School Improvement Plan - Bellevue School District

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School Improvement Plan - Bellevue School District
School Improvement Plan
            Puesta del Sol Elementary School
School Overview
                           2020-21
                      Bellevue School District Vision
          To affirm and inspire each and every student to learn and thrive as creators of their future world.

What is unique about Puesta del Sol?
 • Puesta del Sol is a K-5 one-way full immersion Spanish language program choice school in the Bellevue School
     District.
 • As one of two elementary choice schools in the Bellevue School District, Puesta del Sol serves students from
     every attendance zone in the district.
 • Puesta del Sol is an International Spanish Academy (ISA) school, affiliated with the Spanish Ministry of
     Education and Instítuto Cervantes. Students who matriculate from Puesta del Sol's K-5 ISA program are able to
     continue in the ISA program at Tillicum Middle School, then to either Newport or Sammamish High School,
     gaining DELE Spanish Diplomas, Washington State Seal of Biliteracy, as well as enrollment in Advanced
     Placement courses in Spanish Language as high school freshmen.
 • Puesta del Sol supports a continuum of services for Multilingual learning (MLL) students, as well as students
     eligible for Special Education services and Section 504 Plans.
 • Puesta del Sol is committed to shared leadership and program oversight with a newly established Building
     Leadership Team (BLT). The BLT’s purpose is to focus on the improvement of learning for all students, promote
     and facilitate a collaborative decision-making process which affects academic achievement, addresses
     problems of practice, and identifies how to best support the needs of students, staff and families.
 • Puesta del Sol is passionate about anti-racism, equity and inclusion. Our Racial Equity and Inclusion Team (REI
     Team) leads this critical work, focusing on eliminating disproportionate discipline, promoting stronger
     relationships between school, staff, parents, and students; and supporting student learning and the closing of
     achievement and opportunity gaps. In addition, La liga contra el racismo is a student leadership group
     organized to promote anti-racist initiatives among students and classrooms throughout the school.
 • Puesta del Sol is preparing to break ground on a new campus location scheduled for completion at the start of
     the 2022-2023 school year. The new campus location is at 301 151st PL NE, Bellevue, WA 98007.

 See Appendix for School Profile

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School Improvement Plan - Bellevue School District
Affirm and Inspire
Goal

Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being regardless of
background.

Sense of Belonging

Measures and Targets

➢ Increase percent of students reporting feeling connected to peers by 3 percentage points or maintain the score
  for subgroups that are already at 100% from Spring 2020 to Spring 2021.

                  Percent of students reporting feeling somewhat or very connected to their
                  classmates on student survey
                         Grades 3-5 Subgroups             Spring 2020        Spring 2021 Target
                  All Students                                82%                   85%
                  Black                                        *                     *
                  Hispanic                                    80%                   83%
                  Low Income                                 100%                  100%
                  English Language Learners                    *                      *
                  Students with Disabilities                 100%                   100%

* Data not available for student subgroups < 10

Data Reflection

•   The goal of Affirm and Inspire has added importance at Puesta del Sol Elementary due to the choice school
    model which has students enrolling at Puesta del Sol from neighborhoods throughout the city of Bellevue.
    Additionally, that students experience their K-5 elementary education immersed in the Spanish language also
    reflects the need for strong supports around feeling connected to peers and a sense of belonging.
•   Our percentage of students reporting feeling somewhat or very connected to their classmates on student
    survey was at 82% in the Spring of last year and we are looking to increase that number by 5 percentage points.
    We understand that there is a significant difference due to COVID in how students engaged with peers at the
    beginning of the 2019-2020 school-year as compared to the remote start of the 2020-2021 school-year, where
    students would not have interacted in person with their peers until January 2021 at the earliest.
•   While we do not have data available for Black students at our school because the total number of these
    students that took the survey is lower than 10 (i.e. small n size), we are being very intentional on key strategies
    continue to have them feel connected to peers.
•   Both our English Language Learners and our Students with Disabilities surveyed reported feeling 100%
    connected to their peers.
•   Our Hispanic/Latino students show a gap of 20 percentage points from what the English Language Learners and
    Students with Disabilities, and are the group that reported feeling the least connected to their peers.

