bellevue high school asb 2015-2016 budget report · 6/2/2015 · drama $ 3,900.00 $ 3,900.00 $...

Bellevue High School ASB 2015-2016

Budget Report

5 Main Steps

Individual Review & Allocation

Group Review & Allocation Cultural Athletic Recreational Social

C.A.R.S. Eligibility

Uniform Years

Title 9: Boys Girls

Necessity vs. Needs

Coaches/advisors presentations 2nd Group Review

Notify Coaches/Advisors of Allocations

FAC

TORS

Historical Review Past Expenses and Revenue

Future Expense and Revenue Predictions

Through letters to each group who requested funds

Allocation Stats

Boys Sport Requested Amount Baseball $ 7,096.42 $ 6,529.95 Soccer $ 6,250.00 $ 6,250.00 Swive $ 501,150.00 $ 1,150.00 Tennis $ 761.64 $ 761.64 Wrestling $ 361.94 $ 361.94 Basketball $ 975.00 $ 975.00 Football $ 16,060.00 $ 7,390.00 Boys Golf $800

Girls Sport Requested Amount Gymnastics $ 10,546.00 $ 6,646.00 Volleyball $ 650.00 $ 650.00 Softball $ 1,030.00 $ 1,030.00 Golf $ 1,100.00 $ - Soccer $ 1,200.00 $ 1,200.00 Tennis $ 700.00 $ 700.00 Swive $ 1,400.00 $ 1,400.00 Basketball $ 692.00 $ 567.00 Cheer $ 56,250.00 $ 4,900.00 Drill $ 22,900.00 $ 1,800.00 Badminton $ 221.00 $ 221.00

Clubs Requested Amount Trainer $ 9,157.03 $ 8,000.00 Speech&Debate $ 3,750.00 $ 1,000.00 Pre-Med $ 250.00 $ 250.00 Chess $ 165.00 $ 165.00 JSA $ 1,550.00 $ 1,550.00 NHS $ 3,635.00 $ 400.00 Knowledge Bowl $ 400.00 $ 400.00 Key $ 1,050.00 $ 500.00 Auto $ 2,700.00 $ 700.00 All-State $ 2,700.00 $ 2,000.00 Band $ 5,050.00 $ 2,150.00 Choir $ 4,000.00 $ 1,300.00 Drama $ 3,900.00 $ 3,900.00

$ 65,647.53 TOTAL

Total allocations: Boys Sports: $23,418.53 Girls Sports: $18,893.00 Clubs: $22,315.00 Trainer: $8,000.00

Did not request funds: Cross Country Track Lacrosse - Girls Lacrosse - Boys Water polo - Girls Water polo - Boys

Preventative and Proactive Disciplinary Practices Committee

Board Presentation – June 2, 2015 Presented by: Alexa Allman, Principal Glenn Hasslinger, Supervisor of Pupil Management Traci Sammeth, Parent Kathy Sarin, Special Services Coordinator Dr. Patty Siegwarth, Executive Director of Schools

The Bellevue School District Mission: v 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 – Patty Siegwarth Email: [email protected] Phone: (425) 456-4070

1

2

• Committee Purpose and Process

• Research and Data

• Brightspots & Challenges/Opportunities

• Recommendations

• Questions/Comments/Insights

Team Purpose • Review and analyze existing disciplinary practices and outcomes • Investigate and review proven preventative and proactive disciplinary

practices • Review related Board policy and procedure language • Recommend to the Superintendent’s Cabinet proposed shifts in

disciplinary practices and changes to Board policy and procedure language

Committee Process • Develop committee norms and structures • Conduct a data review and solidify committee purpose • Identify and review best practice research as it pertains to alternatives to

exclusionary practices • Facilitate student, staff and parent forums • Develop, communicate and advocate for implementation of

recommendations Sub-committees included:

• Proactive and Preventative Matrix • External Research on Best Practices • Research Related Policies and Procedures • Summary Report

4

Out-of-School Removal Data Comparison data by:

• Discipline removals by race • District population by race

Trend data by:

