Student Safety Update Tuesday, May 19, 2015 Presentations.pdfMay 19, 2015 · • Standard Fire Safety and Emergency ... Principals to notify them of the incident and status and,

Student Safety Update Tuesday, May 19, 2015 Presented by: John Harrison, Executive Director of Schools Patty Siegwarth, Executive Director of Schools Melissa DeVita, Deputy Superintendent for Financial Services and Operations

The Bellevue School District Mission: To provide all students with an exemplary college preparatory

education so they can succeed in college, career and life.

For additional information regarding this presentation contact:

Name – John Harrison Email: [email protected] Phone: (425) 456-4160

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mailto:[email protected]

Agenda

• Procedure 3432P (Emergencies) Update • Director of Security Position • Revised “Lockdown” and “Lockout”

Protocols (Slides 5-9) • Threat Assessment (Slide 10) • Challenges

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Procedure 3432P (Emergencies)

• Standard Fire Safety and Emergency Management Plan for School Campuses

• Security and Emergency Preparedness Guide for School Campuses

• Flip Chart for Every Classroom

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Posting for Director of Security • Develops mission and implementation strategies for District

security, emergency response and emergency preparedness • Liaison with first responders and law enforcement • Leads emergency management response • Develops procedures and practices for safety and security • Serves as initial point of contact with outside agencies dealing

with safety and security • Conducts annual facility threat assessments • Investigates safety and security incidents • Develops training materials and professional development for

staff • Leads District Safety Committee

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Communication with Outside Agencies When in Lockdown and Lockout

• BSD will call 9-1-1 to make initial report about an emergency situation.

• First on the scene from the applicable law enforcement agency will be in charge until he/she transfers to the designated law enforcement

• Officer in charge will provide guidance and support, but will not direct processes, relying on the principal in collaboration with District administrator for direction

• Principal will assess, identify next steps and seek input from identified District administrator at command center

• CPS, mental health, counseling, local church, and/or support community agencies, are contacted, if applicable

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Communication with Parents/Guardians When in Lockdown or Lockout

• Test e-mail, phone & text messages are sent to parents in September in order to practice using School Messenger and give parents the opportunity to update records, manage School Messenger alerts, etc.

• Phone notification is provided to parents via school messenger to check email (ASAP)

• PTSA President is notified of situation • Email updates are provided to parents that are vetted through

the command center • A follow-up de-briefing meeting is held within 1-2 weeks of the

event, updating the parents and sharing ongoing steps taken to address the issue, ensure student safety, etc.

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District Support for Principals and Schools When in Lockdown or Lockout

• Side-by-side coaching/assistance from one District administrator • Support from the District command center at the District office (review and approve

outgoing communication, stay present in one location, be easily accessible by phone, etc.)

• District command center contacts: • Security for additional assistance/presence/support (456-7233) • Communication department, having key personnel arrive, whenever possible, to

assist principal/coach; another member of the Communications Department should stay at the central command center location to provide assistance/support

• Additional administrators for assistance/presence, as necessary • Key operations personnel, such as transportation, grounds/maintenance, food

service, mail run folks, etc. • Principals to notify them of the incident and status and, when necessary, district

staff • Transportation to identified alternate site including special transportation needs

(Pacific etc.) • Crisis management team provides assistance no later than the following morning • Another District administrator at an alternate site coordinates welcoming and sets up

systems with that building-level administrator

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Communication with Teachers and Support Staff When in Lockdown or Lockout

• Most impacted staff (1:1) and/or staff necessary to assist in response • Principal sends electronic communication to staff as soon as feasible, stipulating

what is confidential and what can be shared, refraining, whenever possible, from using individual student names; updates are provided as needed

• Certificated and classified staff will meet at least once a day for debriefs/updates, providing opportunity for Q & A, have scripted messaging, and communicate varied ways in which the district can support them and the students through this process

• A clearly crafted and consistent message is sent out to staff; time permitting have that message vetted through the command center to ensure consistency with messages sent from the district and/or police department

• Office support staff adhere to scripted responses when responding to outside inquiries and, when possible, may answer phone calls

• Building level administrator, whenever possible, versus office support staff, will be on the all-call making announcements, such as lock down, to students and staff

• Non-crucial responsibilities such as staff meetings are set aside to allow staff time to decompress, re-establish routines, etc.

