School Improvement Plan Jing Mei 2020-21 (last updated 10/29/20) - Bellevue School District
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School Improvement Plan
School Overview Jing Mei
2020-21 (last
Bellevueupdated 10/29/20)
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 Jing Mei Elementary School?
• Jing Mei Elementary School’s mission and vision is to prepare each and every student to become biliterate,
bilingual, and global citizens of the 21st century.
• Jing Mei is a Mandarin Dual Language School in the State of Washington that follows a two-way 90/10 dual
language model, with a 70/30 distribution of Mandarin and English in second grade, and a 50/50 distribution
of Mandarin and English in third through fifth grades.
• Jing Mei incorporates interdisciplinary curriculum and standard-based thematic units as critical components
of the school’s dual language curriculum development. The school and the district collaborated to develop a
rigorous curriculum from K-12 that is aligned with Common Core State Standards (CCSS), American Council
on the Teaching of Foreign Languages (ACTFL) standards, and district missions and initiatives to enable
students to thrive academically, socially and emotionally in the 21st century.
• We are one of two Choice Schools in the Bellevue School District serving students from every attendance
zone.
See Appendix for School Profile
1Affirm and Inspire
Goal
Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being regardless of
background.
Affirm and Inspire: Connection to Peers
Measures and Targets
➢ Increase percent of students reporting feeling connected to peers by 3% percentage points 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 90% 93%
Black *
Hispanic *
Low Income *
English Language Learners 83% 86%
Students with Disabilities *
* Data not available for student subgroups < 10
Data Reflection
• For this school year we will focus on peer-to-peer connection rather than sense of belonging. This is due
to our remote learning setting and in response to students learning in isolation at home.
• The data led us to reflect on the effectiveness of students’ connections with each other and the ability to
form more student subgroups whether it’s during instructional time or for homework support or clubs.
• Across the school, there has been increasingly more emphasis placed on how we can provide spaces for
peer-to-peer interaction on Teams. For example, students are meeting in small groups during class time to
work on teacher-provided learning tasks, English Language Learners are meeting in small groups with our
MLL facilitator for Conversation Club, and 5th grade Student Leadership Teams are meeting at lunch weekly
to discuss and promote assemblies and other school events such as our Mask Design Contest, SOAR,
Reading Club, etc.
Key Strategies/Adjustments
• During the instructional day teachers will utilize small group instruction in order to elevate students’ voices
and help them make connections with each other.
• Peer-led small groups will also be used where groups of students from the same class can use breakout
channels to work on team tasks.
• Student activity small group instruction where peer-lead-peer and peer-support and student activity clubs
such as Global Reading Challenge, Global Village Peer Tutoring, EcoForce, Chess Club, Math Olympiad,
Conversation Club, etc.
2• Counseling Groups. Students are connected through “Friendship Groups” facilitated by our Counselor
based on staff or parent recommendations. Often, groups are formed as a result of MTSS data analysis.
• Assemblies. We believe school assemblies help us connect with students. This year we are inviting more
students to present at assemblies in order for them to make connections with each other. We’ve added
grade band “Mini-Assemblies” that bring K/1, 2nd/3rd, and 4th/5th graders together into one space for
smaller assemblies. We also added a “Getting to know you” segment where students are invited to come
on stage and answer questions about themselves. Students are chosen by teachers who believe they can
benefit from more exposure and opportunity to talk in front of peers.
Progress Monitoring
• Various building-based student surveys periodically to check on feelings and effectiveness (3rd-5th grade
only)
• Learning walks to observe social-emotional learning (during small group) and focus groups
Affirm and Inspired: High Quality Instruction and Culturally Responsive Teaching and Learning
Measures and Targets
➢ At least 80% of students are inspired and affirmed in their day-to-day instruction in English Language Arts as
measured by student surveys.
➢ This data is coming from Panorama to set baseline, focusing on the Pedagogy and Classroom Environment.
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
Key Strategies/Adjustments
• To capture the experience of the learner during ELA time, we will focus on our instructional approach and
curriculum design during ELA.
• Letting students see themselves in the literature. Diversified and Culturally relevant text will be shared
during ELA with protagonists that look like our students, themes that are relatable, and topics that help
our students make school-home-world connections.
