2019-2020

SCHOOL PRINCIPAL:

TARA GRAY The mission of the Bellevue School District is to serve each and every

student academically, socially, and emotionally through a rigorous and

relevant education that is innovative and individualized. As a learning

community that values one another’s humanity, we provide courageous

support for an equitable and exceptional education for all students.

INTERNATIONAL

SCHOOL IMPROVEMENT PLAN

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

International School 2019-2020 School Improvement Plan

Our work in serving every student, every day, in every classroom is grounded in the idea of continuous

improvement. Working with the Office of the Superintendent of Public Instruction, we use the Nine

Characteristics of Successful Schools to guide our work.

Included in this school improvement plan are details of the current focus at International School, as well as an

outline of our strengths and opportunities for the year ahead. In addition to promoting continuous

improvement in student achievement of the state learning goals, we recognize that nonacademic learning and

growth are key elements of student well-being and success. This plan is based on a comprehensive needs

assessment of our school and its programs that included active participation and input from building staff,

students, families, parents and community members.

Instructional Program Overview………………………………………………………………………………………………………………………… Page 3

Profile ………………………………………………………………………………………………………………………………………………………………. Page 4

Achievement & Growth ……………………………………………………………………………………………………………………………………. Page 8

School Goals & Key Performance Indicators …………………………………………………………………………………………………….. Page 11

The International School offers an outstanding educational

experience to all students, focused on preparing them

intellectually, socially, creatively, physically, and emotionally,

so that they are inspired to become lifelong learners and to

realize their dreams in the larger world.

THE NINE CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

1 · Developing a clear and shared focus ·

2 · Maintaining high standards and expectations for all students ·

3 · Using effective school leadership ·

4 · Engaging in high levels of collaboration and communication ·

5 · Providing curriculum, instruction, and assessments aligned with state standards ·

6 · Ensuring frequent monitoring of learning and teaching ·

7 · Delivering focused professional development ·

8 · Maintaining a supportive learning environment ·

9 · Promoting high levels of family and community involvement ·

SCHOOL BACKGROUND

Instructional Program Overview

International School (IS) is a choice school in the Bellevue School District, serving 578 students in grades 6-12. IS was founded as part of the Washington Schools for the 21st Century program to be a small laboratory school with an international focus, where a combination of excellent educational practices could be developed in a climate supporting innovation and experimentation. Students attend classes in a block schedule, with seven subjects spanning their seven years; this promotes a deep and sustained focus on core learning. IS graduates earn college credit by taking an average of seven Advanced Placement courses, as well as through college-level math, computer science, and technology courses. Students complete a capstone senior project, which involves learning in an area of student choice, an internship, community service, and an assessment by an expert panel. The International School has a 1:1 laptop program (initiated in January 2015), allowing for pervasive and effective classroom integration of technology. Each spring students participate in Focus Week, designed as an for-credit exploratory learning opportunity focused on career and technology education. An area of strength and focus for the International School is the development and maintenance of a vibrant school community. All students are engaged in social emotional learning, and organization skills are supported to develop positive academic behavior and scholarship. In an effort to foster whole-school, inter-grade connections, high school students partner with incoming sixth graders to be “big buddies” for the entire year. High school students also participate in an off-campus overnight retreat at the beginning of each school year, during which they participate in workshops and activities and interact to build a strong sense of community. In addition, several classes in humanities and in international studies “loop,” meaning two grade levels are combined to learn a two-year curriculum. This allows students to not only achieve greater depth of knowledge in a discipline, but also to build relationships among grade levels and to mentor and learn from one another. In addition, our Parent-Teacher-Student Association (PTSA) supports the school in myriad ways, partnering to ensure a collaborative environment with families and school staff. Parents are also deeply engaged in the school community, and parent volunteers are a daily presence on campus. International School partners with professional education organizations and other business entities to ensure staff and students develop an understanding of the 21st century skills needed to be successful in their post-secondary school lives. Teachers intentionally work to integrate communication, collaboration, creativity, and critical thinking into lessons. Many IS teachers are also course leaders and support teachers across the district for content area professional development. The staff and students at IS have engaged in professional learning and collaboration with Microsoft Partners in Learning, Microsoft OneNote, the Gates Foundation, the University of Washington, and several other national and international schools and organizations. For the fourth year, International has been designated a Microsoft Showcase School because of the innovation in learning and integration of technology.