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Threat Analysis Protocol: Lockdown or Lockout?

• Is there an identified suspect or suspects? • Is the source of the information identified or anonymous? • Is the information first-, second-, third- hand? • How credible is the source of the information? • Is there another corroborating source for the information? • How old is the information? • Is there other historical or contextual information to support the credibility

of the information? Social media? • Is there an identified motive for the threat? • Is there a particularized target for the threat? • Is there an identified date/time for the threat? • Is there something significant about the timing of the threat? • Is there an identified means of carrying out the threat? • Can the viability of those means for carrying out the threat be determined? • Can the location of the suspect be determined at this time?

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Actions are based on: What are we trying to accomplish?

• Lockdown: What specific, articulable indicators exist that a threat

to the school is either present or imminent at this time?

• Lockout: What specific, articulable indicators exist that would

indicate it is no longer safe to remain in the building or on campus?

• Search: Can we safely , effectively and/or legally conduct a search?

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Challenges

• Perpetual School Resource Officer (SRO) shortage

• Shifting Security Department focus from protection of property to safety

• Training and Professional Development • Communications: Social Media

(Facebook and Twitter/Website Alerts) 11

Graduation Update

Tuesday, May 19, 2015

Shomari Jones, Leader, Graduation Success




Name – Judy BuckmasterEmail: [email protected]: (425) 456-4055

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Graduation Success!

Agenda

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• Purpose: 100% Graduation

• Background/Research:

• Class of 2014

• Challenges & Barriers

• Support

• Next Steps

• Questions/Comments

If, by 2018, each and every student will graduate high school…

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…then we must examine the challenges and barriers, remove them and give multiple pathways to success.

BSD Class of 2014 Graduation Data

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Dropouts

Began Grade

9 in WA

Tran Into WA

Yr1

Yr 2

Yr3

Yr4

Tran Out

AdjCohrt Grads Cont

Adj 4Year

CohrtGrad Rate

CohrtDr/O Rate

ContRate

All 1442 246 1 4 11 17 201 1487 1362 92 91.6 2.2 6.2Native Amer., Alaska Native 4 0 0 0 0 0 1 3 3 0 100.0 0.0 0.0Asian 427 89 0 4 1 1 48 468 439 23 93.8 1.3 4.9Native Hawaiian, Pacific Islander 2 1 0 0 0 1 0 3 2 0 66.7 33.3 0.0Black, African-American 51 12 0 0 1 3 9 54 46 4 85.2 7.4 7.4Hispanic or Latino 154 29 0 0 1 3 31 152 124 24 81.6 2.6 15.8White 707 103 1 0 7 6 102 708 661 33 93.4 2.0 4.72 races or others 97 12 0 0 1 3 10 99 87 8 87.9 4.0 8.1Special Education 157 5 1 0 0 5 21 141 107 28 75.9 4.3 19.9Limited English 79 78 0 1 0 3 34 123 91 28 74.0 3.3 22.8

Investigating Challenges & Barriers and Implementing Solutions

• Develop data system to monitor early Early Warning Indicators

• Research successful programs and systems in other districts, including alternative pathways to learning

• Research best practices in drop-out prevention

• Develop/pilot intervention systems

• Monitor and evaluate intervention programs

• Implement parental communication and support process

• Improve credit recovery system for students

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Early Warning Indicators akaASPEN Flag System—who is at risk?

Secondary Schools:• A = Attendance (5 days or more)

• B = Behavior (suspensions/expulsions)

• C = Coursework (math, ELA)

Elementary Schools:• A = Attendance

• B = Behavior

• C = Coursework (STAR Assessments)

• * = Nurse visits7

ASPEN Flag System

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STUDENT

STUDENT

Progress Monitors

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David Richardson: Interlake and Highland

Donna MattisonSammamish and Odle

Progress Monitors

• Provide a broad range of support services to students;

• Facilitate district-wide efforts to boost student retention and high school completion

• Regularly communicate with each assigned individual regarding progress toward achieving his/her educational and college-bound goals;

• Serve as an advocate for students;

• Design and implement individual student success plans;

• Work with school and district leaders to overcome the road blocks which can impede student success.