• High quality instruction at Jing Mei feels engaging (fun and interactive), inclusive (all students have the
ability to participate), and relevant to the race and identity of our students. Instruction will be provided
using platforms that engage our students with different learning styles; aural, visual, kinesthetic, and
verbal learners will be able to participate in learning by joining the various technology platforms currently
being used by our teachers (Flipgrid, Nearpod, Padlet, Wordwall, Whiteboard, Brainingcamp, Goformative,
3Teams Chat, etc.). Students will have a choice in how they engage with the learning material and with
each other.
Progress Monitoring
• Student Focused Groups to ask questions such as “What would you like to read/write about to make you
feel inspired and engaged” “What activities would you like to do to help you feel inspired and engaged.”
• The School Culture Team will plan on two rounds of surveys for this school year, Winter and Spring
Trimesters.
• Panorama at 3rd-5th grade will be given during Winter and Spring Trimesters.
4Learn 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
➢ Goal: 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.
➢ Progress Monitoring: 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 Star
English Language Arts (ELA)
Proficiency on Star
Class of 2029 Cohort* 2019-20 Target 2020-21
Star Star or SBA
Grade 3** Grade 4
All Students 70% 78%
Black NA NA
Hispanic NA NA
Special Ed Services NA NA
English Learners 31% 33%
Low Income NA NA
*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.
Students % of students that show a year’s worth of growth in Literacy
Grades K-5 November Check Point Spring 2020-21 Target
on Lexia on Lexia
All Students
Black
Hispanic
Students with
Disabilities
English Learners
Low Income
5Data Reflection
• The data is reflective of the winter STAR data for 2019-2020, and the target 2020-20201 growth
percentiles are based on fourth grade winter STAR data.
• *Data collected from fall 2019 to spring 2021 does not include information for our black, Hispanic, and
low-income students as the group size of these subgroups are too small for statistical analysis.
• At Jing Mei, the students who underperform on ELA STAR assessments are our students learning English
(MLL) and our students with IEPs.
Key Strategies/Adjustments
• Powerful Practices: 1) Dual Language bridging between English and Chinese literacy, 2) Integration of
content such as science and social studies with literacy through student-centered writing projects, 3) PLC
collaboration to examine literacy data and assessment practices.
• Lexia as a daily practice for students a progress monitoring tool for teachers
• Intervention and Extension: During the 2020-2021 school year, we will continue to provide targeted
interventions and extensions for our non-Mandarin proficient students and provide ELD in targeted and
differentiated small groups. Pending BSD adoption, Jing Mei will continue to use Lexia as an intervention
tool.
• Support Staff: This year, during school closure, our support staff, including our Multilingual Facilitator,
Resource Teacher, Para, and GSAs collaborated with grade-level instructors to provide oral language,
targeted ELD supports, and Mandarin intervention.
• Monthly Data PLC meetings: Student data will be reviewed with teacher and admin teams during PLCs,
where student work will be reviewed, and adjusted along the 6-week PDSA cycles.
• Global Village Peer Tutoring: Struggling readers are paired with adult volunteers or upper grade students.
The iChinesereader leveled reader app will be used and goals will be set based on the BOY data.
Progress Monitoring
• We will use Lexia to progress monitor based on the November baseline data.
• Fall, Winter, and Spring STAR tests will be administered to all fourth graders.
• TRC: TRC in English (BOY and EOY), TRC in Chinese (MOY and EOY)
• MLL ELPA 21 data
• Lexia
Math Proficiency and Growth
Measures and Targets
➢ 95% 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 Star
6Math Proficiency Star
2019-20 Target 2020-21
Class of 2026 Cohort*
Star Star
Grade 3** Grade 4
All Students 93% 95%
Black NA NA
Hispanic NA NA
Special Ed Services NA NA
English Learners 83% 85%
Low Income NA NA
*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.
% of students that show a year’s worth of growth in Math
Students
November Check
Grades K-5 Spring 2020-21 Target
Point
on Freckle
on Freckle
All Students
Black
Hispanic
Students with Disabilities
English Learners
Low Income
Data Reflection
• The proficiency data is reflective of the winter STAR data for 2019-2020, and the target 2020-20201 growth
percentiles are based on fourth grade winter STAR data.
• The progress data is reflective of the winter 2020 Freckle data as our baseline and the target will be the
spring 2021 Freckle data.
• *Data collected from fall 2919 to spring 2021 does not include information for our black, Hispanic, and low-
income students as the group size of these subgroups are too small for statistical analysis.