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•   All Students data for feeling connected to peers at Puesta del Sol is 18 percentage points lower than our
    highest demographic groups.

Key Strategies/Adjustments

    •   Beloved Familia Theme: Maintain theme/focus on "Beloved Familia" for 2020-2021, particularly given the
        interruption to the school year with COVID-19 school closure. We have a school-wide focus/theme of
        "Amada Familia" (Beloved Family) and the concept of family is engendered in classrooms, and school-wide
        during bi-weekly assemblies and b-weekly Beloved Familia Lessons. Both the assemblies and lessons are
        aligned with Social Emotional and Social Justice Standards. We have a strong focus on identity and sharing
        student perspectives and student voice, amplifying the voices and identities of our Black, Latino, Multiracial
        and Asian students.
    •   Strong Tier I PBIS Implementation: Second STEP, RULER, Bullying Prevention Units, Kelso’s
        Choice, HARMONY. By implementing Tier 1 with fidelity and teaching our behavior expectations as they
        apply to remote learning (and in person learning when we are back in the building) reinforces the
        importance of Be Responsible, Be Respectful, and Make Good Choices not just because of how these affect
        the student personally, but in how student actions can affect others.
    •   Virtual Recess: Via Microsoft Teams, we will provide students the opportunity to interact with their grade
        level peers with the supervision of our General School Assistants.
    •   SOAR (Students Organized Against Racism): We will continue our SOAR group (4th/5th), called La liga
        contra el racismo in Spanish, in the Fall 2020 with a plan to enhance student agency and voice. Students
        will lead within our school, learn about race and racism, and support peers in developing an understanding
        around race and its importance in our school and community.
    •   Kelso's Choices: A conflict resolution model that promotes student-student problem solving when issues
        are low-level (e.g., sharing), providing students options to choose from to peacefully resolve challenges.
    •   Restorative Practices: Restorative practices promote inclusiveness, relationship-building and problem-
        solving, through such restorative methods as circles for teaching and conflict.
    •   Building Leadership Team: Utilize restructured Building Leadership Team to assess Tier 1 structures and
        address behavior and discipline standards.
    •   Racial Equity Work: Staff will continue working towards greater racial consciousness through the REI
        Team, Courageous Conversations About Race (CCAR), district professional development, Culturally
        Response practices, and conversations that impact their racial lens. This team will lead teachers in learning
        about racial equity to include topics such as Decolonizing the Curriculum, how microaggressions have
        affected their students or themselves, etc.

Progress Monitoring

    •   Data Analysis: District survey to analyze the district student survey in the Spring of 2021 as it compares to
        Spring of 2020
    •   BLT: Our Building Leadership Team will utilize Safe and Civil Schools common area assessments (e.g.,
        playground) to highlight successes surrounding safety and determine areas of improvement for
        implementation, with focused common area progress monitoring assessments to measure effectiveness of
        implementation, and staff professional learning needs.
    •   REI Team: Our Racial Equity and Inclusion Team, in partnership with our Building Leadership Team, will
        assess additional needs relative to Affirm and Inspire, developing and measuring effectiveness professional
        learning for staff.
    •   Tiered Fidelity Inventory data: District assessment to measure fidelity to PBIS structures

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Inspired and Affirmed
Measures and Targets
➢ At least X% of students are inspired and affirmed in their day-to-day instruction as measured by student
    surveys.

                    Percent of students reporting feeling inspired and affirmed in instruction

                  Grades 3-5                                 Fall 2020 Survey (baseline)

                  All Students                                           TBD

                  Black                                                  TBD

                  Hispanic                                               TBD

                  Low Income                                             TBD

                  English Language Learners                              TBD

                  Students with Disabilities                             TBD

Data Reflection
    • To be completed once baseline data is uploaded
Key Strategies/Adjustments
   •   Classroom teachers will include high quality teaching practices to increase students’ feeling on being
       affirmed and inspired.
   • Classroom teachers will incorporate culturally responsive teaching practices that focus on identity so that
       students feel inspired and affirmed.
   • Our teachers will be engaged in professional development in order to take Culturally Responsive Teaching
       and Learning (CRTL) practices even further as they learn about the antiracist strategy of decolonizing the
       curriculum. Decolonizing the curriculum is about rethinking, re-framing and reconstructing the current
       curriculum in order to make it better, and more inclusive; teaching through multiple perspectives.
   • For multilingual learners (MLLs), key strategies will include combining CRTL, decolonizing the curriculum
       and MLL-oriented strategies (language goals and objectives, GLAD, Writer's Workshop) to affirm students’
       identities and inspire them to achieve high levels of social-emotional well-being.
Progress Monitoring
   • For progress monitoring, we will be using part of the Panorama survey administered to students in grades
       3-5.