Counselors AND Progress Monitors?Advocating for the addition of Graduation Coaches, aka, Progress Monitors

Guidance and counseling programs were first established to help students find jobs. Later, school counseling programs incorporated mental health counseling for students in need. Then, they began to emphasize postsecondary placement. In the Sputnik era, counseling became a way to guide students toward careers in science and math. Since then, school counselors have also been asked to lower dropout rates, administer drug and child abuse prevention programs, and address school violence, bullying, broken families, and youth alienation.

- from E2SHB 1599 PASS Act

OSPI Model Graduation Coach Policy 2013

Integrated Student Supports

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Senior Class Overview Sammamish

Senior Class Overview Interlake

Selecting a Cohort for Each Progress Monitor

• Attendance

• Credits Earned to Date

• GPA

• Others Services Utilized, e.g., AVID, Math seminar, etc.

• Staff Input

• Counselor Recommendation

Progress Monitors Keeping Other In the Loop

• Provide intrusive supports and consistent communication with students and families to facilitate retention activities

• Utilize various means to communicate with students and positively reinforce progress toward graduation

• Ensure that information is gathered and distributed to appropriate staff, programs and departments

• Participate in regularly scheduled meetings with supervisor

• Submit monthly reports

• Serve as the liaison in organizing the communication between students, administrators, counselors, teachers and parents for the purpose of creating and monitoring student graduation plans

Measuring the Success of Progress Monitors

We expect…

• Increased GPA

• Increased Attendance

• On-track with credits earned

• AVID Ready 2018

Multiple Pathways

• “I’m just not into the whole high school thing….”

• Running Start

• “I left cause I just couldn’t take it anymore…”

• Open Doors—Grad Alliance

• “I don’t want to stay in high school but I want to go to college; I just need more help…”

• Open Doors—CEO

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Running Start

Running Start Enrollment, BSD current total: 388 students

• Bellevue HS

• 60 students grades 11 and 12

• Big Picture School


• Interlake HS


• International School

• 3 students each took 1 class

• Newport HS


• Sammamish HS


Open DoorsRCW 28A.175.100, Intent:

In every school district there are older youth who have become disengaged with the traditional education program of public high schools. They may have failed multiple classes and are far behind in accumulating credits to graduate. They do not see a high school diploma as an achievable goal. They may have dropped out of school entirely. They are not likely to become reengaged in their education by the prospect of reenrollment in a traditional or even an alternative high school.

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Open Doors Youth Reengagement• A dropout reengagement system that provides education and services

to older youth, ages 16-21, who have dropped out of school or are not expected to graduate from high school by the age of 21.

• Open Doors reengages disconnected youth through programs that:

• Encourage community partnerships;

• Create multiple pathways for students to realize success;

• Provide an on-ramp to post-secondary achievement through a performance based, individualized support model.

• Programs should:

• Be based on data informed processes that identify the youth who have disengaged;

• Explore common barriers and support needs for these students;

• Be developed using the principles of best practice to target these barriers;

• Provide supports and alternative pathways to success.

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Support Programs to Prevent Drop-Out and/or to Re-engage

• Graduation Alliance

• Dropout Recovery Program

• Formal partnership through Open Doors

• Currently have 11 Bellevue resident students enrolled

• Career Education Options (CEO)

• No formal partnership

• Students register through Lake Washington Institute of Technology

• Currently 98 Bellevue resident students from ages 16 to 21 are enrolled

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Credit Recovery OptionsDistrict program at Sammamish High School

• Second semester

• After school-teacher led

• English, Social Studies, Math

Summer School Program

• Two sessions

• Three hours per session/five days per week/four weeks

Learning Experiences Outside of BSD

• 2013-14: 378 approved applications

• 2014-15: 224 approved applications (to date)

Options at Individual High Schools23

Ongoing & Looking Forward

• Gates Grant partnership for Club 678

• Boys and Girls Club of Bellevue, BSD, King County Housing Authority

• Work on supporting students during transitions, e.g., eighth to ninth grade and new to cohort;

