

• Tertiary Team. A tertiary team, comprising of the admin, psychologist, counselor and behavior specialists meets regularly to review the needs and supports in place for some students with high social emotional needs. The team works with parents and care-givers to support these students

• Delivery of SEL curriculum. Second Step curriculum has been taught/re-taught in collaboration and consultation with the school counselor. Students in grades 3-5 utilize the Ruler curriculum. This curriculum utilizes strategies to help students recognize and regulate their emotions.

• Coordination with community agencies. Community agencies like Sea Mar, Jubilee Reach, Big Brothers and Big Sisters, Rainier Athletes, YMCA and Bellevue Boys and Girls Club have been involved in providing tier 2 and tier 3 counseling and supports to some of our students, as needed

• Integration of SEL and core instruction. We have introduced the facilitator model to provide job-embedded coaching/PD/Support to enhance the tier 1 systems at each level. Grade level facilitators will be the first point of contact to discuss academic and SEL needs of the students who need extra support. The grade level team will recommend tier 1 and tier 2 interventions which, when implemented with fidelity, will either resolve the concerns or provide data to move onto the next level of support which is when the counselor, psychologist and instructional support staff (team) will be engaged.

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APPENDIX A: Description of Measures

3rd 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.

5th 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.

High Growth

Percent of students who had above expected growth on the STAR assessment.

Typical Growth

Percent of students who had expected growth on the STAR assessment.

Low Growth Percent of students who had less than expected growth on the STAR assessment. High, Typical, or Low growth does not necessarily correlate to meeting, not meeting, or exceeding grade level standards.

Panorama Anonymous student survey that measures school climate and student feelings about school.

DESSA Mini Screening test that measures a student’s social emotional skills.

APPENDIX B: Glossary

SBA Smarter Balanced Assessment

PBIS Positive Behavior Intervention Support

SEL Social Emotional Learning

STEM Science Technology Engineering Math

GLAD Guided Language Acquisition