N/A

N/A

36%

10%

7%

1%

46% Asian

Black

Hispanic

Two or more races

White

Native American

Pacific Islander

2018-19 SCHOOL PROFILE

International School445 128th Ave SEBellevue, WA 98005

http://www.bsd405.org/international425-456-6500Tara Gray, Principal

International is a choice school for grades 6-12, emphasizing globalcitizenship with a rigorous program that is housed in a supportive,nurturing environment. Student are prepared intellectually, socially,creatively, physically, and emotionally, so that they are inspired tobecome lifelong learners and realize their dreams in the world at large.

SCHOOL

Enrollment

National Board Certified Teachers

Eligible for Free/Reduced Price Meals

Receiving Special Education Services

English Language Learners

First Language Other Than English

Mobility Rate 1%

37%

4%

3%

11%

46%

270

School & Student Characteristics

SCHOOL

Average Attendance Rate

Students with < 10 Absences Per Year

Students with 18+ Absences Per Year

Suspension Rate 0.0%

2%

89%

96%

Attendance & Discipline

ENGLISH LANGUAGE ARTS

Smarter Balanced

MATH

Smarter Balanced

SCIENCE

WCAS

0%

25%

50%

75%

State Assessment Results for Grades 6-8 (Spring 2019)Percentage of Students Meeting /Exceeding Standards

DISTRICT

3.4%

17%

63%

96%

DISTRICT

7%

35%

8%

8%

17%

28%

683

Racial Diversity

Summary of Student Achievement

School Overview

State Assessment Results for Grades 6-8 in the Last Four YearsPercentage of Students Meeting Standards

ENGLISH LANGUAGE ARTS

Smarter Balanced

MATH

Smarter Balanced

SCIENCE

MSP WCAS

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019

40%

60%

80%86%

87%

84%

88%86%

86% 79%

87%92%95%

80%85%

Exceeds Standards Meets Standards

SCHOOL DISTRICT STATE

1

2

3

4

86% 79% 59% 79% 72% 47% 80% 74% 52%

5

Grades 6-8

National Board Certified TeachersThe National Board for ProfessionalTeaching Standards offers a voluntarycertification process for teachers to showthat they have met the organization'sstandards for effective teaching. Teacherswho apply go through a lengthy andrigorous screening process to obtaincertification.

Science Assessments - WCAS/MSPWCAS stands for WashingtonComprehensive Assessment of Science,first administered in Spring 2018 tostudents state-wide in grades 5, 8 and 11.The WCAS replaces the WA State MSPscience assessment. The WCAS is alignedto Next Generation Science Standards,which emphasize engineering andtechnology. The standards were adoptedby the state in 2013. For moreinformation see www.k12.wa.us/assess-ment/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.

Glossary End Notes

School and StudentCharacteristicsData are from October 1, 2018unless otherwise specified.

District AverageThe district averages displayedhere are the averages for districtmiddle schools.

Mobility RateThe percent of students whoentered or withdrew from theschool between October 1 andJune 15, based on October 1enrollment.

Suspension RateThe percent of students whoreceived at least one in-school orout-of-school suspension or wereexpelled over the course of theschool year.

State Assessment ResultsState pass rate percentagescombine "Meets Standard" and"Exceeds Standard."

ab2018-19 SCHOOL PROFILE 2

1

2

3

4

5

N/A

N/A

39%

10%

4%

1%

46% Asian

Black

Hispanic

Two or more races

White

Native American

Pacific Islander

2018-19 SCHOOL PROFILE

International School445 128th Ave SEBellevue, WA98005

http://www.bsd405.org/international425-456-6500Tara Gray, Principal

Racial Diversity

College & Career Readiness

Null

2014-15 2015-16 2016-17

On-Time High School Graduation Rate (Within 4 Years)