• Black/Brown Male Summit

• High School Black Male Empowerment Groups

• Mentoring

• YODA: early identification

• Hiring additional Progress Monitors

• Interdependence: SEL-Equity-Curriculum-Graduation Success24

Questions / More Information

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Name – Judy BuckmasterEmail: [email protected]: (425) 456-4055

Report on ELL Services

Board Presentation by: Heidi LaMare and Nicole Shimizu


education so they can succeed in college, career and life. 1

Agenda

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• Purpose

• Background / Research

• Next Steps

• Questions / Comments

*Glossary terms are bolded and italicized

Purpose

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The Bellevue School District ELL Department with the involvement of parents, educators, and community, is committed to addressing the unique needs of students from linguistically and culturally diverse backgrounds and to help them achieve the high content and performance standards expected of all students in Washington State. The program helps English Language Learners (ELLs) to become proficient in English and to provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Background Demographic Information • 2,223 Students qualifying for ELL Services

(Beginning-1, Intermediate-2, or Advanced- 3) • 21,238 Students in the Bellevue School District • 10.5% of the total enrollment • 35% of the BSD total enrollment speaks a language other than English

• Recently exited ELL students • 486 students scored “transitional” in spring of 2014 • 366 students scored “transitional” in the spring of 2013

• Students who score level 4/transitional receive two years of assistance if needed.

• Socio-Economic backgrounds: • 19.5% of BSD students qualify for free/reduced lunch • 42.6% Of BSD ELLs qualify for free/reduced lunch

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Background • ELL Students come from 82 linguistic backgrounds. • The top ten languages spoken by students enrolled in ELL are:

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Language Count Spanish 668 Chinese (Cantonese, Fukinese, Mandarin, Taiwanese, Unspecific)

453

Korean 149 Russian 107 Japanese 125 Vietnamese 93 Telugu 112 Hindi 62 Farsi 38 Arabic 41

Background ELL Funds come from two main grants sources, Title III (federal) and Transitional Bilingual Program (state) Title III

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Title III is the federal source of funds to provide supplemental support to English Learners in the form of:

• Professional development for content area teachers o Guided Language Acquisition Design (GLAD) 6 year plan for full professional

development of elementary classroom general education teachers in language development strategies

o Sheltered Instruction Observation Protocol (SIOP) 3 year plan for professional development of secondary content area general education teachers in lesson design and implementation to include all learners

o An ELL professional development coach – Secondary focus

• Extended day – Tutoring and school support programs o 16 schools participate in designing programs to support student learning either

before or after school

Background Transitional Bilingual Program

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Transitional Bilingual Program or TBP is the state source of funds to provide direct support to students who qualify as ELL eligible. These supports must be supplemental to those services provided by general school funding. In the Bellevue School District, TBP funds are used to employ the ELL teaching staff. TBP funds are supplemented by district funds in order to provide high quality programming support to each school.

Background Support Programs for English Learners:

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Elementary and Secondary ELL Models:

Elementary students receive instruction with the general education class under the direction of the classroom teacher. The ELL Facilitator supports the classroom teacher through co-teaching and co-planning, professional development, advocacy for ELLs and their families, and parent and community outreach.

ELL Facilitators may support students in a small group intervention.

Secondary ELL Students receive their English Language Arts and a supplemental English Language Development class with a teacher endorsed in ELL and English Language Arts.

Secondary ELL Teachers have additional time in their schedule to assist content areas teachers with planning, assessment and student support designed to positively impact language learners.

Dual Language Programs:

Additive programming with specific Dual Immersion language programs at Jing Mei Elementary, Lake Hills Elementary, Sherwood Elementary and Stevenson Elementary. These programs are supported as an ELL model; another option for supporting ELL students. 50% of the total numbers of students enrolled in these programs qualify for ELL at entrance.

Data Background

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ELL student achievement as measured by student exit or transitioning rate on the WELPA*

*ELPA21 (English Language Proficiency Assessment for the 21st Century) will replace the WELPA in 2015-2016

Data Background

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ELLs, MSP* and our work towards the instructional initiative goals:

ELLs are classified as ELL in MSP/HSP until they exit ELL services. At that time they are reclassified and counted in the ALL students. For data purposes, the ELL group is a constantly evolving group of enrolling bilingual students.