• Race

• Grade

• Curriculum Code

• Gender

African American/Black

3%

Asian 34%

Hispanic/Latino 11% Mutli-Ethnic

9%

White 43%

Other 0%

2014 District Population by Race

Afican American/Black

13%

Asian 11%

Hispanic/Latino 23%

Mutli-Ethnic

8%

White 44%

Other 1%

2014 Discipline Removals by Race

K 1 2 3 4 5 6 7 8 9 10 11 122009 14 7 27 13 18 22 81 79 136 96 115 92 842010 8 13 16 18 21 35 80 133 86 87 89 72 582011 13 19 27 27 12 47 79 138 105 76 79 59 612012 24 39 16 22 13 25 52 95 133 69 55 50 402013 21 36 28 24 24 25 51 65 111 80 49 45 592014 16 22 19 17 21 42 30 82 72 69 80 42 57

0

20

40

60

80

100

120

140

160N

umbe

r of O

ut o

f Sch

ool

Rem

oval

s

Out of School Removals by Grade 2009-2014

2009 2010 2011 2012 2013 2014ESL 67 73 78 57 67 55504 22 25 26 44 27 30General Ed 367 398 369 287 261 279Special Ed 225 241 286 261 290 229

0

50

100

150

200

250

300

350

400

450

Num

ber o

f Out

of S

choo

l Rem

oval

s Out of School Removals by Curriculum Code 2009-2014

2009 2010 2011 2012 2013 2014Female 167 138 156 88 109 94Male 617 578 586 545 508 475

0

100

200

300

400

500

600

700

Num

ber o

f Rem

oval

s

Out of School Suspensions by Gender 2009-2014

Best Practices at School Level

11

· Restorative practices (victim-offender mediation, talking circles, peer mediation, etc.) identify the root cause of a disciplinary infraction, identify ways to rectify the offense, and help with healing the community.

· Out-of-school suspensions for minor offenses, to include repeat offenders, should be

eliminated, particularly at the elementary school level, reserving suspensions for serious offenses or threats.

· When removed from school, a student should receive academic tutoring, socio-emotional

support, and behavioral instruction, depending on individual need. · Transition and follow-up meetings are needed to effectively return students to the

classroom/school. · Returning students to the classroom should be a high priority.

Best Practices at District Level

· Strong partnerships between education, police and court officials need to be in place.

· Referral to courts and juvenile justice should be limited to serious offenses. · Staff and parents need relevant training (Functional Behavioral Assessments,

Behavior Intervention Plans, safety, etc.). · Districts should adopt and address a specific goal related to discipline and

disproportionality.

12

Bright Spots • Students, staff and parents are excited about this work

• Belief that it builds relationships • Supports ALL students • Supports and recognizes students with differing abilities

• Myriad of positive interventions/alternatives to exclusionary practices

• Reflects instructional initiatives work

• Closely aligns with shifts in practice at the local, state and

national level

13

Challenges/Opportunities

• Access to staff for professional development to ensure use of and sustainability of effective preventative and proactive practices and elimination of practices deemed to be punitive and less effective

• Allocation of resources (time, people and money) to support

implementation and ongoing development of preventative and proactive best practices

• Capturing, reviewing and analyzing related data within newly

adopted technology systems

14

Prior to Beginning of 2015-2016 School Year

15

Replace use of red, yellow and green card-like systems with a positive-based system Incorporate training within the district-wide August Leadership Institute Continue district-and school-based MTSS professional development Modify Board Policy and Procedures to align with a preventative and proactive approach to discipline Complete and implement a matrix that outlines proactive and preventative research-based practices for varied offenses

During the 2015-2016 School Year

16

Implement select restorative practices at each level

• Train 6-12 administrators and select support staff on peer mediation and talking circle techniques • Train K-5 administrators and select support staff on victim-offender mediation and talking circle techniques • Train identified student leaders and two advisors from each school grades 6-12 on peer mediation techniques • Train an identified pilot group of K-8 teachers at select schools in facilitation and use of talking circles

Implement six of the sixteen Best Practices identified by Clay Cook Investigate ways in which to implement learning centers with fidelity Hire two full-time drug and alcohol counselors or contract with a local agency Investigate and plan relevant staff and parent trainings Capture classroom referral, discipline, and HIB data electronically in ASPEN for ease in data collection and analysis and assess technology needs Initiate transition and follow-up meetings for any student that is suspended

