The Edmonds School District engages stu-dents, staff, families, partners and the broader community in the district’s Strategic Direction. Together, along with every school, results have been identified that we want for our students. The continual improve-ment of our schools is essential in provid-ing increased student performance and quality results. Innova-tive, exemplary, and research-based pro-grams, coupled with professional develop-ment, focused and aligned resources, and community participa-tion in decision mak-ing and planning are essential elements in improving schools. For more detailed informa-tion, please visit our school’s improvement plan or give us a call at your convenience.

Madrona K-8School

2017-2018 Performance Report

Madrona K-8 is a school with a holistic philosophy that nurtures all aspects of our students’ growth and learning. Our mission is: Awakening minds. Nurturing hearts. Cultivating communities.

Our multi-age structure is anchored to our belief that learning is relational and that all students benefit from a close-knit learning community. Our primary and intermediate “Centers” (classrooms) are comprised of two or three teachers who work with a group of students for three years. Our middle school is also multi-age with seventh- and eighth-grade students working with a two-year curriculum. We also host the districtwide Deaf and Hard of Hearing program for students in grades K-8.

Principal: Kathleen HodgesAssistant Principal: Jesse Goodsky9300 236th St SW, Edmonds, WA 98026(425) 431-7979/madrona.edmonds.wednet.edu

Mission Statement of School and District

About Us

Our41

teachersat a glance:

of teachers

have at least a Master’s

Degree

14.3 average years of teacher

experience

Academic Accomplishments and Goals Strategic Direction Focus Areas

Madrona K-8’s Student Improvement Plan (SIP) goal focuses on students using questioning and discourse in the classroom to initiate and promote higher level thinking in problem solving contexts, including math. In addition, teachers will be sharing data regarding student progress and empowering students to share ownership of communicating their learning and growth.

Albert Einstein said, “A person who never made a mistake never tried anything new”. This growth mindset around trying and persevering is essen-tial to students’ academic growth, but is a lifelong

Madrona K-8 School

56.1%

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White: 61.9%

Two or More

Races: 11.3%

Asian: 9.8%

Black / African American:

3.9%

Hispanic / Latino of

any race(s): 13.1%

Student Diversity

Madrona K-8 School

Madrona K-8 School

skill that we all need to practice. Madrona staff is highlighting character trait of perseverance this year and encouraging students to overcome ob-stacles, think resourcefully when problem solving and to work hard toward achieving goals.

How You Can HelpVolunteers are a welcomed and integral part of

Madrona. Whether it’s working in the classroom or volunteering for a parent club event, there are many and varied ways in which families can sup-port Madrona students.

Our633 students at a glance:

46.8%

male

53.2%

female

State AssessmentsWashington students are

tested annually by the state to assess their progress as they move through school. In grades 3-8 students take tests in English language arts, math and science. Please visit our School Report Card.

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Financial ResourcesAnnually, we produce

a Citizens Guide to the District’s Budget. One of our highest priorities is being excellent stew-ards of our community’s resources. Each year, we involve staff, students, families and community members in helping us to set budget priorities. For more information on school funding, we encour-age you to refer to the 2016-17 Citizens Guide to the Budget.

About Our BuildingThe new Madrona K-8 School building is under

construction. The District intends to complete construction in time to open the new school for students in September 2018.

Square footage: 80,000

Madrona K-8 School

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The state provides $8,662 per pupil to our District

Edmonds School District Board of Directors

Carin Chase Area 1, Legislative Representative

Ann McMurray Area 2, Vice President

Gary Noble Area 3

Susan Phillips Area 4, President

Diana White Area 5

Dr. Kristine McDuffy Superintendent

Our Commitment• Equity of Opportunity• Effective Learning

for All Students • PreK-3rd Grade

Early Learning • Graduates Who Are

Ready For Life

Edmonds School District20420 68th Ave WLynnwood, WA 98036 425-431-7000www.edmonds.wednet.edu

The Edmonds School District covers approxi-mately 36 square miles in south Snohomish County and includes the communities of Brier, Edmonds, Lynnwood, Mountlake Terrace, Wood-way, and portions of unincor-porated Snohomish County.

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Edmonds School DistrictSchool Improvement Planning Process

Each Student Learning, Every Day!

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School Name: Madrona K-8 Year: 2017-2018

School Theory of Action/Target Area

WHEN teachers consistently and effectively incorporate effective math questioning anddiscourse that initiate and promote higher level thinking in a problem solving context

AND WHEN teachers consistently share data of student progress in an identified problemsolving area with familiesAND WHEN students are empowered to share ownership of their learning and ofcommunication of their learning,

THEN students will build understanding and persevere in problem solving contextsAND will demonstrate growth in an identified standard as measured by formative andsummative assessmentsAND families will be engaged in their child’s academic progress

Whole School Achievement Goal- As a result of this action:

Compared to 80% in 2016-2017 , 84% will meet or exceed standard on Claim 1 of the Summative Math

SBA: “Students can explain and apply mathematical concepts and interpret and carry out mathematical

procedures with precision and fluency in a problem solving context.”