For this report MSP data is shown based on our district’s instructional initiatives:

3rd grade reading 5th grade math

7th grade writing 8th grade science

*Smarter Balanced Assessment (SBA) will replace the MSP in 2014-2015

Data Background

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BSD 3rd Grade English Learners passing the MSP = 55.6% State wide 3rd Grade English Learners passing the MSP = 44.6%

Data Background

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BSD 5th Grade English Learners passing the Math MSP = 46.4% State wide 5th Grade English Learners passing the Math MSP = 29.4%

Data Background

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BSD 7th Grade English Learners passing the Writing MSP = 43.10% State wide 7th Grade English Learners passing the Writing MSP = 33.6%

Data Background

14 BSD 7th Grade English Learners passing the Science MSP = 60.7% State wide 7th Grade English Learners passing the Science MSP = 14.2%

Next Steps While BSD ELLs outperform their ELL peers in every level of state assessment, a significant achievement gap continues to exist between BSD ELLs and their BSD native-English speaking peers.

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0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

3rd Grade Reading MSP

District ELL District ALL State ELL

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

5th Grade Math MSP

5th Grade Math 5th Grade Math 5th Grade Math

WHAT? HOW?

Next Steps • Why do we do what we do?

• The ELL Department believes in… • Academic success • College and career readiness • Positive and productive life for

ALL of our ELLs • How do we get students

there? • Upholding standards with

rigorous instruction in every classroom every day.

• Strong ELL classes with rigorous instructional goals (secondary)

• What will we do to get students there? • Use English Language

Proficiency Standards (ELPS) to differentiate instruction

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WHY?

Next Steps Using ELPS as a tool for differentiation of state standards: • Increases collaboration:

• Curriculum Developers • General Education Teachers • ELL Teachers and Facilitators • ITCLs

• Ensures language instruction throughout our students’ day – not just during English Language Development (ELD) courses/interventions

• Equitable access to curriculum and standards

17 100%

Questions / Comments / Feedback

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Heidi LaMare: Supervisor, Programs for English Learners Nicole Shimizu: English Learner Curriculum Developer Email: [email protected] and [email protected] Phone: 425-456-4218 and 425-456-4135



Background Information

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Glossary of Useful Terms Term Definition/Description

ELL English Language Learners – the children in our schools

ELD English Language Development

ESL English as a Second Language – refers to program, rather than the identification of the type of student.

Transitional Bilingual Program

TBP is the state level funding that is provided for direct service for ELL students that is supplemental to what students would receive in general education funding. TBP is used to pay for teacher salaries for the teachers who provide ELL services.

Additive Programming

If the first language of the ELL is encouraged through programs such as Dual Language, the learning is referred to as Additive Programming. This term builds on the idea that bilingualism is an asset in our global society.

Immersion Language education where the student is immersed into the new language.

One-Way Immersion

A type of language education program where speakers of one language use the target language to learn the new language. Puesta del Sol is a one-way immersion program.

Dual Immersion

Language education programs where the students have linguistic background in two languages (students in the class are balanced with Spanish dominant students and English dominant students). Also called Balanced Immersion and Dual Language Education in many places on the US west coast. Jing Mei, Lake Hills, Sherwood, and Stevenson are examples of Dual Language programs.

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Glossary of Useful Terms Term Definition/Description Title III Title III is the federal level funds that are allocated to our district through OSPI. Title III has

specific areas it can be used for: Professional Development, Parent Involvement, Summer Programs, and Extended Day Offerings.

WELPA Washington English Proficiency Assessment – Is the state measurement of English skills in reading, writing, listening, and speaking. WELPA provides a score which determines if a student is classified as a beginner, intermediate, advanced or transitional - non-qualifying. The WELPA is used as a placement test and a longer version is used as an annual summative assessment.

ELPA21 (Beginning in 2015-2016)

ELPA21’s assessment system measures growth in English language proficiency based on the newly developed English Language Proficiency (ELP) Standards. It provides valuable information that informs instruction and facilitates academic proficiency in English to help make sure all ELLs leave high school prepared for college and career success.