5-Year High School Graduation Rate 100%

100%

100%

100%

100%

99%

DISTRICT

2017-18

STATE

2017-18

N/A

93%

N/A

81%

SCHOOL

2015-16 2016-17 2017-18

AP Exam Pass Rate

Average Number of AP and IB Credits Earned by Graduates

Students Taking At Least One AP/IB Course by the Time They Graduate 100%

7.7

80%

100%

7.8

72%

100%

7.7

70%

SCHOOL

2015-16 2016-17 2017-18

High School Seniors Taking the SAT or ACT

Average SAT Composite Score

Average ACT Composite Score 28.7

N/A

100%

29.5

1335

100%

28.8

1899

100%

DISTRICT

93%

6.8

79%

International is a choice school for grades 6-12, emphasizing globalcitizenship with a rigorous program that is housed in a supportive,nurturing environment. Student are prepared intellectually, socially,creatively, physically, and emotionally, so that they are inspired tobecome lifelong learners and realize their dreams in the world at large.

School Overview

SCHOOL

Enrollment

National Board Certified Teachers

Eligible for Free/Reduced Price Meals

Receiving Special Education Services

English Language Learners

First Language Other Than English

Mobility Rate 1%

28%

2%

6%

5%

46%

303

School & Student CharacteristicsDISTRICT

7%

35%

8%

8%

18%

31%

1,085

SCHOOL

Average Attendance Rate

Students with < 10 Absences Per Year

Students with 18+ Absences Per Year

Suspension Rate 0.7%

4%

81%

96%

Attendance & DisciplineDISTRICT

1.6%

8%

75%

92%

Null

2017-18

N/A

100%

2

SCHOOL

SCHOOL

2018-19

100%

7.7

78%

SCHOOL

GRADUATION RATES

AP & IB

SAT & ACT

1

3

4

SCHOOL

2018-19

N/A

N/A

N/A

DISTRICT

N/A

1273

N/A

SCHOOL

Grades 9-12

PSAT College & Career ReadinessBenchmarkAll BSD students take the PSAT test in11th grade, as preparation for the SATand the college application process. ThePSAT Benchmark is one indicator ofwhether students are on track to be readyfor college. Students who score at orabove the benchmark level have a 75%chance of earning at least a C in first-yearcore college courses.

SATThe SAT is a college admissions testwhich was substantially revised in 2017.The new SAT includes two subject areas(ERW - evidence-based reading andwriting, and math.) The previous SAT hadthree subject areas (critical reading,writing, and math). Each subject test isstill scored on a scale from 200-800;however, the combined score on the newtest is now 1600, instead of the previouscombined score of 2400.

ACTThe ACT is a college admissions test withfour subjects (English, math, reading, andscience) scored on a scale from 1-36. TheComposite ACT score is the average of thefour subject test scores.

APAdvanced Placement (AP) courses arecollege-level courses offered in highschool. These courses culinate in an APexam that is given by the College Board.Many colleges grant course credit tostudents receiving passing scores. APtests are scored on a scale from 1-5, with3 or higher considered passing.

IBThe International Baccalaureate (IB)program is a rigorouscollege-preparatory education programoffered at selected schools in manycountries around the world. Studentswho pass a challenging set of IB exams atthe end of selected courses earn aninternationally-recognized IB diploma. IBexams are scored on a scale from 1-7,with 4 or higher considered passing.

National Board Certified TeachersThe National Board for ProfessionalTeaching Standards offers a voluntarycertification process for teachers toshow that they have met theorganization's standards for effectiveteaching. Teachers who apply go througha lengthy and rigorous screening processto obtain certification.

Smarter BalancedStarting in 2014-15, Washington Stateadopted the Smarter Balanced exams toassess student learning in Englishlanguage arts and math in grades 3-8 andhigh school. These computer-basedexams are aligned to the state's CommonCore learning standards. In 2016 and2017, the high school reported scores arefor grade 11. In 2018, the reportedscores are for grade 10, to comply withthe change in the state's accountabilityyear. For more information seewww.k12.wa.us/assessment/StateTest-ing/default.aspx.