Discipline
Measures and Targets
➢ Decrease total rate of in-school suspensions per 100 students by 30%, compared to the 2019-20 school year, in
    the following subgroups: Students receiving special education services.

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Puesta del Sol: Total Rate of In-School Suspension per 100 Students
                   Total # of Students (Total # of Incidents/Total # of Students with Incidents)
                                                                                         2020-21
               Group                             2017-18      2018-19       2019-20       Target
                                                    1.79         0.17          2.46        N/A
                                                    616          593           570
                                                 Students     Students      Students
              All Elementary Students             (11/7)        (1/1)        (14/7)
                                                      0            0             0         N/A
                                                     88           89            79
                                                Students      Students     Students
              Asian                                (0/0)        (0/0)         (0/0)
                                                   9.09            0             0         N/A
                                                     11           15            14
                                                Students      Students     Students
              Black                                (1/1)        (0/0)         (0/0)
                                                   2.16            0             0         N/A
                                                    139          132           140
                                                 Students     Students     Students
              Hispanic                             (3/2)        (0/0)         (0/0)
                                                     0             0             0         N/A
                                                     45           43            36
                                                Students      Students     Students
              Low Income                           (0/0)        (0/0)         (0/0)
                                                      0            0          2.38         N/A
                                                     26           36            42
                                                Students      Students     Students
              English Language Learners            (0/0)        (0/0)         (1/1)
                                                  16.67         3.03         33.33        30.00
                                                     36           33            36
                                                 Students     Students     Students
              Students with Disabilities           (6/3)        (1/1)        (12/5)

Key Strategies/Adjustments
   •   Review and intensify our Tier 1 Positive Behavior Interventions and Supports (PBIS)/ Multi-Tiered Systems
       and Supports (MTSS) practices, as these benefit ALL students (i.e. frequent reminders or prompts,
       opportunities for reinforcement, engaging instruction, and specific academic and behavioral feedback).
       Source: Simonsen, B., Putnam, R., Yaneck, K., Evanovich, L., Shaw, S. Shuttleton, C. Morris, K., & Mitchell,
       B. (September, 2020). Supporting Students with Disabilities within a PBIS Framework. Center on PBIS,
       University of Oregon. www.pbis.org.
   •   Implement PBIS Tier 1 with fidelity
   •   Upon a more granular review of the data, we acknowledge that the students that had displayed escalated
       behaviors that lead to in-school suspensions are Special Education students for whom we have developed
       Behavior Intervention Plan (BIP), so we have narrowed our Tier 3 Key Strategies around supporting
       students through their BIPs.
   •   Review students’ Behavior Intervention Plans (BIPs) to ensure fidelity of implementation.
   •   Proactively scaffold services for students around the de-escalation strategies identified in their BIP.
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•   Provide professional learning to teachers and classified staff in de-escalation strategies as outlined in
       student’s Behavior Intervention Plan (BIP).
   • Review how accurate the function of the behaviors displayed by students is reflected in each student’s
       Behavior Intervention Plan.
Progress Monitoring
   • Conduct a Tiered Fidelity Inventory (TFI) to identify structures that we can improve within our PBIS system
   • Review Behavior conduct referrals and suspension data monthly at Tertiary Team meetings.
   • Number of BIPs in place and effectiveness of plan using behavior data.

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Learn and Thrive
Goal

Students achieve high levels of academic success and outcomes are not predicted by race or income.

