somerset: three-year school improvement plan · 2019-06-07 · sba exams) reach 100% proficiency in...
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EVERY STUDENT EVERY DAY EVERY CLASSROOM
Somerset: Three-Year School Improvement Plan Fall 2015 to Spring 2018
Fall 2017 (Year 3)
Bellevue School District Mission: To provide all students with an exemplary college preparatory
education so they can succeed in college, career and life.
Preparing students for academic success in core content areas through achieving proficiency in literacy, math, and STEM (Science, Technology, Engineering, Math) as measured by state assessments. Preparing students for college and career success by meeting college academic distribution requirements (CADR) and earning at least 20 (quarter) college credits and/or professional certification. Preparing students for a positive and productive life through the development of interpersonal skills and a commitment to the community.
District Goals All students will reach or exceed academic proficiency Eliminate the achievement gap All students,
including those who already meet or exceed academic proficiency, will show measurable progress Somerset School Goal
Together we foster a Positive and Productive life to ensure academic growth for all students. School Purpose & Mission Statement
Somerset will provide every student with support and challenges needed to prepare students socially, emotionally, and academically for the rigorous expectations of secondary education and
instill the characteristics of lifelong learners.
Characteristics of Successful Schools The Office of the Superintendent of Public Instruction identifies the following nine characteristics of
successful schools: clear and shared focus high standards and expectations for all students effective
school leadership high levels of collaboration and communication curriculum, instruction and
assessments aligned with state standards frequent monitoring of learning and teaching focused
professional development supportive learning environment and high levels of family and community involvement.
Through the framework of Professional Learning Communities, our school will use the nine characteristics as a guide to refine our work. The specific strategies we are implementing this year that embody the nine characteristics of successful schools are incorporated in our plans detailed throughout this document.
Contents School Profile School Background Progress Towards Goals School Improvement Plan Highlights Appendices
2 4 6 8 12
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BACKGROUND
Instructional Program Overview
Somerset is a high achieving elementary school serving approximately 720 students. Students receive a
cohesive academic curriculum aligned to the Common Core State Standards in kindergarten through
fifth grade. The core instructional program includes reading, writing, math, science, social studies, and
social emotional learning. In addition to the 30 homeroom
classes, students attend a specialist period four times per
week: art, music, library, and physical education. This year
Somerset is in its fourth year of Science Technology
Engineering and Math (STEM) implementation. Students
work in teams to problem solve while engaged in engineering
design projects, such as bridge building. Somerset is one of four schools in the district that houses a self-
contained program for students receiving gifted services. Somerset staff is committed to student success
and do so through an equity lens. We support an inclusion model through our Special Education, English
Language Learning (ELL), and our Learning Assistance Program (LAP) programs. In addition, VIBES
mentors, after school enrichment programs, and our ELL Homework Club further support students.
Though students in our school have different learning needs, we avoid labeling to ensure all students
see themselves as part of ONE Somerset.
Over the last 10 years, our student body has shifted from predominately White to predominately Asian.
In response to the growing number of our bilingual students, Somerset partners with Vibes (Bellevue
School District’s volunteer program) and Newport High School students to offer a weekly homework
club. High school mentors support students who speak their same language.
A committed and generous parent community supports Somerset. Our Parent Teacher Student
Association (PTSA) fundraising helps with curriculum enhancement such as field trips and assemblies
related to grade level curriculum. They pay for Instructional Assistants who support students
academically during the school day, organize enriching activities for students, and plan family evening
events.
Key Successes This Past Year
Smarter Balanced Assessment scores for the spring of 2017 in third grade ELA and fifth grade
math were above district and state averages (3rd ELA: Somerset 93%, district 74%, state 53% and
5th math: Somerset 94%, district 73%, state 49%), and show growth from 2016 scores (3rd ELA:
from 92% in 2016 to 93% in 2017; 5th math: from 92% in 2016 to 94% in 2017).
Somerset’s focus on Positive and Productive Life continues with its Bucket-Filling campaign and
putting school-wide systems in place (PBIS). The bucket filling campaign has continued to grow,
with students completing two incentive charts in the 2014-2015 school year, three in the 2015-
2016 school year, and four in the 2016-17 school year. Evidence from the Somerset School-wide
Evaluation Tool (SET), conducted by an external organization (PBIS Northwest) in February 2017,
showed that Tier 1 is in place with solid evidence supporting fidelity of implementation and that
Though students in our school have
different learning needs, we avoid
labeling to ensure all students see
themselves as part of one Somerset.