Special Education ServicesNeighborhood schools provide acontinuum of special education services.We provide specialty centers as well:

End Notes

School and Student CharacteristicsData are from October 1, 2018 unlessotherwise specified.

District AverageThe district averages displayed hereare the averages for district highschools. District average enrollment isthe average size of the comprehensivehigh schools.

Mobility RateThe percent of students who enteredor withdrew from the school betweenOctober 1 and June 15, based onOctober 1 enrollment.

Suspension RateThe percent of students who receivedat least one in-school or out-of-schoolsuspension or were expelled over thecourse of the school year.

Glossary

SCHOOL

2015-16 2016-17 2017-18 2018-19

English Language Arts: 10th Grade Smarter Balanced Met Diploma Standard

English Language Arts: 11th Graders Met PSAT College & Career ReadinessBenchmarks

Math: 10th Grade Smarter Balanced Met Diploma Standard

Math: 11th Graders Meeting PSAT College & Career Readiness Benchmark

93%95%99%96%

95%99%96%100%

86%91%

86%92%92%96%

ab2018-19 SCHOOL PROFILE 2 INTERNATIONAL SCHOOL abc

* 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 studentswho benefit from support inorganization, executive functioning, andsocial competency.* Pacific program for students withsignificant developmental andintellectual disabilities.* PALS (Preschool Age Learning)preschool to provide early interventionservices for children with special needs ..

ADDITIONAL COLLEGE READINESS MEASURESSCHOOL

2018-19

86%

86%

95%

93%

DISTRICT

72%

70%

85%

87%

SCHOOL

Achievement & Growth

The Washington School Improvement Framework (WSIF) includes each student group individually, creating a holistic vision of a school through two lenses: the performance of the all students group and that of their student group populations. The all students group includes all students in the school, where each student group shows the performance of students by race/ethnicity and program enrollment. Effectively, all student groups are held to the same standard.