ELPA21 Consortium

Mission: Acknowledging the diverse and rich language experiences English language learners (ELLs) bring to school, we recognize their English language proficiency is constantly growing. ELPA21 measures that growth based on the new English Language Proficiency Standards and provides valuable information that informs instruction and facilitates academic English proficiency so that all ELLs leave high school prepared for college and career success.

ELPS English Language Proficiency Standards: The ELP Standards correspond to states’ rigorous content standards in English language arts, mathematics, and science. Beyond understanding common English usage, ELLs need to understand language used for grade-level instruction in English language arts, mathematics, and science.

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Spiritridge Staff Charter As a staff, we want to feel:

Supported Inspired Valued Balanced Joyful Safe In order to have these feelings we will: Supported & Inspired: share student and teacher success stories, observe peers, share best practices Valued: Listen to understand, use our time purposefully in PLCs and Professional development, trust and appreciate professional judgment Balanced: Emphasize reflection, monitor and reflect on our self care and personal needs, take care of ourselves and one another Joyful: Smile, laugh, say hello and stay positive Safe: Encourage others to try new things, assume positive intent, be respectful and observe protocols of the school, be OK to risk take and make mistakes We will prevent and manage conflict:

• Through respectful open communication: creating time and space in PLC meetings to have dialogue around uncomfortable feelings

• Establish norms with our PLCs to address communication process • Assuming positive intent and going straight to the source to discuss • “Bless and release” • Apologize without excuses (I’m sorry for..., I know this was wrong because...,

In the future I will..., Will you forgive me?) • Be thoughtful when we are speaking (being our best selves – take a Meta-

moment) • Avoid gossiping • Set realistic goals and prioritizing what is most important (to avoid feeling

overwhelmed) • Be inclusive! Make people feel welcomed! (talk to others at lunch, social

gatherings, etc.) • Seek opportunities to reassure, say positive things and encourage each other

(to avoid embarrassment) • Verbalize feelings • Having a culture of deliberate kindness – daily repetitive kindness • Take time to process and reflect prior to making decisions

STAR Reading Scores – 2014 BOY (2015 MOY) Data and 2015 EOY Goals

Third Grade BOY TO MOY Fourth Grade BOY TO MOY Fifth Grade BOY TO MOY

Total students # 103 (54--52 students not tested)

Total students # 125 (106) Total students # 116 (115)

Intensive Intervention 6 (7) Intensive Intervention 6 (3) Intensive Intervention 6 (3)

6% (13%) 5% (3%) 5% (3%)

Strategic Intervention 10 (10) Strategic Intervention 13 (8) Strategic Intervention 5 (8)

10% (19%) 10% (8%) 4% (7%)

Total Below Standard 16 (17) Total Below Standard 19 (11) Total Below Standard 11 (11)

16% (31%) 15% (10%) 9% (10%)

On Target 11 (8) On Target 8 (14) On Target 6 (4)

11% (15%) 6% (13%) 5% (3%)

Advanced 76 (29) Advanced 98 (81) Advanced 99 (100)

74% (54%) 78% (76%) 85% (87%)

Total Met or Exceeded Standard

87 Total Met or Exceeded Standard

106 (95) Total Met or Exceeded Standard

105 (104)

84% (69%) 85% (90%)_ 91% (90%)

EOY Target - Meet or Exceed Standard

100% EOY Target - Meet or Exceed Standard


100%

STAR Math Scores – 2014 BOY (2015 MOY) Data and 2015 EOY Goals

Third Grade BOY TO MOY Fourth Grade BOY TO MOY Fifth Grade BOY TO MOY

Total students # 102 (51--55 students not tested) Total students # 124 (125) Total students # 116 (114)

Urgent Intervention

4 (4) Urgent Intervention 1 (1) Urgent Intervention 4 (2)

4% (8%) 1% (1%) 3% (2%)

Strategic Intervention

4 (3) Strategic Intervention 5 (2) Strategic Intervention 2 (5)

4% (6%) 4% (2%) 2% (4%)

Total Below Standard

8 (7) Total Below Standard 6 (3) Total Below Standard 6 (7)

8% (14%) 5% (2%) 5% (6%)

On Target 7 (7) On Target 7 (11) On Target 6 (5)