EVERY STUDENT EVERY DAY EVERY CLASSROOM 5
Somerset is considered an exemplary Tier 1 School. In 2017, the SET showed Somerset jumped
from 57% (2016) to 94% (2017) in tier 1 supports and 27% (2017) from 0% (2016) in tier 2
supports.
Highest-Priority Opportunities for Growth
Over the next three years, our highest priorities are to:
Reach 100% proficiency in 3rd grade reading (up from 93% in both 2016 and 2017 on the state
SBA exams)
Reach 100% proficiency in 5th grade math (up from 92% in 2016 and 94% in 2017 on the state
SBA exams)
Have 100% of students feel like they belong at school (from 70% in 2016 and 62% in 2017 on the
Panorama student perception survey)
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PROGRESS TOWARDS GOALS
Academic Success
Our goal every year is that every student meets state standards. We know that as a school community we may fall short of our goal, but that never diminishes our determination, our ability to learn from our mistakes, and our belief in our students, our parents, and our staff.
Measure 2015 2016 2017
3rd Grade English Language Arts
STAR 94% 91%** 86% STAR (without GESP scores) 91% 86%** 80%
STAR (GESP only) 100% 100%** 100%
Smarter Balanced 90% 92%** 93% Smarter Balanced (without GESP scores) 85% 89%** 87%
Smarter Balanced (GESP only) 100% 98%** 100%
5th Grade Math STAR 92% 85%** 90%
STAR (without GESP scores) 90% 77%** 84%
STAR (GESP only) 100% 100%** 100%
Smarter Balanced 89% 92%** 94% Smarter Balanced (without GESP scores) 85% 88%** 90%
Smarter Balanced (GESP only) 100% 100%** 100%
Notes:
** STAR is a nationally-normed exam that all our students in grades 2-8 take each fall and spring. The 2016 STAR assessment shifted its benchmark to more closely align with the Smarter Balanced Assessment. This resulted in our percentage proficient to drop though the students’ Smarter Balanced scores continued to grow.
2017 Smarter Balanced Results by Subgroup – Grades 3-5 Combined
% Meeting Standards
Category Subgroup
English Language
Arts Math Total #
Students
Race/Ethnicity Asian 91% 93% 308
Race/Ethnicity Black 50% 50% *
Race/Ethnicity Hispanic 73% 87% *
Race/Ethnicity Multi-Ethnic 94% 83% 36
Race/Ethnicity White 89% 88% 85
Free/Reduced Price Meals
F/R 65% 50% 20
Not F/R 91% 92% 426
Gender Female 94% 91% 221
Male 87% 90% 225
ELL Status ELL 47% 63% 30
Not ELL 93% 93% 416
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Special Education Has IEP 73% 60% 15
No IEP 91% 92% 431
504 Status Has 504 * * *
No 504 * * *
Gifted/Traditional Program
Gifted 100% 100% 160
Traditional 85% 85% 286
Grade Level Grade 3 91% 93% 130
Grade 4 85% 85% 164
Grade 5 95% 94% 152
Total 90% 91% 446
*Data for small subgroups (<20) have been suppressed to protect student privacy.
Note: Data included for groups with 20 or more students to protect individual privacy. At the school
level, we have analyzed performance for additional sub groups of students, such as ELL, but are not able
to publish the data due to the low number of students.
Positive & Productive Life
Somerset is committed to supporting ALL students in achieving a Positive and Productive Life through
implementation of Positive Behavior Interventions and Supports (PBIS) and Proactive Classroom
Management (PCM) systems. We will continue to use our school-wide PBIS strategies from the last two
years: One Somerset and Bucket-Filling. One Somerset is our commitment to create unity amongst staff
and students. Our Bucket-Filling campaign supports and celebrates ways students and adults recognize
the importance of social emotional support and work together to create a positive learning
environment.
The 2016-17 school year was Somerset’s second year of DESSA Mini implementation, a tool designed to
provide information on students’ social emotional well-being. Kindergarten through fifth grade teachers
found this data useful in determining the need for targeted social emotional learning interventions. We
plan to continue administering the DESSA Mini this year. In addition, we will continue the Check-
In/Check-Out intervention system as a tier two support for students identified through our Multi-Tiered
System of Supports (MTSS) process.
Note: See Appendix A for a description of measures.
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SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals
Academic Success and Positive and Productive Life
This year, Somerset is continuing its focus on implementing school-wide systems in addition to
individual supports for students. The Multi-Tiered System of Support team is key to this process.