ELA Proficiency and Growth
Measures and Targets

➢ 78% of students in the Class of 2029 cohort* will meet or exceed state standards in ELA by spring of 2021, with
  increases as noted for the following subgroups: Black, Hispanic, Special Education, English Learners, Low
  Income.
➢ X% of students in grades K-5 will show at least one year of growth in literacy as measured by adaptive software
  (i.e. Lexia), for students who have the recommended software usage.

                              Percentage Meeting/Exceeding Standard on SBA or Star

               Puesta del Sol Class of 2029 Cohort* English Language Arts (ELA)

                                                                2019-20              Target 2020-
                                                                                          21

                                                           Grade 3** (n=85)            Grade 4

               All Students                                       73%                    78%

               Black                                              N/A                    N/A

               Hispanic                                           68%                    78%

               Special Ed Services                                N/A                    N/A

               English Learners                                   N/A                    N/A

               Low Income                                         N/A                    N/A

   *Cohorts will be assessed by including all students who began in the cohort in Year 1 as of October 1, 2018 and
   who remain in the cohort when measures are taken. Students entering the district after Year 1 (October 1,
   2018) will not be included in the cohort data.

   **Data shown are Winter Star projections of spring proficiency levels, because spring testing was cancelled due
   to COVID-19.

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Students             % of students that show a year’s worth of growth in Literacy
                  Grades K-5
                                        November Check Point             Spring 2020-21 Target
          All Students
          Black
          Hispanic
          Students with Disabilities
          English Learners
          Low Income

Data Reflection

   •   The data shown reflective of the Winter Star data for 2019-2020, and the target 2020-2021 growth
       percentiles are based on fourth grade Winter Star data.
   •   Third grade is the first year Puesta del Sol students receive formal instruction in English Language Arts as
       they receive instruction in Spanish Language Arts in grades K-2.
   •   Despite proficiency percentages at 73% overall, and 68% for Latino students, growth opportunities exist for
       both the aggregate and disaggregated. Key strategies designed to increase proficiency are noted below.
   •   As noted in the data table, no data is listed for certain racial and demographic groups due to the small
       number of students (i.e., N size); however, strategies to support students are noted below.

Key Strategies/Adjustment

   •   Daily 5/Daily CAFÉ: A school-wide powerful practice which teachers have received professional learning
       on, and that we expect to continue refining implementation in the 2020-2021 school year.
   •   Cultural Competence: Staff will continue working towards greater racial consciousness through the REI
       Team, CCAR, district professional development, Culturally Response practices,
       and conversations that impact their racial lens. The REI Team will lead teachers in learning about racial
       equity to include topics such as Decolonizing the Curriculum, how microaggressions have affected their
       students or themselves, etc.
   •   Implementation of a Fourth Grade Reading Club: A key Tier II intervention strategy that has been
       effective in Grades 2 and 3 is the before and after-school Reading Club that we have utilized via our Amity
       Intern program and State LAP funding. Students are identified by each grade level team via Star interim
       assessments, curriculum-based assessments, and teacher observations.
   •   Classroom Support Staff: Instructional planning and co-teaching support will occur with our Special
       Education Resource Room staff, MLL facilitators, General School Assistants and Amity Interns. These staff
       will also support classroom teachers with and/or initiate family partnerships.
   •   Systematic MTSS Service Identification: Through the Building Leadership Team, changes in our MTSS
       student services model will be made starting Fall 2020 to move from an individual teacher-centered
       identification process to a school-wide system of identification based on triangulating data of interim
       assessments, curriculum-based assessed, and progress reports to determine when students are to be
       brought to student services MTSS team.

Progress Monitoring

   •   Star Reading will be administered at least 3 times to all 4th grade students.
   •   iStation progress monitoring, including EDL subtests for more detailed assessment of students’ Spanish
       reading development.
   •   Curriculum-based assessments, STAMP (3rd and 5th Grades)

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•   Academic Language Development Observation Feedback tool for Multi-Language Learners will be used to
        monitor progress of speaking, listening, reading and writing skills.
    •   Lexia online progress reporting will provide teachers and other instructional staff guidance on student
        performance and next instructional steps.
    •   Explore other progress monitoring tools to be used with students identified as needing additional or
        individualized supports, through our MTSS process or as determined by a student’s IEP.