Key Strategies/Adjustments
• Powerful Practice: Visual aids and reminders, virtual manipulatives (Brainingcamp), math notebooks
(printed and virtual), and closed reading of math word problems.
• Intervention and Extension: During the 2020-2021 school year, we will continue to provide targeted
interventions and extensions for our non-Mandarin proficient students and provide ELD in targeted and
differentiated small groups.
• Support Staff: This year, during school closure, our support staff, including our Multilingual Facilitator,
Resource Teacher, Para, and GSAs collaborated with grade-level instructors to provide oral language,
targeted ELD supports, and Mandarin intervention.
7• Monthly Data PLC Meetings: Student data will be reviewed with teacher and admin teams during PLCs,
where student work will be reviewed, and adjusted along the 6-week PDSA cycles.
• Intervention and Differentiation Platforms: Jing Mei teachers utilize Dreambox, Khan’s Academy, Everday
Math, and Engage NY as Tier I online resources. Jing Mei instructors also use Freckle for Tier II intervention
and started to introduce it to families during remote learning.
Progress Monitoring
• We will use the Freckle adaptive learning platform to establish baseline and progress monitor; strand data
will be studied and monitored (Counting and Cardinality, Base 10, Geometry, Operations and Algebraic
Thinking, Measurement and Data, Financial Literacy)
• Fall, Winter, and Spring STAR tests will be administered to all fourth graders.
• 4th grade common assessments to be administered as pre and post assessments.
• Math Expressions Unit Tests will be used to monitor targeted skills.
• Freckle Math will be used to progress monitor throughout the year.
English Language Acquisition
Measures and Targets
➢ For students receiving MLL services in the Class of 2029 (or multiple cohorts?) increase % (to be set by
November 2020) demonstrating progress in language acquisition skills as measured by the Achievement Level
Descriptors.
➢ ALDs are used to set this goal
➢ Measuring progress of 2029 cohort from 2nd grade to 4th grade to track transitions and progress along the
ALDs by looking at 2nd grade ELPA-21 scores and comparing them to 4th grade ALDs. This allows us to track
Exit Rate* (OSPI)
Percentage Demonstrating Progress in Language Acquisition Skills
(consider changing the words)
Fall 2020
Class of 2029 (cohort
2020-21 (Spring 2021) Target
Cohort average
score)
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
*Exit rates is one data point that have many factors contributing to it.
Data Reflection
• At Jing Mei, we have 10 MLLs in the Class of 2029 Cohort.
• For Reading, students were observed during TRC assessments to place them on the ALDs
• For Listening/Speaking, students were observed during whole, small groups and during TRC assessments to
place the on the ALDs.
• For Writing, students’ English writing assignments will be used to indicate their ALD level.
8Key Strategies/Adjustments
• Our MLL Facilitator has started a Conversation Club. The goal of the Club is to provide students
opportunities to practice speaking and listening skills; through this practice, students will acquire language
through context. Speaking and listening skills will transfer to reading/writing skills. Picture cues, word
bank, sentence starters, prompts will all be used to facilitate articulation.
• During English Language Development (ELD) instruction, our MLL Facilitator will coach and support the
design of ELD lessons that promote all four modes of learning.
• MLL students have the opportunity to participate in small group instruction and 1-on-1 instruction with
other students, supported by staff.
• Based on the results of the Achievement Level Descriptors (ALDs) progress monitoring tool, our MLL
Facilitator will support students and teachers by co-teaching and co-assessing students throughout the
year.
Progress Monitoring
• We will use ALDs to set baseline data and progress monitor during the three windows of assessment (BOY,
MOY, and EOY).
• TRC and Lexia reports will be used for monitoring progress and designing instructional groups and
activities.
• During the Conversation Club, our MLL Facilitator will use formative assessments to gauge progress and
set goals for future sessions with regards to speaking stamina, complexity of utterances, and use of
content vocabulary.
9Creators 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)
10Family Engagement
Goal
Families, particularly those who have been traditionally marginalized feel empowered and connected with our
community of parents and educators to collaborate for the academic success and social emotional wellbeing of
their children. Regardless of the mode of schooling for 2020-2021, families will be partners in designing a school
program that reflects their interests and cultural-linguistic values.
We aim to elevate the following in our parent community: Voice, Sense of Belonging, and Representation
Informed, Supported, and Empowered
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.