During the 2016 -2017 School Year

17

Review implementation of Year 1 recommendations, to include Board Policies and Procedures Train remaining K-8 teachers in facilitation and use of talking circles Pilot, evaluate and then implement proposed recommendations from sub-committee charged with investigation learning centers Review and adjust, as necessary, Board policy and procedural language Implement relevant staff and parent trainings Implement additional technology and data collection recommendations

Actions by Board/District to further impact our students

• Provide insights related to the committee’s findings and

recommendations • Schedule a policy sub-committee meeting in the very near future to

review and provide feedback on the committee’s draft modifications to Board Policy 3241 and Board Procedure 3241P, Classroom Management, Correction Actions, or Punishment and the discipline matrix

• Once input is incorporated in the draft documents referenced above,

review and approve those proposed changes at the next possible Board meeting, given excerpts need to be included in the student handbooks

• Allocate resources (time, people and money) for relevant professional development for staff and curriculum

18

19


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


Name – Patty Siegwarth Email: [email protected] Phone: (425)456-4070

Special Education Update

Board Presentation – June 2, 2015 Presented by: Heather Edlund – Executive Director Special Education

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



Name – Heather Edlund Email: [email protected] Phone: (425)45-4121

1

mailto:[email protected]

Agenda

2

• Background

• Data • Academic Success • College and Career Ready • Positive and Productive Life

• Challenges, Strategies, and Timelines

• Next Steps • Questions/Comments

Background

3

The mission of the Bellevue School District is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life. The vision of the Strategic Roadmap for Special Education is that students are, first and foremost, general education students. They achieve their potentials and are as independent as possible in determining and living out their preferred futures. They are prepared for their next step in continuing their education, career, and life. They are supported in achieving their preferred futures by a cohesive network which includes their family, school district staff and resources, and a wide array of community partners and services. They become self-fulfilled, self-determined, and productive members of the community. The instructional initiatives provide a strategic direction for all students in realizing our district mission and the vision of the Strategic Roadmap for Special Education.

Background

4

Current Reality (MSP Reading and Math)

Data: Academic Success

5

3rd Reading (STAR BOY)

5th Math (STAR BOY)

7th Writing (2014 MSP)

8th Science (2014 MSP)

All Students 88% 84% 83% 88% Students without Identified Disabilities

95% 91% 91% 94%

Students with Disabilities

59% (-36%) 55% (-36%) 51% (-40%) 63% (-31%)

Notes: Students with disabilities assessed on the measure compared to the total number of students with disabilities at that grade level

75% assessment rate (86 out

of 114)

69% assessment

rate (104 out of 151)

96% assessment

rate (147 out of 153, with 20 students

on basic)

97% assessment


on basic)

Challenges and Strategies

6

Challenges • Gaps in the data sets, particularly on the benchmarking assessments • Lack of pathways to general education from special education (Least Restrictive

Environment)

Strategies • Acquire benchmark data for all students with special education services • Increase access to LRE by the development of pathways to general education

• Co-Teaching • Continuum of support at all levels in all areas

• Professional development • Leadership institute with district leaders • Special Education certificated staff

• Multi-Tiered System of Support • Cognitive Behavioral Therapy • Co-Teaching • Accommodations and modification

• General Education certificated staff • Beliefs about inclusion and differentiation for all students • Co-Teaching

• Reduce caseloads to increase certificated staff to student ratio vs. classified staff (para) to student ratio

Timeline

2014-15 2015-16 2016-17 2017-18

• Co-Teaching pilots at elementary and middle level

• Expand Co-Teaching pilot (literacy @ elem, math @ secondary)

• Leadership PD @ Leadership Institute • Staff PD @ Summer Institute • Inclusion of SpEd specific goals in SIP • PD for ITCLS • On-going coaching in building sites

• Implement pathways to Gen Ed, particularly in math

• Implement continuums of support in all curriculum areas

• Implement coaching at all levels

• Implement 1:18 caseload ratios

Data: College and Career Ready

7

Graduation Rate (2013) *Data from

OSPI’s Dropout and Graduation Statistics

CADRs Requirements

(2013)

College Credits/ Professional Certification

All Students 88.9% on time* 89.9% extended*

89% world language 62% 20 college credits

92% math CADR 57% certification 1975 tech prep college credits

Students without Identified Disabilities

Not available 90% world language Not available

100% math CADR


74.2 % on time* (-14.7)

79.6 % extended* (-10.3)

74.8 % world language (-15.2)

Not available

73.9% math CADR (-26.1)

Notes: 193 students attended HS in BSD, had a grad

year of 2013, and were in SpEd at some point.

