CLYDE HILL

ELEMENTARY

SCHOOL

IMPROVEMENT

PLAN

2018-2019

SCHOOL PRINCIPAL:

Mary B. Olin

The mission of the Bellevue School District is to serve each and every student

academically, socially and emotionally through a rigorous and relevant

education that is innovative and individualized. As a learning community

that values one another's humanity, we provide courageous support for an

equitable and exceptional education for all students.

To a/finn and inspire each and every student to learn and thrive as creators of their future world.

Clyde Hill Elementary

2018-2019 School Improvement Plan

At Clyde Hill Elementary we are committed to empowering learners to reach their highest potential as

contributing partners in a diverse community. Our school mission was created in partnership with parents,

teachers and students.

Our work in serving every student, every day in every classroom is grounded in our process of continuous

improvement. Working with the Office of the Superintendent of Public Instruction, we use nine characteristics

of successful schools to guide our work.

THE NINE CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

· 1· Developing a clear and shared focus· 2 · Maintaining high standards and expectations for all students

· 3 · Using effective school leadership· 4 · Engaging in high levels of collaboration and communication

• 5 • Providing curriculum, instruction and assessments aligned with state standards• 6 • Ensuring frequent

monitoring of learning and teaching· 7 · Delivering focused professional development · 8 · Maintaining

a supportive learning environment· 9 · Promoting high levels of family and community involvement

Included in this school improvement plan are details to share the current focus at Clyde Hill Elementary, as well

as outline our strengths and opportunities for the year ahead. In addition to promoting continuous

improvement of student achievement of the state learning goals, we recognize that nonacademic student

learning and growth are key elements of student well-being and success. This plan is based on a

comprehensive needs assessment of our school and programs, and included active participation and input from

building staff, students, families, parents and community members.

Instructional Program Overview ................................................................................................................................................... Page 3

Profile .............................................................................................................................................................................................. Page 4

Achievement & Growth ................................................................................................................................................................ Page 6

School Goals & Key Performance Indicators ............................................................................................................................. Page 7

Appendix A- Glossary .................................................................................................................................................................. Page 12

At Clyde Hill we are committed to empowering learners

to reach their highest potential as contributing partners

in a diverse community.

SCHOOL BACKGROUND

Instructional Program Overview

Clyde Hill Elementary is a high achieving elementary school, serving approximately 450 students. This school

year Clyde Hill Elementary experienced a significant drop in enrollment from 650 to 450 due to the opening of

the new Wilburton Elementary School and the redrawing of school boundary lines. Clyde Hill Elementary

School is operating at the district's temporary school facility site across town in the Kelsey Creek area in the

Bellewood neighborhood. Clyde Hill's new school facility will open in its prior location in August of 2019.

Students receive a cohesive academic curriculum that is aligned to the Common Core State Standards in

Kindergarten through 5th grade. The core instructional program includes reading, writing, math, science, social

studies, and social emotional learning. In addition to the 20 homeroom classes, students attend a specialist

period four times per week: art, music, library, and physical education.

Clyde Hill staff is committed to providing high quality and challenging academic instruction, informed by

standards and by qualitative and quantitative data, for each and every student. Students are supported and

enriched through a variety of programs including Special Education, ELL services, before school LAP reading

extensions, VIBES mentors, and after school academic and enrichment programs that are organized by our

active Parent Teacher Association and through local community connections such as the Northwest Art Center

and The Bellevue Boys and Girls Club.

Over the past several years, Clyde Hill Elementary has experienced a significant change in its demographics and

now enjoys a richness of diversity which has enhanced our students' educational experience and our school

and community culture. We have many students who are English language learners (108) and even more who

spoke a first language other than English (over 181 or 40% of our student population). Our staff works closely

with our ELL facilitator and all teachers have engaged in specialized training to support our emerging and

progressing English language speakers.

Our staff is committed to providing high quality instruction for all students and is highly engaged in their own

adult learning. This year and moving forward we will work to apply prior learning around culturally responsive

teaching practices with refining our skills to fully support an aligned approach to balanced literacy. As a staff,

we engage in robust MTSS processes to ensure that all students are accessing meaningful learning. We use 6-

week instructional cycles to review and track student growth, creating data-based learning goals to support

gap closing achievement for all students.

�,J.Jl�-d' 2017-18SCHOOL PROFILE 9601 NE 24th St (temporary site for 2018-19: http://www.bsd405.org/clydeh i 11 301 151st Pl NE) 425-456-5000� .· I; Clyde Hill Elementary School Bellevue, WA 98004 Mary Olin, Principal

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School Overview Racial Diversity Clyde Hill serves a diverse and dynamic population of approximately 630 students in west Bellevue. As a staff and community we empower 45% Asian learners to reach their highest potential as contributing partners in our 1% Blackdiverse community.