Percent of Families Target
Feeling “Informed” on 2019-20
2020-21
Family Satisfaction Survey
All 78% 85%
Black *
Hispanic *
Students with Disabilities 71% 78%
English Learners 88% 95%
Low Income *
Percent of Families Feeling Target
“Supported” on Family 2019-20
Satisfaction Survey 2020-21
All 80% 87%
Black *
Hispanic *
Students with Disabilities 71% 78%
English Learners 91% 98%
Low Income *
Percent of Families Target
Feeling “Empowered” on 2019-20
2020-21
Family Satisfaction Survey
All 86% 93%
Black *
Hispanic *
Students with Disabilities 100% 100%
English Learners 88% 95%
Low Income *
* Data not available for student subgroups < 10
11Data Reflection
• From the Family Survey Data last year, we had a 24.2% participation rate (153 of 633 families), with 78% of
our families responding favorably that they feel informed to contribute to their children’s success, 80% of
our families feel supported by the school to contribute to their children’s success, 86% of our families feel
empowered to partner in contributing to their children’s success.
• Upon reflection, we have a goal for 2020-2021 to elevate all family’s voices and representation by
increasing our family’s participation rate on surveys through outreach and providing multilingual
opportunities for our families to take the surveys.
• For our subgroups, including Black, Hispanic, White, and Multiracial families, we want to inform, support,
and empower families to engage and participate by elevating their voices and asking representatives from
these subgroups to speak and/or to be a participant in school leadership team meetings and school
functions.
Key Strategies/Adjustments
• Voice: Parents, especially of our minority subgroups, will have the opportunity to be heard through
surveys, affinity groups, community café, and school leadership teams such as our Racial Equity and
Inclusion (REI) Team. We will set up listening sessions with our racial affinity groups.
• Sense of Belonging: Parents will be invited to a monthly Community Café on Zoom and be able to connect
with each other during and learn from Racial Equity and Inclusion (REI) members on topics ranging from
race, identity, and helping our students lead a positive and productive life.
• Representation: Our goal is also to increase survey participation rate to 60% for all families. We will invite
families to school leadership meetings when relevant. We will revisit our PASS (Partnership for
Academically Successful Students) Team and continue the work of refining our team’s mission and vision
among its current members.
• Monthly and Weekly Communication: Each month parents will receive a Principal Newsletter in both
English and Chinese on important updates and resources from Jing Mei and BSD. Weekly, we will share
updates with parents via Classroom Newsletters. Our goal is to help our parents stay informed and
connected to school.
Progress Monitoring
• Family Climate Survey (winter and spring) and participation rate
• Exit surveys for each family engagement event
Glossary
(will be
completed for
us)
12Profiles / Elementary/Middle Schools
2019-2020 School Profile
Jing Mei Elementary
http://www.bsd405.org/jingmei/
Tina Bogucharova, Principal
12635 SE 56th St
Bellevue, WA 98006
425-456-6900
School Overview
Founded in 2011, Jing Mei is a Mandarin Dual Language School that follows a 90/10 two-way model. Using the Guiding Principles for Dual
Language Education, the school applies best practices in dual immersion education and aligns with the District’s Common Curriculum and
standards. Our goal is to promote bilingual and biliterate skills, adhering to our belief that multilingualism is a key characteristic of global
competency.
Programs Offered
Chinese Dual Language Immersion
Racial Diversity
Racial Diversity DetailSchool & Student Characteristics1
SCHOOL DISTRICT 2
Enrollment 465 526
National Board Certified Teachers 8% 23%
Eligible for Free/Reduced Price Meals 5% 16%
Receiving Special Education Services 4% 9%
English Language Learners 21% 21%
First Language Other Than English 51% 42%
Mobility Rate3 2% 13%
Average Attendance Rate 96% 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
100
86
80 78 80
58 56 57 58
50
0
2015-2016 2016-2017 2017-2018 2018-2019
School District State
2020 Hoonuit, LLC.Mathematics
Smarter Balanced - Percentage of Students Meeting Standards
100
82 84
80
74
70
56 54 53 53
50
0
2015-2016 2016-2017 2017-2018 2018-2019
School District State
Science
WCAS - Percentage of Students Meeting Standards
100
96
80
76
55 53
50
0
2017-2018 2018-2019
School District State
2020 Hoonuit, LLC.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.You can also read