Middle School English Language Arts: SBA Proficiency Rates and Goals: Grades 6-8

Group 2018 2019 2020

Actual Target Actual Target

All Students 87% 88% 86% 87%

Asian 91% 92% 92% 93%

Black * * * *

Hispanic 54% 58% 63% 66%

Two or More Races 84% 85% 87% 88%

White 86% 87% 84% 85%

Eligible for Free/Reduced Price Meals 68% 70% 64% 67%

Students with Disabilities 41% 46% 58% 62%

English Language Learners * * 10% 20%

English Language Arts: SBA Proficiency Rates and Goals: Current Grade 6 Cohort

Group 2018 2019 2020

Actual Grade

4

Target Grade 5

Actual Grade 5

Target Grade 6

All Students 91% 92% 87% 88%

Asian 97% 98% 89% 90%

Black * * * *

Hispanic * * * *

Two or More Races * * * *

White 89% 90% 90% 91%

Eligible for Free/Reduced Price Meals * * * *

Students with Disabilities * * * *

English Language Learners * * * *

Math: SBA Proficiency Rates and Goals: Grades 6-8

Group 2018 2019 2020

Actual Target Actual Target

All Students 87% 88% 79% 80%

Asian 94% 95% 87% 88%

Black * * * *

Hispanic 54% 58% 58% 62%

Two or More Races 91% 92% 87% 88%

White 83% 84% 70% 73%

Eligible for Free/Reduced Price Meals 64% 67% 48% 53%

Students with Disabilities 24% 31% 42% 48%

English Language Learners * * 30% 38%

Math: SBA Proficiency Rates and Goals: Current Grade 6 Cohort

Group 2018 2019 2020

Actual Grade

4

Target Grade 5

Actual Grade 5

Target Grade 6

All Students 89% 90% 86% 87%

Asian 94% 95% 92% 93%

Black * * * *

Hispanic * * * *

Two or More Races * * * *

White 89% 90% 85% 86%

Eligible for Free/Reduced Price Meals * * * *

Students with Disabilities * * * *

English Language Learners * * * *

High School English Language Arts: SBA Proficiency Rates and Goals: Grade 10*

Group 2018 2019 2020

Actual Target Actual Target

All Students 95% 96% 93% 94%

Asian 100% 100% 98% 99%

Black * * * *

Hispanic * * * *

Two or More Races * * * *

White 94% 95% 89% 90%

Eligible for Free/Reduced Price Meals * * * *

Students with Disabilities * * * *

English Language Learners * * * *

Math: SBA Proficiency Rates and Goals: Grade 10*

Group 2018 2019 2020

Actual Target Actual Target

All Students 91% 92% 86% 87%

Asian 97% 98% 95% 96%

Black * * * *

Hispanic * * * *

Two or More Races * * * *

White 88% 89% 79% 80%

Eligible for Free/Reduced Price Meals * * * *

Students with Disabilities * * * *

English Language Learners * * * *

*Grade 10 Actuals are not cohort data but based on students in grade 10 of each year

Student Well-Being

STUDENT WELL-BEING GOAL:

By the end of the 2019-2020 school year:

• We will increase our sense of belonging on the Panorama Survey by 1%, from 73% to 74% in middle school and

66% to 67% in high school with no significant decreases in any racial group.

Our strengths in this goal area:

• International staff recognizes the critical importance of student voice in the study of student well-being and the

implementation of relevant, impactful actions that students and staff can take to effectively impact how students

feel at school.

• The school has created a student branch of the Positive Behavior Interventions and Supports (PBIS) team called

ISNext. The purpose of IS Next is to work closely in partnership with the PBIS team to engage in continuous cycles

of improvement that results in the implementation of strategies that positive impact how students feel at school.

• IS has engaged in developing strong Tier I PBIS strategies following recommendations outlined in the TFI and SET

evaluation. These strategies include:

• Engaging students, families, and staff in the development of four school-wide core values: Collaboration,

Integrity, Creativity, and Growth.

• Defining what these core values look and sound like in common spaces (the commons, hallways, locker bays)

and in classrooms.

• The creation and implementation of core-values lessons and expectations review for all students across all

grade levels during the first two weeks of school.

Key performance indicators for the 2019-20 school year include:

• 2019 Fall and 2020 Panorama Survey

• PBIS School-wide Evaluation Tool (SET) and Tiered Fidelity Inventory (TFI)

To support student growth, our school community will meet student needs in the following ways:

• All International students will participate in a school-wide lesson teaching the Social Emotional Learning

Standards and how to recognize, mitigate, and report instances of Harassment, Intimidation, and Bullying (HIB).

• All International students will participate in three pro-social common lessons to develop and grow social

emotional learning competencies (self-awareness, self-management, self-efficacy, social awareness, social

management, social engagement) over the course of the year.

• International students will engage alongside the staff PBIS team in analyzing student well-being data, identifying

areas of growth, analyzing root causes, identifying strategies for positive impact on student well-being,

implementing these strategies in partnership with staff, and tracking their success. Student voice in this process

is a critical component to developing impactful, long-lasting change.

• Continue to engage in further development of Tier I PBIS practices that provide students with positive feedback

regarding behavior observed that is in alignment with the community four core values.

• Utilize Restorative Practices (RP) and support teachers implementing RP this year. There is a focus on 80%

preventative practices (academic and community circles) and 20% restorative (affective statements, questions,

restorative conferences, problem-solving circles). Circles will be infused into every staff training.

• Ensure all instructional assistants, specialists, mentors and support staff receive training on PBIS and are

empowered to promote school-wide values through positive recognition of students.

• PBIS Team and IS Next will utilize the Culturally Responsiveness Field Guide (CRFG) and incorporate culturally

responsive elaborations into our cycles of continuous of improvement. The teams will Identify strategies to

interrupt the impact of implicit bias and promote equitable access and improve student outcomes.

High Quality Instruction

MATH GOALS:

By the end of the 2019-2020 school year:

• At least 87% of the Class of 2026 (current 6th graders) will meet state standards in Math, while meeting WSIF goals for all subgroups. The 2019 proficiency rate for the Class of 2026 was 86%.

• We will decrease the gap between our highest and lowest achieving racial subgroups in Math grades 6-8 by accelerating the growth for the lowest-scoring groups while maintaining or increasing proficiency levels of the highest scoring groups. Goal: Decrease the gap from 29% in 2019 to 22% in 2020.