Math Proficiency and Growth
Measures and Targets

    ➢ 78% of students in the Class of 2029 cohort* will meet or exceed state standards in math by spring of 2021,
      with increases as noted for the following subgroups: Black, Hispanic, Special Education, English Learners,
      Low Income.

    ➢ X% of students in grades K-5 will show at least one year of growth in math as measured by adaptive
      software (i.e. Freckle), for students who have the recommended software usage.

                                Percentage Meeting/Exceeding Standard on SBA or Star

                                                                           Math

                 Puesta del Sol Class of 2029 Cohort*       2019-20            Target 2020-21

                                                        Grade 3** (n=84)           Grade 4

                 All Students                                 73%                    78%

                 Black                                        N/A                    N/A

                 Hispanic                                     68%                    78%

                 Special Ed Services                          N/A                    N/A

                 English Learners                             N/A                    N/A

                 Low Income                                   N/A                    N/A

*Cohorts will be assessed by including all students who began in the cohort in Year 1 as of October 1, 2018 and who
remain in the cohort when measures are taken. Students entering the district after Year 1 (October 1, 2018) will not
be included in the cohort data.

**Data shown are Winter Star projections of spring proficiency levels, because spring testing was cancelled due to
COVID-19.

                                                                                                                       9
Students       % of students that show a year’s worth of growth in Math
                      Grades K-5
                                       November Check Point           Spring 2020-21 Target
                  All Students
                  Black
                  Hispanic
                  Students with
                  Disabilities
                  English Learners
                  Low Income

Data Reflection

   •   The data shown reflective of the Winter Star data for 2019-2020, and the target 2020-2021 growth
       percentiles, are based on fourth grade winter STAR data.
   •   The Star Math assessment is in the English language. Students at Puesta del Sol receive formal Math
       instruction in the Spanish language as part of the one-way immersion program.
   •   Despite proficiency percentages at 73% overall, and 68% for Latino students, growth opportunities exist for
       both the aggregate and disaggregated. Although not listed in the data table, for multiracial or students of
       two or more races, only 63% of students (10 of the 16 students) demonstrated proficiency. This reflects
       further opportunity to support student Math proficiency. Key strategies designed to increase proficiency
       are noted below.
   •   As noted in the data table, no data is listed for certain racial and demographic groups due to the small
       number of students (I.e., N size); however, strategies to support students are noted below.

Key Strategies/Adjustments

   •   Tier I Curriculum Fidelity: Priority must begin at school/class-wide Tier I instruction of our universal high-
       quality instruction of core content areas (ELA, Math, Student Well-being - behavior/SEL) to increase
       student outcomes.
   •   Cultural Competence: Staff will continue working towards greater racial consciousness through the REI
       Team, CCAR, district professional development, Culturally Response practices,
       and conversations that impact their racial lens. The REI Team will lead teachers in learning about racial
       equity to include topics such as Decolonizing the Curriculum, how microaggressions have affected their
       students or themselves, etc.
   •   Freckle Math Differentiation Platform: A newly implemented online platform, Freckle is utilized as a key
       strategy and resource to identify student standard-based proficiencies and deficits. Freckle Usage, Growth
       and Proficiency data allows teachers to closely monitor student progress relative to standards' mastery,
       and implement differentiated instructional strategies to individual students and small groups in support of
       grade level proficiency. In addition, teachers may also use this platform to extend learning for students
       needing extension opportunities.
   •   Math Club: Piloted in fifth grade during 2019-2020 was a before-school small-group Math intervention
       called, Math Club. It began demonstrating promising results for students' Math achievement prior to it
       ending prematurely from COVID-19 school closures. Puesta del Sol expects to continue it in 2020-2021 and
       explore scaling it to other grade levels.
   •   Intervention and Differentiation Platforms: In addition to Freckle noted above, Puesta del Sol teachers
       utilize Khan Academy, Everyday Math, and Engage NY for both Tier I online resources and Tier II
       interventions.

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•   Multi-Tiered System of Support (MTSS): Grade level teams meet at regular intervals to analyze multiple
       student achievement data points to adjust instructional groups and determine intervention needs.