Somerset has the following in place:
One Somerset: Somerset is the largest of 17 Bellevue School District elementary schools; we serve
students with various learning needs and from diverse backgrounds. At Somerset, we strive to ensure
our Superstars feel they belong and are a part of our One Somerset community, our home away from
home. One way we promote the feeling of inclusion in our student body is through common
experiences across grade levels. We are in the fourth year of a tradition where Somerset principals kick
off the year visiting each class to read a book that delivers an overarching message to students and
staff. This year, principals read the book Ish by Peter H. Reynolds. The message conveyed was of
growth mindset, perseverance, and the importance of encouraging others; as individuals we approach
our work in different ways and it’s okay to do so “Ishly”. Books and messages from previous years are
revisited during our One Somerset assemblies. Other examples of common experiences include reading
buddies, spirit days, curriculum enhancement experiences, walk to read, and shared celebrations. We
are also trying something new this year with our 5th grade, where students from all seven classes are
mixed and assigned a homeroom teacher. Homeroom occurs each Wednesday and is being used to
create community amongst our entire 5th grade.
In addition, students and staff gather Monday morning’s for a brief One Somerset assembly where we
highlight successes, are reminded of common area expectations, experience read alouds, are
entertained with grade level music performances, and learn about happenings across grade levels.
Symbolic of our togetherness, students and staff add their name to our Superstar tree on a handmade
star. This year our tree is growing and we are encouraging families to do the same.
Somerset families have multiple opportunities to gather through PTSA sponsored events and
academically enriching opportunities offered by staff. Examples of these are our ice cream social,
multicultural night, science engineering evening, and principal coffees where families join staff in
learning about school initiatives.
Multi-Tiered System of Support (MTSS) Teams: Somerset is in our fourth year in the implementation
of MTSS. The goal of this system is to meet the needs of each
and every student academically and behaviorally while
promoting inclusion. We initiated a new approach to our MTSS
model where we have separated behavior from academics. Our
academic core team consists of our principal, ITCL (Instructional
Technology Curriculum Leader), ELL facilitator, LAP facilitaor, and
our Special Education teacher. Our behavior core team consists
of our assistant principal, counselor, and school psychologist.
2017-18 Goals
3rd grade ELA: 100% proficient *
5th grade math: 100% proficient*
*or on track to proficiency based on
individual plans
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MTSS Academic Team: Grade level teams, in collaboration with our core team, meet in six-week
intervention cycles to review data and track student growth on Thursday mornings. What are
we doing with students that get it and what are we doing with those that don’t? Prior to, and in
preparation for grade level meetings, our core team analyzes student data to identify gap
trends. Areas of focus are agreed upon and, the following day, presented to the grade level for
the next intervention cycle. Our ELL, LAP, and Special Education teachers work in collaboration
with classroom teachers to strive towards inclusion and to follow a push in model.
MTSS Behavioral Team: Each week, during the Thursday morning MTSS time, our Social
Emotional/Behavior core team is available on an appointment basis to discuss behavioral
concerns and identify tiered supports. Prior to meeting, the classroom or specialist teacher
completes a referral form and data is collected through observation, a Student Intervention
Monitoring System form (SIMS), and/or an ABC Chart (Antecedent, Behavior, Consequence).
Teachers leave the meeting equipped with specific tools and a plan to reconvene after a 6-week
intervention cycle.
PBIS (Positive Behavior Interventions and Supports): Somerset
has initiated the implementation of PBIS (Positive Behavior
Interventions and Supports) with the leadership of the school’s
PBIS committee. Last year facilitation of the committee
transferred to teacher leaders. The goal of PBIS is for students and staff to understand and follow
behavior expectations in classrooms and common areas in order to foster a climate that is physically
and emotionally safe. One strategy implemented two years ago that will continue is our “Bucket-Filling”
campaign. Following the principals’ read-aloud of the book How Full is Your Bucket, students were
challenged to fill each other’s buckets. Students receive random recognition stars for bucket filling and
work as a whole school to earn celebrations. School-wide posters, behavior matrix, and lessons provide
tools to support staff to teach, model, & reinforce the Social Emotional Skills (SES) standards. The PBIS
team is focused on further strengthening Tier I supports in light of Equity and Inclusion and utilizing the
Tiered Fidelity Inventory (TFI) to create a formal action plan to create Tier II and Tier III interventions.