7% Hispanic

10% Two or more races

37% White

N/A Native American

N/A Pacific Islander

School & Student Characteristics Attendance & Discipline

SCHOOL DISTRICT 2

SCHOOL DISTRICTEnrollment 619 534 Average Attendance Rate 96% 96%National Board Certified Teachers 39% 29% Students with< 10 Absences Per Year 72% 71%Eligible for Free/Reduced Price Meals 7% 17% Students with 18+ Absences Per Year 7% 7%Receiving Special Education Services 4% 6% Suspension Rate 4 2.0% 0.8%English Language Learners 28% 25%

First Language Other Than English 42% 40%

Mobility Rate 23% 16%

Summary of Student Achievement Exceeds Standards ■ Meets Standards

■ SCHOOL ■ DISTRICT ■ STATE State Assessment Results for Grades 3-5 (Spring 2018) Percentage of Students Meeting /Exceeding Standards

ENGLISH LANGUAGE ARTS MATH SCIENCE

Smarter Balanced Smarter Balanced WCAS

75%

50%

25%

0%

77% 75% 57% 78% 73% 53% 76% 76% 55%

State Assessment Results for Grades 3-5 in the Last Four Years Percentage of Students Meeting Standards

ENGLISH LANGUAGE ARTS MATH SCIENCE

Smarter Balanced Smarter Balanced MSP WCAS

88%83% ----------86%

81%••----·----·-- 76%82% 77%� •

60%

40%

2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018

80% 74%

Glossary End Notes

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/MSP 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 replaces the WA State MSP science assessment. 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/assess­ment/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/assess­ment/StateTesting/default.aspx.

Special Education Services Neighborhood schools provide a continuum of special education services. 0 We provide specialty centers as wel I:

* 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 who benefit from support in organization, executive functioning, and • social competency. * 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.

School and Student Characteristics Data are from October 1, 2017 unless otherwise specified.

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

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

Suspension Rate The percent of students who received at least one in-school or out-of-school suspension or were expel led over the course of the school year.

2017-18 SCHOOL PROFILE 2

SCHOOL BACKGROUND

Achievement & Growth

The Washington School Improvement Framework (WSIF) includes each student group individually, creating a holistic vision of a school through two lenses: the performance of the all students group and that of

their student group populations. The all students group includes all students in the school, where each student group shows the performance of students by race/ethnicity and program enrollment.

Effectively, all student groups are held to the same standard.

Measures by Student Group

ELA

Proficiency

Rate

Math

Proficiency

Rate

ELA Median

SGP

Math Median

SGP

EL Progress

Rate

Regular

Attendance

Rate

All Students Asian Black Hispanic Two or More White English Learners Low Income Students with

Disabilities

Base 2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal Base

2018

Actual

2019

Goal

80.7% 77.0% 82.6% 86.8% 80.7% 87.4% 58.1% 38.9% 64.5% 88.2% 87.2% 88.6% 78.6% 76.0% 80.9% 60.7% 33.3% 66.6% 63.0% 62.1% 68.4% 35.6% 57.9% 46%

82.0% 77.7% 83.6% 93.3% 91.6% 92.6% 59.1% 44.4% 65.3% 89.2% 71.8% 89.4% 77.2% 72.7% 79.8% 81.4% 72.7% 83.1% 51.9% 48.3% 59.5% 32.8% 36.8% 44.2%

61 66 43 70 58 44 57

58 68 38 65 55 53 47

85.7% 86.6%

94.9% 95.7% 90.5% 94.0% 97.7% 94.0% 94.8% 90.0% 91.4%

These measures include results on state standardized tests (proficiency), student growth over multiple test periods (median student growth percentiles), English learner progress towards language attainment

and School Quality and Student Success measures of attendance. To protect student privacy, a minimum number of students is required so no one student can be identified. If the space is white and blank,

that means the student group was too small to report out publicly, to protect the student privacy.

WELL-ROUNDED EDUCATION

School Goals & Key Strategies

Clyde Hill Elementary provides opportunities for every student to develop the knowledge and skills essential

to:

• Read with comprehension, write effectively, and communicate successfully in a variety of ways and

settings and with a variety of audiences. • Know and apply the core concepts and principles of mathematics; social, physical, and life sciences;

civics and history, including different cultures and participation in representative government;

geography; arts; and health and fitness. • Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as

different experiences and knowledge to form reasoned judgments and solve problems.

• Understand the importance of how performance, effort, and decisions directly affect educational

success and future opportunities.