Progress Monitoring

   •   Curriculum Based Assessments (CBAs): As a Tier I measure for progress monitoring all students, Puesta
       del Sol teachers utilize Math Expressions assessments with high frequency. They also utilize CBAs to
       triangulate progress monitoring data for students receiving Tier II and Tier III intervention support.
   •   STAR Math Assessments: STAR is used as a universal screener and progress monitoring tool. These are
       short assessments in reading and math that are administered to all students each fall and spring. The
       assessments are computer adaptive, which means they adjust to each answer that students provide.
       Results from STAR assessments are accurate predictors of the Smarter Balanced Assessments so that
       educators can use Star scores to identify students in jeopardy of missing reading and math yearly progress
       goals in time to make meaningful adjustments to instruction.
   •   Freckle Math Differentiation Platform: Freckle Math will be used to monitor student progress towards
       completing unfinished learning from previous grades as well as progress towards grade level math
       standards.

English Language Acquisition
Measures and Targets
➢ For students receiving ELL services in the Class of 2029 increase % (to be set by November 2020)
  demonstrating progress in language acquisition skills as measured by the Achievement Level Descriptors.

                        Percentage Demonstrating Progress in Language Acquisition Skills
                          Class of 2029
                                        Fall 2020             2020-21 Target
                             Cohort
                        Reading         To come Will be set by November 2020
                        Writing         To come Will be set by November 2020
                        Listening       To come Will be set by November 2020
                        Speaking        To come Will be set by November 2020

Data Reflection
    • To be completed once baseline data is uploaded
Key Strategies/Adjustments
    • Language learning is at the very core of our work at Puesta del Sol. All academic areas are taught with
        language learning goals and targets in mind.
    • To support our students who are multilingual learners whose first language is not English, we are
        enhancing collaboration between MLL facilitators and teachers to create language development goals
        based on the Achievement Level Descriptors (ALDs).
    • We are language scaffolds to help students build language in Spanish and English.
    • We are continuing to improve our implementation of Guided Language Acquisition Design (GLAD)
        strategies to help students learn language and content simultaneously.
    • We are also using the Writers Workshop model to support language learners in the area of writing.
Progress Monitoring
    • We are using ALDs to progress monitor English language development multiple times in the year.

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12
Creators of Their Future World
Goal

Students effectively problem solve and lead for positive local and global change by developing global awareness,
cultural competency, and learn advanced skills in processing and applying information through the effective use of
technology and engineering.

Global Awareness and Cultural Competence

Measures and Targets

•   At least 75% of students show proficiency in global awareness and cultural competence by completing a
    performance task in 2nd grade.

                                   Global Awareness and Cultural Competence

                                                             2019-20        Target 2020-21

                      Grade 2                                  NA                75%

Key Strategies/Adjustments

    •   Grade 2 students will engage in multiple tasks over six weeks, demonstrating their understanding of civic
        engagement and cultural competence, within their spring Social Studies unit “Families in Their
        Neighborhoods.”
    •   Grade 2 Students will:
           o Share about their own cultural identity, learn about the cultural identity of classmates, and
               appreciate the many contributions of everyone in the classroom community (cultural competence)
           o Solve problems to meet the needs of their neighborhood communities (global awareness)
           o Engage in discussions, collective problem-solving, and collective and individual action to address
               community concerns (civic engagement & creators of their future world)
    •   Professional development will be provided to 2nd grade teachers, ITCLs and administrators to ensure
        educators understand the shifts in practice.
    •   Increased communication in Principal Digest (Leadership News) and in Teaching and Learning Newsletter.

Progress Monitoring

    •   Grade 2 students will complete surveys at the beginning and end of the unit. Survey data will provide
        information regarding their perceived ability to demonstrate civic action.
    •   Grade 2 students will be scored on a rubric for the multiple tasks within the unit.
    •   Attendance and reflections on learning at professional development (ex. Cert Admin for leaders, Teaching
        and Learning meetings for ITCLs and Educator Professional Development for 2nd grade teachers)

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Family Engagement
Goal

Families, particularly those who have been traditionally marginalized, are more informed, better able to find
support, and are more empowered to contribute to student success.