70 earned CAA 83 earned CIA

The number represent of the % of graduates

that met each requirement.

Need to obtain complete list with

student demographic information


8

Challenges • Gaps in the data sets, particularly in disaggregating data sets using demographic information

• Access to Algebra 2 for students with goal areas in math

Strategies • Acquire data for graduation rates, CADRs requirements, and professional certifications and college credits by student demographic

• Develop pathways of access to Algebra 2 for students with math goals • Middle School Math Curriculum Adoption Process • Development of pathways from more restrictive environment to less restrictive

environments • Develop accommodations and modifications for professional certification courses

• CTE course modification resources • CTE computer support resource pilot

Timeline

2014-15 2015-16 2016-17 2017-18 • Begin middle school

math curriculum adoption process

• Begin CTE computer support resource pilot

• Develop modified supports for particular CTE courses based upon projected enrollment

• Develop pathways to LRE (elem. Literacy, middle school math)

• Develop additional modified supports for particular CTE courses based upon projected enrollment

• Develop pathways to LRE in additional areas

• Implement pathways to LRE in all areas

Data: Positive and Productive Life

9

DESSA Mini Commitment to the Community

Panorama

All Students 78% Metrics under development

67% grades 3-5

52% grades 6-12


No % available for subgroups





Notes: Data only available from 3

school pilot

Data newly available


10

Challenges • Baseline data measures newly implemented • Metrics for data measures still need to be created for all student groups • Lack of access to information for special education students

Strategies • Ensure that data sets can be disaggregated by student subgroups, including special education

• Develop accommodations and modifications for commitment to the community lessons

• Develop accommodations and modifications for the K-5 social studies lessons • Involvement of special education leadership on the secondary commitment to

the community lesson development and curriculum adoption teams • Obtain baseline information on the community service requirement and

participation for students with special needs

Timeline

2014-15 2015-16 2016-17 2017-18 • Begin to gather data

and develop metrics for Positive and Productive Life

• Develop metrics for special education

• Develop and pilot modified supports for K-5 commitment to the community lesson

• Participate on development of secondary commitment to the community lessons, with modifications

• Implement commitment to the community lesson modifications for K-5

• Pilot commitment to the community lesson modifications for 6-12

• Implement modifications for commitment to the community lessons for 6-12

Next Steps

11

1. Take action on items in alignment with the goals embedded in the Instructional Initiatives

2. Update the district website with information, policies, procedures, etc.

3. Continue new hiring and retention practices targeting highly qualified staff

4. Develop Program Improvement Plan (PIP), in alignment with School Improvement Plans (SIP)

Questions?

12




Heather Edlund – Executive Director Special Education Email: [email protected] Phone: (425)456-4121


Special Education Update

Board Presentation – June 2, 2015 Presented by: Heather Edlund – Executive Director Special Education




Name – Heather Edlund Email: [email protected] Phone: (425)45-4121

1


Agenda

2

• Background

• Data • Academic Success • College and Career Ready • Positive and Productive Life

• Challenges, Strategies, and Timelines

• Next Steps • Questions/Comments

Background

3

The mission of the Bellevue School District is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life. The vision of the Strategic Roadmap for Special Education is that students are, first and foremost, general education students. They achieve their potentials and are as independent as possible in determining and living out their preferred futures. They are prepared for their next step in continuing their education, career, and life. They are supported in achieving their preferred futures by a cohesive network which includes their family, school district staff and resources, and a wide array of community partners and services. They become self-fulfilled, self-determined, and productive members of the community. The instructional initiatives provide a strategic direction for all students in realizing our district mission and the vision of the Strategic Roadmap for Special Education.