7% (14%) 6% (9%) 5% (4%)

Advanced 87 (37) Advanced 111 (111) Advanced 104 (102)

85% (73%) 90% (89%) 90% (89%)

Total Met or Exceeded Standard

94 (44) Total Met or Exceeded Standard

122 Total Met or Exceeded Standard

110 (107)

92% (86%) 95% (98%) 95% (94%)

EOY Target - Meet or Exceed

Standard



100%

Spiritridge Elementary School



Alexa Allman, Principal Susan Webster, Assistant Principal Brooke Cooley, 5th grade teacher Amy Frieden, 5th grade teacher

Presentation • Brightspots • Summary of Learning • School’s Focus • Progress & Notable Shifts

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Brightspots

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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

2014 Washington Achievement Award Winner • Overall Excellence • Reading Growth

Summary of Learning • Social/Emotional Teaching and Learning + Positive Behavioral

Supports = SUCCESS • Multi-Tiered Systems of support work • It takes a village! CommUNITY! • Next steps: Deepen, enrich and continue!

4

Building relationships &

Positive climate/culture

Common, aligned articulated Curriculum

Equity (does not = same)

Use of ongoing assessments to

inform instruction

Best instructional practices

(Differentiated instruction/Tiered

Approach)

Vision & Mission

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VISION SUPPORT—CHALLENGE—PREPARE for ACADEMICS—CHARACTER—SUCCESS MISSION •Provide academically rigorous, meaningful, challenging experiences for ALL students •Provide a safe and civil atmosphere where students, staff and the community model and expect respect at all times •Use ongoing assessments to inform instructional decisions to meet the needs of ALL learners and to ensure success for all

Spiritridge’s New Initiatives

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Social-Emotional Learning Action Team for Partnerships Equity Teams Positive Behavioral Support

MTSS/RtI 100% Proficiency & Student growth

Attendance Goals

Challenge: 100% Each and Every

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PBIS

CHAMPS

1:1 Para support

IEP

2nd Step

ReadLive

RULER STEM

Journeys

Accelerated Math

Extra Guided Reading

Math Expressions

Check in/Check out

Incentives CTG

CCSS

Guidance Team

Staffing

MDT

School-wide Focus

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STEM at Spiritridge

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Equity - Focus

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Positive Behavioral Support

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Shifts in performance over time GenEd and Gifted: 2014 MSP Pass Rate

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0%

20%

40%

60%

80%

100%

120%

GiftedReading

GiftedMath

GiftedWriting

GiftedScience

0%

20%

40%

60%

80%

100%

2012-2014 MSP Pass Rates

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Fun & celebration!

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We would love support from the School Board and District in these areas:

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Supporting innovation

Needs & Challenges

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More time for dialogue with all staff

Moving Forward....

• Welcoming a new principal • Opportunity for transition has begun • Ongoing work with Action Team for Partnerships

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Questions?

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Alexa Allman- Principal Email: [email protected]

Phone: (425) 456-5900


Additional School Board Information For School Board presentation on Tuesday, May 19

Spiritridge Elementary School



Alexa Allman, Principal Susan Webster, Assistant Principal Brooke Cooley, 5th grade teacher Amy Frieden, 5th grade teacher

Agenda

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• Demographics & data • New & major Initiatives • Brightspots • Ways the Board and the District can help


Vision & Mission

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VISION SUPPORT—CHALLENGE—PREPARE for ACADEMICS—CHARACTER—SUCCESS MISSION •Provide academically rigorous, meaningful, challenging experiences for ALL students •Provide a safe and civil atmosphere where students, staff and the community model and expect respect at all times •Use ongoing assessments to inform instructional decisions to meet the needs of ALL learners and to ensure success for all

Spiritridge Success

5

Building relationships &

Positive climate/culture

Common, aligned articulated Curriculum

Equity (does not = same)

Use of ongoing assessments to

inform instruction

Best instructional practices (Differentiated

instruction/Tiered Approach)

About Spiritridge • Current enrollment: 626 students • 26 FTE • 2013-2014 enrollment: 710 • 61% General Education (384)/39% Gifted (242)

• 10% English Language Learners (62) • 3% Resource Room/Special Education (20)