Measures and Targets

➢ Families report they feel informed, supported, and empowered to contribute to their student’s success as
  measured by the Family Satisfaction Survey. (See targets in tables below)

                      Percent of Families                                          Target
                     Feeling “Informed” on               2019-20
                                                                                  2020-21
                   Family Satisfaction Survey
                  All                                      58%                      68%
                  Black                                     *                         *
                  Hispanic                                 63%                      73%
                  Students with Disabilities               58%                      68%
                  English Learners                         67%                      77%
                  Low Income                               67%                      77%

                   Percent of Families Feeling                                     Target
                      “Supported” on Family              2019-20
                        Satisfaction Survey                                       2020-21
                  All                                      54%                      64%
                  Black                                     *                        *
                  Hispanic                                 45%                      55%
                  Students with Disabilities               50%                      60%
                  English Learners                         78%                      88%
                  Low Income                               33%                      43%

                      Percent of Families                                          Target
                   Feeling “Empowered” on                2019-20
                                                                                  2020-21
                   Family Satisfaction Survey
                  All                                      66%                      76%
                  Black                                     *                         *
                  Hispanic                                 66%                      76%
                  Students with Disabilities               58%                      68%
                  English Learners                         56%                      66%
                  Low Income                               67%                      77%

* Data not available for student subgroups < 10

                                                                                                                14
Data Reflection

   •   The district Annual Plan goal for percentage of families feeling informed is 70%.
   •   58% of our families report feeling informed at Puesta del Sol, which is 12 percentage points below the
       district annual target.
   •   We are setting a target of increasing families feeling informed increasing by 10 percentage points for all
       families and for each subgroup.
   •   While no data is available for our Black families because the number of respondents is less than 10, we are
       looking to support them through our Key Strategies.
   •   We are expecting that our families of English Learners and our Low-Income families will exceed the district
       target for 2020-2021, as 67% of respondents in those groups felt empowered when surveyed in 2019-2020.
   •   The district has set a goal of maintaining the 2019-2020 targets through 2020-2021 with percentages of
       64% and 66%, respectively.
   •   We are setting a target of increasing families feeling supported and empowered, increasing by 10
       percentage points for all families and for each subgroup.
   •   While our data show a gap of 21 percentage points when comparing Low Income families to all Puesta del
       Sol families, our data for English Learners is 24 percentage points higher than the data for all our families,
       and 14 percentage points higher than that of the district for all families.
   •   45% of our Hispanic/Latino families reported feeling supported in 2019-2020. We are addressing them
       specifically in our Key Strategies via Cafecito del Sol and focus groups (see below).
   •   Our school met the district annual target of 66% of families feeling empowered in 2019-2020 for all
       families, and Hispanic/Latino families, and exceeded this target by 1% for Low Income families.
   •   By raising our target by 10 percentage points, we will exceed the annual district target for families of
       Students with Disabilities (68%) and meet the target for families of English Language Learners.
   •   Puesta del Sol is not a neighborhood school. All of our students come from different parts of the Bellevue
       School District. This creates an opportunity for growth, as families are interacting outside of their
       neighborhood, creating a higher need for the school to promote a sense of family within the school
       community among the cultural and socio-economic diversity of our Puesta del Sol families.

Key Strategies/Adjustments

   •   Monthly Principal Coffee: Conducted in English, these events provide opportunities for families to engage
       with school leaders, ask questions, and learn more about school programs. These will be done virtually and
       in person, to accommodate for varying family needs.
   •   Monthly Cafecito del Sol: Monthly focus group conducted in Spanish for Latino families to engage with
       school leaders, gather data on how we can continue to improve our program to best serve the needs of
       Latino students and families, and invite Latino families to participate in upcoming events. Cafecito del Sol is
       a way to promote agency and amplify the voices and culture of our Latino families as assets to our school
       program. These will be done virtually and in person, to accommodate for varying family needs.
   •   Focus Groups: In addition to the Principal Coffee and Cafecito del Sol, these focus groups will provide the
       space for us to listen to different perspectives from our various racial and demographic groups. Subjects
       discussed in focus groups could include sense of belonging, family engagement, academics, etc. These will
       be done virtually and in person, to accommodate for varying family needs. The goal of these is to collect
       family perceptions on what we can do as a school so they feel informed, supported, and empowered. We
       will analyze those data and identify the intersectionality within what subgroups are reporting. This will
       guide us in making data-informed decisions that can drive our work. We will progress monitor by surveying
       families to identify successes as well as points of refinement.
   •   Family Engagement Events: Coordination with PTA on family engagement events that support our one-way
       Dual Language program and amplify the voice and culture our families that are not part of the predominant
       culture.
                                                                                                                    15
Progress Monitoring