Background

4

Current Reality (MSP Reading and Math)

Data: Academic Success

5

3rd Reading (STAR BOY)

5th Math (STAR BOY)

7th Writing (2014 MSP)

8th Science (2014 MSP)

All Students 88% 84% 83% 88% Students without Identified Disabilities

95% 91% 91% 94%


59% (-36%) 55% (-36%) 51% (-40%) 63% (-31%)

Notes: Students with disabilities assessed on the measure compared to the total number of students with disabilities at that grade level

75% assessment rate (86 out

of 114)

69% assessment

rate (104 out of 151)

96% assessment


on basic)

97% assessment


on basic)


6

Challenges • Gaps in the data sets, particularly on the benchmarking assessments • Lack of pathways to general education from special education (Least Restrictive

Environment)

Strategies • Acquire benchmark data for all students with special education services • Increase access to LRE by the development of pathways to general education

• Co-Teaching • Continuum of support at all levels in all areas

• Professional development • Leadership institute with district leaders • Special Education certificated staff

• Multi-Tiered System of Support • Cognitive Behavioral Therapy • Co-Teaching • Accommodations and modification

• General Education certificated staff • Beliefs about inclusion and differentiation for all students • Co-Teaching

• Reduce caseloads to increase certificated staff to student ratio vs. classified staff (para) to student ratio

Timeline

2014-15 2015-16 2016-17 2017-18

• Co-Teaching pilots at elementary and middle level

• Expand Co-Teaching pilot (literacy @ elem, math @ secondary)

• Leadership PD @ Leadership Institute • Staff PD @ Summer Institute • Inclusion of SpEd specific goals in SIP • PD for ITCLS • On-going coaching in building sites

• Implement pathways to Gen Ed, particularly in math

• Implement continuums of support in all curriculum areas

• Implement coaching at all levels

• Implement 1:18 caseload ratios

Data: College and Career Ready

7

Graduation Rate (2013) *Data from

OSPI’s Dropout and Graduation Statistics

CADRs Requirements

(2013)

College Credits/ Professional Certification

All Students 88.9% on time* 89.9% extended*

89% world language 62% 20 college credits

92% math CADR 57% certification 1975 tech prep college credits


Not available 90% world language Not available

100% math CADR


74.2 % on time* (-14.7)

79.6 % extended* (-10.3)

74.8 % world language (-15.2)

Not available

73.9% math CADR (-26.1)

Notes: 193 students attended HS in BSD, had a grad

year of 2013, and were in SpEd at some point.

70 earned CAA 83 earned CIA

The number represent of the % of graduates

that met each requirement.

Need to obtain complete list with

student demographic information


8

Challenges • Gaps in the data sets, particularly in disaggregating data sets using demographic information

• Access to Algebra 2 for students with goal areas in math

Strategies • Acquire data for graduation rates, CADRs requirements, and professional certifications and college credits by student demographic

• Develop pathways of access to Algebra 2 for students with math goals • Middle School Math Curriculum Adoption Process • Development of pathways from more restrictive environment to less restrictive

environments • Develop accommodations and modifications for professional certification courses

• CTE course modification resources • CTE computer support resource pilot

Timeline

2014-15 2015-16 2016-17 2017-18 • Begin middle school

math curriculum adoption process

• Begin CTE computer support resource pilot

• Develop modified supports for particular CTE courses based upon projected enrollment

• Develop pathways to LRE (elem. Literacy, middle school math)

• Develop additional modified supports for particular CTE courses based upon projected enrollment

• Develop pathways to LRE in additional areas

• Implement pathways to LRE in all areas

Data: Positive and Productive Life

9

DESSA Mini Commitment to the Community

Panorama

All Students 78% Metrics under development

67% grades 3-5

52% grades 6-12







Notes: Data only available from 3

school pilot

Data newly available


10

Challenges • Baseline data measures newly implemented • Metrics for data measures still need to be created for all student groups • Lack of access to information for special education students

Strategies • Ensure that data sets can be disaggregated by student subgroups, including special education

• Develop accommodations and modifications for commitment to the community lessons