• Building instructional focus for 2014-2015 is Social-Emotional Learning

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Enrollment by Race

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General Education

Gifted

Enrollment by Race, Whole School

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Free/Reduced Lunch Population • School: 11% F/R

• Gifted: 2% F/R • Other: 16% F/R

9

First Languages = 32 Amharic 1

Arabic 2

Bulgarian 1

Chinese-Cantonese 8

Chinese-Mandarin 47

Chinese-Taiwanese 1

Chinese-Unspecified 3

Dutch 1

English 437

Farsi 3

French 9

German 1

Gujarati 1

Hindi 10

Japanese 8

Kannada 2

Korean 10

Malayalam 1

Marathi 3

Romanian 11

Russian 9

Slovak 1

Spanish 18

Swahili 1

Tamil 7

Telugu 11

Thai 2

Ukrainian 1

Urdu 2

Uzbek 1

Vietnamese 12

Wolof 1

10

2012-2014 MSP Pass Rates

11

GenEd and Gifted: 2014 MSP Pass Rate

12

0%

20%

40%

60%

80%

100%

120%

GiftedReading

GiftedMath

GiftedWriting

GiftedScience

0%

20%

40%

60%

80%

100%

Spiritridge’s New Initiatives

13


Social-Emotional Learning Action Team for Partnerships Equity Teams Positive Behavioral Support

MTSS/RtI 100% Proficiency & Student growth

Attendance Goals

Spiritridge’s Continued Initiatives

14


Equity work Safe and Civil Schools

Writing Reading Comprehension Response to Intervention (RtI) Common Core State Standards Danielson’s Instructional Practices

Conley’s Work Time management, study skills, goal setting, self-awareness, persistence

15


School-wide Instructional Focus

School-wide Instructional Focus •Create a learning environment that promotes students’ self-awareness, self-management, social-awareness, relationship and responsible decision-making skills that leads to positive social behavior and academic success •Provide a caring, supportive, safe and empowering setting for learning where students and staff have a positive attitude and belief about self, others, and school •Acquire and value the knowledge and skills of recognizing, understanding, labeling, expressing, and regulating emotion (i.e., the RULER skills)

Spiritridge Teachers are Committed to Social Emotional Learning

17


Absence Rate in 2013-2014

18

4th lowest among elementary schools in

the district

Equity

19


Action Team for Partnerships

20


21

22


STEM at Spiritridge

23


Each and Every Student at Spiritridge feels…

24


100% Each and Every

25

PBIS

CHAMPS

1:1 Para support

IEP

2nd Step

ReadLive

RULER STEM

Journeys

Accelerated Math

Extra Guided Reading

Math Expressions

Check in/Check out

Incentives CTG

CCSS

Guidance Team

Staffing

MDT

100% Each and Every

26

PBIS

CHAMPS

IEP

2nd Step

RULER STEM

Accelerated Math

PBL

Math Expressions

Check in/Check out

Incentives RtI

Junior GB

William & Mary

CCSS

Research-based investigations

Staffing

Guidance Team

Interventions to support Academic Success

27

Please see supporting documents as evidence these interventions support student growth.

Who struggles and who is in the gap? • New students to Bellevue School District, grades 3-5 • English Language Learners, intermediate/advanced levels

for several years • Students with academic Individualized Education Plans

(IEP)

Who is in the gap? • ELL (academically) • New to Spiritridge (academically & behaviorally/Socially-

emotionally) • A small group who have been with us since kindergarten (RtI)

28

Brightspots

29


2014 Washington Achievement Award Winner • Overall Excellence • Reading Growth

30

Spiritridge Organizational Heath

Brightspots

31

We would love support from the School Board and District in these areas:

32


Supporting innovation

Needs & Challenges

33

More time for dialogue with all staff

Moving Forward....

• Welcoming a new principal • Opportunity for transition has begun • Ongoing work with Action Team for Partnerships

34

Questions?

35




Alexa Allman- Principal Email: [email protected]

Phone: (425) 456-5900


Documents

Student Safety Update Tuesday, May 19, 2015 Presentations.pdfMay 19, 2015 · • Standard Fire Safety and Emergency ... Principals to notify them of the incident and status and,