Educators at Clyde Hill Elementary provide the foundation for our academic program and conditions for

student learning. With the use of instructional coaches, we support all teachers to provide high quality and

culturally relevant instructional practices. Additional program support is provided to those students that need

assistance. Student services are available for students experiencing homelessness or living in foster care. We

offer additional academic assistance and staff professional development though our office of multilingual

services, special education, and before school learning assistance program. Focusing on our key priority areas,

we have set the following growth and improvement goals in partnership with our parents, students and staff.

High Quality Instruction

SMART goals for this year:

By the end of the 2018-19 school year Clyde Hill Elementary will have the following student literacy growth

and outcome goals met:

Subgroup % Proficient 2018 2019

Base Actual Goal

All Students 81% 77% 83%

Hispanic 58% 39% 65%

Eligible for Free/Reduced Price Meals 63% 62% 68%

IEP 36% 58% 46%

English Language Learners 61% 33% 67%

ELL- Emerging/Progressing 25% 32%

ELL - Transitioning 2014-2018 81% 82%

Our strengths in the goal area:

• ELL students that have moved through our program show a very strong proficiency as they transition

into English with 81% of "transitioning" students in grades 3-5 meeting or exceeding standard, which is

higher than our literacy performance for all students, with 77% meeting or exceeding standard.

• Given that 33% of our first-grade students are supported through English Language Learner (ELL)

facilitation/coaching, we are confident based on data trends that these students will reach high

performance levels by 4th and/or 5th grade. (See WSIF ELL transition percentages above). To provide

support for those students as they continue to acquire English Language Proficiency, all teachers have

been trained in GLAD (Guided Language Acquisition Design). These extensive language acquisition

strategies will provide support for our multilingual students to access grade level content standards.

Key Performance Indicators for the 2018-2019 School Vear include:

• Our Equity and Inclusion Team will begin to develop and monitor our capacity for teacher supported

in-class interventions that are goal/data based. In the fall the team will review grade level student lists

to confirm low performing students in literacy. Over the 4 MTSS cycles during the school year, teams

will create individual or small group goals for 6-week intervention delivery. We will "grow" our

number of students that are receiving targeted instruction from 29 (as of 10/1/18) to 125 by the end

of the 2018-19 school year, working towards all students receiving targeted and differentiated support

that are not reading at grade level standard.

• At Mid-Year progress monitoring, teachers and administration will meet individually to review class

and individual student growth data based on STAR "Student Grow Percentiles" (SGP) and other formal

and informal data points that support growth trajectory.

To support student growth and achievement for those performing below grade level, our school community

will meet the academic and non-academic needs in the following ways:

• All classroom and support teachers will engage in MTSS processes, meeting together at 6-week

intervention intervals to monitor student growth and determine next steps for students that are not

meeting learning targets for literacy.

• Given our high number of first grade students that are not on target for meeting literacy standards, we

are currently providing a before-school reading extension program supported by state LAP funding in

addition to classroom interventions that all teachers will provide during the school day. These

interventions are based upon learning data and goals are set and reviewed every 6 weeks. The

morning extension programs will meet three times each week to support beginning reading skills using

Wired for Reading strategies. Groups associated with comprehension needs will meet twice each

week in the morning.

• Grade 3-5 classroom teachers will consistently use the Developmental Reading Inventory and the ORF

Phonetic Screen to gather prescriptive and diagnostic information on students to support goal

development and targeted intervention strategies.

• With the addition of our full-time counselor, teams will be formed to more fully engage families in the

learning and teaching process through parent education opportunities, development of school/home

communication and reinforcement plans, and wrap-around services.

Student Well-Being

SMART Goals for this include:

By the end of the 2018-19 school year:

• All teachers will deliver evidence-based universal SEL instruction in their classrooms to all students as

evidenced by the SH look-for document and create plans for implementation improvement based on

strengths and areas for growth.

• The number of 3rd-5th graders responding favorably to the Panorama question "Do students treat each

other well on the playground?" will increase from 67% to 75%. This will happen through

implementation of PEACE Ambassador program, response to information gained from student focus

groups, school-wide emphasis on behavior expectations on the playground, clearly defined game rules,

implementation of positive recognition on the playground provided by peers and GSAs, and GSA

training and focus on relationship-building strategies with students on the playground.

• 75% of students served in small group instruction with the counselor will meet their individual goals as

set by the counselor. The counselor and the assistant principal will meet weekly to monitor student

progress.

Our Strengths in the Goal Area:

• Clyde Hill Elementary enjoys relatively high "Sense of Belonging" scores on the Panorama when

compared to other Bellevue Elementary Schools.

• All teaching staff have been trained in Culturally Responsive Teaching techniques as well as of other

SH tools (i.e. Restorative Practices, RULER, Second Steps CPU).