Our strengths in the goal area:

• International math teachers take part in district math professional development as well as outside learning

opportunities which supports the district’s focus on math discourse.

• Teachers have been using a standards-based approach to teaching and assessment the past three years.

• Additionally, some International math teachers serve as leaders for the district in their course area and with

professional development.

Key performance indicators for the 2019-20 school year include: Math interim assessment data and course grades will be

analyzed quarterly. STAR math progress monitoring will be reviewed three times per year for students in 6th – 8th grade.

Smarter Balanced Assessment (SBA) scores will be reviewed annually.

To support student growth and achievement for those performing below grade level, our school community will meet

the academic and non-academic needs in the following ways:

• Structural components, PDSA Cycles of Improvement and Multi-tiered Systems of Support (MTSS):

• Coaching visits and classroom learning walks to analyze the implementation of the Math Techbook tools.

• Course-level data team meeting structure to support data-based instructional decision making, scheduled for

each of the four interim assessment dates.

• Monitor and support individual teachers in the analysis of the four interim assessments.

• Accessing formative assessment data from the Synergy platform.

• Students will use technology to communicate, access information, solve problems, share knowledge, and

enhance learning. Students will apply technology to real-world learning experiences and learn digital citizenship

skills and appropriate use of technology in their lives.

ENGLISH LANGUAGE ARTS (ELA) GOALS:

By the end of the 2019-2020 school year:

• At least 88% of the Class of 2026 (current 6th graders) will meet state standards in ELA, while meeting WSIF goals for all subgroups. The 2019 proficiency rate for the Class of 2026 was 87%.

• We will decrease the gap between our highest and lowest achieving racial subgroups in ELA grades 6-8 by accelerating the growth for the lowest-scoring groups while maintaining or increasing proficiency levels of the highest scoring groups. Goal: Decrease the gap from 29% in 2019 to 22% in 2020.

Our strengths in the goal area:

• International has a Sheltered Instruction Observation Protocol (SIOP) lead teacher as well as English Language

Learner (ELL) Facilitator support.

• In addition, our staff strive to bring in culturally responsive and real-world applications in their project-based

curriculum.

• Teachers use restorative practices in their classrooms.

Key performance indicators for the 2019-2020 school year include: ELA and social studies interim assessment data and

course grades will be analyzed quarterly. STAR ELA progress monitoring will be reviewed three times per year for students

in 6th – 9th grade. SBA scores will be reviewed annually.

To support student growth and achievement for those performing below grade level, our school community will meet

the academic and non-academic needs in the following ways:

• 6th grade focus on literacy across the content areas using informational texts.

• Grade-level data team meeting structure to support data-based instructional decision making for 6th grade ELA

and SS, scheduled for each of the four interim assessment dates.

• Monitor and support individual teachers in the analysis of the four interim assessments.

• Assist teachers in accessing formative assessment data from the Synergy platform.

• Improve inclusive instructional practices through co-teaching in ELA with general education and special

education teachers.

• Students will use technology to communicate, access information, solve problems, share knowledge, and

enhance learning. Students will apply technology to real-world learning experiences and learn digital citizenship

skills and appropriate use of technology in their lives.

Family and Community Engagement

FAMILY AND COMMUNITY ENGAGEMENT GOAL:

• At least 20% of families in each racial group will participate in the family engagement survey administered during winter 2020.

Our Strengths in the goal area:

• Active PTSA and strong attendance at evening parent engagement event

• Significant number of community members who partner with International to support high school students with

Senior Project.

• Parents serve as guest speakers, panelists, field trip chaperones, etc.

To support family and community engagement, as a school we are committed to the following actions:

• Expand opportunities for parents, local organizations, and members of the community to learn and support our

work together.

• Strengthen relationships with parents and families through deeper understanding of their perspectives and

needs.

• Communicate the importance of the survey, partnering with PTSA.

• Match resources and services in the community with identified student needs.

• Implement equitable and culturally responsive family engagement practices aligned with academic goals.