   Here are our steps for progress monitoring on this goal. All data will be analyzed by the Racial Equity and
   Inclusion Team and presented to the Building Leadership Team
    • Quarterly parent survey
    • Attendance at and feedback from community events
    • Feedback and input from Cafecito del Sol, Focus Groups, and Principal Coffees.

Glossary

                                                                                                                 16
Profiles / Elementary/Middle Schools

                2019-2020 School Profile

                Puesta del Sol Elementary

  http://www.bsd405.org/puestadelsol/
  Jonathan Shearer, Principal
  3810 132nd Ave SE
  Bellevue, WA 98006
  425-456-6100

School Overview
Founded in 1986, Puesta del Sol is a K-5 Spanish immersion choice elementary school. Immersed in the Spanish language and culture
from the Spanish-speaking world, students complete the same Bellevue School District curriculum as students outside of the program. As
a result, they become proficient in Spanish and English, thriving academically and socially as members of a caring and safe learning
community.

Programs Offered
International Spanish Academy (immersion)

  Racial Diversity

  Racial Diversity Detail
School & Student Characteristics1

                                         SCHOOL   DISTRICT 2

 Enrollment                               554        526

 National Board Certified Teachers         13%        23%

 Eligible for Free/Reduced Price Meals     6%        16%

 Receiving Special Education Services      7%        9%

 English Language Learners                 7%        21%

 First Language Other Than English        13%        42%

 Mobility Rate3                            1%        13%

 Average Attendance Rate                  97%        95%

Summary of Student Achievement

State Assessment Results for Grades 3-5 in the Last Four Years

English Language Arts

Smarter Balanced - Percentage of Students Meeting Standards

Mathematics

Smarter Balanced - Percentage of Students Meeting Standards

                                                           2020 Hoonuit, LLC.
Science

WCAS - Percentage of Students Meeting Standards

 100

                       81                                     79

                       55                                     53
  50

   0
                    2017-2018                              2018-2019

                            School    District     State

Glossary
National Board Certified Teachers
The National Board for Professional Teaching Standards offers a voluntary certification process for teachers to show that they have met
the organization's standards for effective teaching. Teachers who apply go through a lengthy and rigorous screening process to obtain
certification.

Science Assessments - WCAS
WCAS stands for Washington Comprehensive Assessment of Science, first administered in Spring 2018 to students state-wide in grades
5, 8 and 11. The WCAS is aligned to Next Generation Science Standards, which emphasize engineering and technology. The standards
were adopted by the state in 2013. For more information see www.k12.wa.us/assess-ment/StateTesting/default.aspx.

Smarter Balanced
Starting in 2014-15, Washington State adopted the Smarter Balanced exams to assess student learning in English language arts and
math in grades 3-8 and 10-11. These computer-based exams are aligned to the state's Common Core learning standards. For more
information see www.k12.wa.us/assess-ment/StateTesting/default.aspx.

Special Education Services
Neighborhood schools provide a continuum of special education services. We provide specialty centers as well:
* Cascade program for students who benefit from behavioral supports due to emotional stressors.
* Evergreen program to serve young adults (ages 18-21) with disabilities.
* Olympic program to support students on the autism spectrum.
* Pacific program for students with significant developmental and intellectual disabilities.
* PALS (Preschool Age Learning) preschool to provide early intervention services for children with special needs (ages 3-5), together
with typically developing peers.

End Notes
1. School and Student Characteristics Data are from October 1, 2019 unless otherwise specified.

2. District Average The district averages displayed here are the averages for district elementary schools.

3. Mobility Rate The percent of students who entered or withdrew from the school between October 1 and June 15, based on October 1
enrollment.

                                                               2020 Hoonuit, LLC.
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