• Develop accommodations and modifications for the K-5 social studies lessons • Involvement of special education leadership on the secondary commitment to

the community lesson development and curriculum adoption teams • Obtain baseline information on the community service requirement and

participation for students with special needs

Timeline

2014-15 2015-16 2016-17 2017-18 • Begin to gather data

and develop metrics for Positive and Productive Life

• Develop metrics for special education

• Develop and pilot modified supports for K-5 commitment to the community lesson

• Participate on development of secondary commitment to the community lessons, with modifications

• Implement commitment to the community lesson modifications for K-5

• Pilot commitment to the community lesson modifications for 6-12

• Implement modifications for commitment to the community lessons for 6-12

Next Steps

11

1. Take action on items in alignment with the goals embedded in the Instructional Initiatives

2. Update the district website with information, policies, procedures, etc.

3. Continue new hiring and retention practices targeting highly qualified staff

4. Develop Program Improvement Plan (PIP), in alignment with School Improvement Plans (SIP)

Questions?

12




Heather Edlund – Executive Director Special Education Email: [email protected] Phone: (425)456-4121


Tyee Middle School ASB

Introductions

• Soondus Qaddora, 6th Grade

• Raia Karmali, 8th Grade

• Adam Karlek, 8th Grade

• Genisha Wea, Asst Principal/ASB Advisor

ASB Committees

• 6th Gr Camp/8th Gr Promotion Ceremony

• Community Service

• Fundraising

• Student Inclusion

• Tyee Spirit

ASB Funded Clubs and Activities

Band

Dance

Orchestra

Art Club

Choir

Drama

Where Everybody Belongs (WEB)

ASB Revenue Sources

Fall Fundraiser

Magazine Drive

Spring Fundraiser Cookie Dough and Red Mill

Products

School vending machine with healthy snack options

ASB Revenue Sources- Funds raised by Clubs

and Activities

Yearbook

ASB Committees

Charitable Activities /Donations

Pet Food Drive organized in April that benefited the Humane Society

ASB Budget Process, 2015 - 2016

Clubs and Activities were sent an email with their

2013-2014 Revenue/Expenditures and they used the information

to make projections for the 2014-2015 year.

We used the information from Clubs and Activities to draft an ASB Budget for the

2015-2016 school year.

We reviewed the draft budget and sent it to Ms.

Genisha Wea for her review.

We revised the budget according to Ms. Wea’s

suggestions and submitted the final draft.

Estimated ASB Budget, 2015-2016

Estimated Figures

Beginning Balance $40,000

Revenue $295,500

Disbursements $282,700

Ending Balance $52,800

Anticipated Major Expenses

Estimated Figures

General Expenditures

Student Travel $100,000

Outdoor Education $100,000

Student Agendas $5,500

Yearbooks $9,400

Clubs

Satellite Club $20,000

Tyee ASB

Woodridge Elementary School



Board Presentation: June 2, 2015 Presented by: Nicole Hepworth– Principal Emily Whitten– Assistant Principal Kirsten Pickering- Instructional Technology Curriculum Leader


Name – Nicole Hepworth Title: Principal Email: [email protected] Phone: (425) 456-6202


Agenda

2

• Overview of Woodridge Elementary • Instructional Initiatives • Bright Spots • Challenges • Areas for Support • Q & A

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

Our Boundary

3

Student Enrollment

4

523 530 574 584 652

2010 2011 2012 2013 2014

Our Student Body

5

• 21% Free and Reduced Lunch • 35% ELL • Highest number of first languages

spoken, other than English, in all 17 elementary schools

• 7% Special Education • 2 self-contained EBD classrooms • 1.3 FTE LAP Reading • 0.5 FTE LAP Math • 0.5 Family Connection Center

Liaison

Asian 42%

White 37%

Latino 9%

Multi-Ethnic 8%

Black 4%

Demographics by Race

6

2010 2011 2012 2013 2014African American 5% 4% 3% 2% 4%Multi-Ethnic 11% 9% 7% 8% 8%Hispanic 9% 10% 10% 8% 9%White 45% 46% 42% 41% 37%Asian 31% 31% 37% 40% 41%

Asian 42%

White 37%

Latino 9%

Multi-Ethnic 8%

Black 4%

Staff Organizational Health

8

Action Leadership Team (ALT)