• Our DESSA-Mini results indicate that only 6% of student fall outside of the "typical range."

Key Performance Indicators for the 2018-19 School Year include:

• We will collect data using the SH look-for (learning walk) template.

• For students treating each other well on the playground, we will collect data through focus group

feedback and student surveys.

• Data will be collected weekly from the counselor by the assistant principal regarding progress of

students in small groups towards meeting their goals.

To support student growth and achievement for those performing below grade level, our school community

will meet the academic and non-academic needs in the following ways:

• The focus at Clyde Hill Elementary this school year will be to implement with fidelity universal/tier 1

SH instruction (Second Steps and RULER). This work will be led by our PBIS team. In addition, the

Bullying Prevention Unit (BPU) has been delivered by the Principal, Assistant Principal, ITCL, and

counselor in response to District policy. The K-5 BPU lessons were delivered during the months of

September and October 2018.

• Our PBIS team will conduct SEL Learning Walks using the look-for document to collect evidence of SH

implementation. The school team will determine strengths and areas of growth based on the look-for

document to inform next steps as part of their school improvement plan.

• During 2018-19 a variety of elementary professiona I development sessions will be offered by the

district. Clyde Hill staff will participate in school-based SH PD, such as Randi Peterson's training on

restorative practices on October 31, 2018.

Climate & Culture

SMART Goals for this include:

By March 2019, Clyde Hill will have the following implementation SMART goals met: • Clyde Hill's school Equity and Inclusion team (El) will complete a Team Development and Communication

Structures of Readiness and Foundation framework, outlining highly effective practices for team

governance.

By June 2019, Clyde Hill will have the following implementation SMART goals met:

• El team will complete FIA (Fidelity Integrity Assessment) 1.1 in the Fall and Spring, with a target of level 2

implementation (implementing).

• El team will complete the following components of Highly Effective Teams Current Reality framework: o Complete Resource Map

o Complete Data Snapshot

o Complete Inventory of Initiatives

o Capture Master Schedule

o Complete Tiered Intervention Matrix

Our Strengths in the Goal Area:

• Based on our self-assessment that took place in August of 2018 on FIA 1.1, Clyde Hill's progress is

described as at the implementation stage of development. Although the basic structures are in place,

the E & I team will work toward the development of archival documents to support our work in a

sustained and systematic manner.

• Clyde Hill students demonstrate relatively high achievement levels and Clyde Hill teachers

demonstrate strong instructional skill.

Key Performance Indicators for the 2018-19 School Year include:

• The E&I team will engage in a full day retreat to be introduced to readiness tool and collaborate

around the development of archival documents as outlined in our E&I workplan. Upon completion

of our foundational work we will use the follow dates and tasks to monitor our implementation.

Date: Aug 31, 2018 Notes: Completed FIA 1.1 self-assessment

Date: February 1,

2019

Notes: Complete Team Development and

Communication Structures of Readiness and

Foundation with School ED and administration

team

Date: June 28, 2019 Notes: Complete FIA 1.1 self-assessment

Date: June 28, 2019 Notes: Complete required components of Current

Reality

To support student growth and achievement for those performing below grade level, our school community

will meet the academic and non-academic needs in the following ways:

• One new area of focus for our E&I team will be to develop and monitor our capacity for teacher

supported in-class interventions. In the fall, the team will review grade level student lists to identify

low performing students in literacy. Over the 4 MTSS cycles, teams will create individual or small

group goals for 6-week intervention delivery. We will "grow" our number of students that are

receiving targeted instruction from 29 to 125, working toward all students receiving targeted and

differentiated support that are not reading at grade level standard.

Impact Check-In Schedule:

Date: Oct 8 Measure: MTSS service list (29 students participated)

Date: Dec 10 Measure: MTSS service list

Date: Feb 25 Measure: MTSS service list

Date: April 29 Measure: MTSS service list

Date: June 10 Measure: MTSS service list (target is 125)

APPEND IX A: Glossary

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.

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.

SGP Student Growth Percentiles a re a metric that looks at the growth of individual students over

time. SGPs compare growth of students across the state with similar test score histories and

require two test scores to determine how many scale points a student grew compared to how

their peers grew.

EL English Learner refers to the percent of students meeting or exceeding state standards with

regards to the length of time they qualify for services from the District's English

Language/Multilingual Department.

WSIF Washington State Improvement Framework includes each student group individually, creating a

holistic vision of a school through two lenses: the performance of the All Students group and

that of their student group populations.

'SMART' Goal SMART stands for Specific, Measurable, Assignable, Realistic and Time-Based. In other words,

when you set a goal you ensure that it meets each one of these criteria.