Instructional Leadership Team (ILT): Our ILT meets weekly to plan building PD (professional
development). The team consists of administration, grade level and specialist reps, and our ELL
facilitator. This year’s focus is Professional Learning Communities. Over the summer, our ILT read
Professional Learning Communities at Work, Revisited by DuFour, DuFour, and Eaker. Prior to the start
of school, the team engaged in two half-day retreats to discuss the reading and begin planning. Our
goal is to build the capacity of our teachers to work in PLC’s where they analyze student data and
improve overall learning, with an emphasis on balanced literacy. Each PLC is assigned and ILT member.
Equity and Inclusion Team (EI): Somerset is in our third year of identifying effective ways to ensure we
are reaching students of all backgrounds and races. In our first year, a team of equity leaders formed
and participated in a training to support a school community where multiple cultural perspectives and
multi lingual experiences are valued. In our second year, team members participated in Beyond
Diversity 1 (BD1) training where they explored Glenn E. Singleton’s book, Courageous Conversations
about Race. Somerset staff also participated in TDPD (Teacher Directed PD) centered on culturally
2017 - 18 Goals
Feel they belong at Somerset: 100%
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responsive teaching and learning. During this time, staff read texts and reflected on their own teaching
practices to ensure rigorous cognitive development for all students. This year we continue on our
equity journey and are digging deeper into our Panorama data. This data is derived from a survey
students took last fall and spring, which gives us information on relationships and sense of belonging.
As part of this work, we are piloting Panorama surveys that staff and families will take in conjunction
with students in the fall and spring to better understand our school community. We are in the process
of ensuring all of our ILT and EI members have participated in BD1 training and, ultimately, our goal is
for all staff to have this training. Over the course of this year, our plan is to meld our EI and ILT teams to
support our school efforts in guiding instructional practices to meet each and every student.
Panorama Questions Somerset Elem. School District Avg.
School Climate Survey
1. How much do you feel like you belong at your school? 62 69
2. How friendly are students at this school? 56 61
3. How connected do you feel to adults at your school? 46 55
Teacher Survey
4. How well does your teacher know you? 55 60
5. Does your teacher care about how you're feeling? 65 66
6. If you walked into class upset, how concerned would your teacher be? 63 62
7. How comfortable are you asking your teacher questions in class? 65 67
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APPENDIX A
3rd Grade ELA Percent of students meeting or exceeding state standards on the third grade English Language Arts test. Third grade is a critical juncture in reading because after that, students need to read fluently in order to keep up with all their other subjects. Research has shown that students who are not reading at grade level by the end of third grade tend to struggle academically in later years.
5th Grade Math Percent of students meeting or exceeding state standards on the fifth grade math test. Mastering fifth grade math provides students with a solid foundation for starting higher-level math in middle school.
Panorama Survey of student perceptions of teaching and learning given each spring to third through fifth grade students. This data helps guide our work toward supporting the Positive and Productive Life initiative.
APPENDIX B
Glossary and list of abbreviations/acronyms
BSD – Bellevue School District
CADR – College Academic Distribution Requirements per Washington Administrative Code (WAC 392-415-070)
ELA – English Language Arts
ELL – English Language Learner
DESSA - Devereux Students Strengths Assessment
GESP – Gifted Elementary School Program
GLAD – Guided Language Acquisition and Design
ITCL - Instructional Technology Curriculum Leader
LAP – Learning Assistance Program
MTSS – Multi-Tiered System of Support (see Tier descriptions below)
PBIS – Positive Behavior Interventions and Supports
PCM – Proactive Classroom Management
PTSA – Parent Teacher Student Association
SBA – Smarter Balanced Assessment
SIMS – Student Intervention Monitoring System
STAR – Renaissance Learning’s standardized measures of student skills in reading and math
STEM – Science, Technology, Engineering, and Mathematics (grades K-5 Curriculum)
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Tier 1: Instruction that is based on BSD’s common curriculum. All students in Tier 1 receive high-quality,
scientifically based instruction differentiated to meet their needs, and are screened on a periodic basis to
identify students not yet meeting standard who need additional support (i.e. Tier 2).
Tier 2: Students not making adequate progress are provided with increasingly intensive instruction matched to
their needs on the basis of current levels of performance and rates of progress. Students who do not show
adequate progress in Tier 2 are considered for more intensive levels of support (i.e. Tier 3).
Tier 3: Students receive individualized, intensive interventions that target the student’s skill deficits for the
remediation of existing problems and prevention of more significant problems.