9

Purpose: • To serve as an operational advisory team to advise Woodridge

leaders on operational issues that impact the school • To provide a structure for grade level and department

representatives to present operational issues for resolution

10 Colle

ctiv

e Com

mitm

ents

Academic Performance Since Last Year’s Visit

11

Woodridge State Testing Data

12


Grade 3 Grade 4 Grade 5 Grades 3-52011 84.2 74.4 83.5 80.72012 87.9 81 86.2 85.02013 83.3 83.5 87.6 84.82014 92.1 81 84.1 85.7

0102030405060708090

100

Woodridge MSP Reading Pass Rates

A Woodridge Cohort:

13


2010-2011 Kindergarten- Received Project Readiness Support

2011-2012 1st Grade

2012-2013 2nd Grade

2013-2014 92.1% of 3rd graders passed Reading MSP

3rd Grade State Rdg Testing Data

14


In 2013-2014: • Washington State’s pass

rate for 3rd grade reading was 72%

• BSD’s pass rate for 3rd

grade reading was 84.3% • Woodridge’s pass rate for

3rd grade reading was 92%

Connection to the Instructional Initiatives

15


2014-2015 Woodridge SMART

Reading Goal (Grades K-5) By June 2015, 90% (563/626 students) of Woodridge students will read at grade level as measured by the following assessments: STAR, MONDO, TRC and Smarter Balance. The remaining 10% (63 students) will show at least one and a half years of measureable growth.

Reading Intervention Example

16

Program Grade Level fall 2014 percentile rank

Being evaluated 2 1 General Ed 2 2 IEP 2 2 ELL 2.5 2 7 IEP 2 7 General Ed 2 8 ELL 3 2 13 General Ed 2 17 ELL 0 2 19 General Ed 2 20 General Ed 2 22 General Ed 2 27 ELL 1.5 2 32 IEP 2 36 General Ed 2 39 ELL 2 2 40 ELL 2 2 40 General Ed 2 40 ELL 2 2 42 General Ed 2 42 General Ed 2 43 General Ed 2 44 General Ed 2 44 ELL 3 2 48


17


2014-2015 Woodridge SMART

Math Goal (Grades 3-5) By June 2015, 84% (264 students out of 315) of Woodridge students in grades 3-5 will perform at or above grade level in mathematics as measured by the STAR Math Assessment and the Smarter Balance. The remaining 16% (50 students) will show will show at least one year of measureable growth.

Math Intervention Example

18

Well below 36%

Below 64%

Total 2014 BOY STAR Performance for 42 students identified below/well-below,

in Grades 1-5

Well below Below

0-25 20%

26-50 40%

51-75 20%

76-100 20%

2015 MOY SGP of the 15 Students Identified as Well-Below at 2014 BOY by STAR

0-25 26-50 51-75 76-100

Staff PLC History

19


20


Social-Emotional Learning Unity Team Virtues Assemblies Positive Behavioral Support Classified Staff SEL PD Meetings 5th Grade PEACE Ambassadors Equity Teams

PLC Focus: 2014-2015

22

Social Emotional Learning at Woodridge

23


Unity Team

24

• Virtues • PBIS • CHAMPS


25


Attendance STEM

Absence Rate in 2013-2014

26

5th lowest absence rate in all BSD

elementary schools

Next Steps

27

Bright Spots

28

• Math and Engineering Night

• School wide Coding

• After school Robotics Club for over 300 K-5 students

• Partnership with PTSA and Community Organizations (neighborhood church, YES) to support our BSD Initiatives

• Increased Special Ed and LAP support this year

• Greater increases in academic performance as a result of more intentional interventions

• Increase in SEL instruction, modeling and practicing

• Staff morale and collaboration remain strong

Board/District Action or Support

29

Continued support in certificated staffing for LAP and Sp Ed Increased counseling and psychologist support Increased nurse support Key card access to support student/staff entry from west side

Questions?

30




Name – Nicole Hepworth Title: Principal Email: [email protected] Phone: (425) 456-6202

Name – Emily Whitten Title: Assistant Principal Email: [email protected] Phone: (425) 456-6209

Name – Kirsten Pickering Title: Instructional Technology Email: [email protected] Phone: (425) 456-6270




bellevue high school asb 2015-2016 budget report · 6/2/2015 · drama $ 3,900.00 $ 3,900.00 $...

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