Achievement Gap:

Measurement/Assessment: Summative Math SBA Claim #1 Data:

Student Group Current % Successful Goal % Successful

Comparison Group AGrade 3-8 Hispanic students in

Math Claim #1, Concepts andProcedures

66% 70%

Comparison Group BGrade 3-8 Non-Hispanic Students in

Math Claim #1 Concepts andProcedures

84% 89%

All StudentsAll Students grades 3-8

80% 84%

Strategic Direction Focus Areas:

You may choose to select one or more of the other options in addition to Effective Learning for All

Students.

Effective Learning for All Students

☒Equity of Opportunity

☐P-3rd Grade Early Learning

☒Graduates Who Are Ready for Life

Edmonds School DistrictSchool Improvement Planning Process

Each Student Learning, Every Day!

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Specific Strategic Direction Indicators of Focus:

• Interrupt inequities to eliminate learning gaps based on race, background and/or circumstances

• Engage each student in meaningful, relevant learning

• Develop resilient, participating members of the community

• Equip each student with academic and relationship skills

School Vision/Mission:

At Madrona, we develop the intellectual, emotional, physical and social skills of each student byproviding an innovative, challenging and engaging curriculum. The multiage setting provides uniqueopportunities for continuous growth through the collaboration and development of relationships amongthe students, staff, and parentsSchool Demographics:

Parent, Family, and Community Involvement in this Plan:

Parents participated in a Family Engagement survey in June, 2016. Staff also completed the samesurvey. When studying the data, we observed that there was a perceptual gap between that of the staffand parent responders in regard to teacher communication of students’ academic progress. Because ofthis opportunity gap, staff included the SIP statements, “WHEN teachers consistently share data ofstudent progress in an identified problem solving area with families, and WHEN students areempowered to share ownership of their learning and of communicating their learning….THEN familieswill be engaged in their child’s academic progress.

Edmonds School DistrictSchool Improvement Planning Process

Each Student Learning, Every Day!

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Review and Analysis of Data:

Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your

school target.

State Assessments

☐District Assessments

☒School Assessments

☒Classroom Assessments

☐SAT/ACT

☐AP/IB/CHS/Tech Prep

☐CTE Industry Certification

☐Graduation Rate

☐Attendance Data

☐ Other:

☐Discipline Data

☒Staff Perceptual Data

☒Student Perceptual Data

☒Parent Perceptual Data

Summary of strengths or greatest progress based on the data:

• When compared to demographically similar schools, Madrona students are meeting/exceeding standard onthe Math SBA in greater percentages, with the exception of one school.

• Madrona’s students consistently perform higher than the Edmonds School District average in grades 3-8 forboth the Math and ELA Summative SBA.

• When looking at the data, boys and girls perform similarly with respect to meeting or exceeding standard onboth the ELA and Math SBA summative assessments.

• Based on Family Engagement Survey data, both teachers and families perceive that teachers value andrespect families and see them as important partners in supporting student learning.

Prioritized areas of opportunity or greatest challenge based on the data:

1. When looking at claim and target data for Math SBA grades 3-8, Claim #1 is a relative area of weaknessacross all grade levels, specifically when applied to a problem-solving context.

2. Based on data, the following demographic groups represent areas of opportunity: Hispanic students, 504students, special education students, and FRM students.

3. When looking at Free and Reduced Meal (FRM) data from Math SBA grade 3-8 passage data, an opportunitygap exists between Madrona’s students receiving FRM and students at schools with a higher FRM %

4. Based on Family Engagement Survey data, there is an opportunity with respect to teachers regularly sharingdata to show how their children are doing in school. Specifically 3% of teachers and 37.5% of familiesperceive that teachers share the bare minimum; and 61% of teachers and 16% of families perceive thatfamilies receive information more often than that required by the school/district.

Third Grade OSPI Literacy Expectation:

What Percentage of Third Graders Met orExceeded standard on the SBA ELA?72.3%

If less than 60% of students met or exceeded, a whole school intensivereading/literacy plan is required. Mark the appropriate box.

Plan is required: YES ☐ NO☒

If a plan is required for your building, add in your SBA Claim Report Data (percentages met) below:

Reading: Click here to enter text. Writing: Click here to enter text.Listening: Click here to enter text. Research/Inquiry: Click here to enter text.

Edmonds School DistrictSchool Improvement Planning Process

Each Student Learning, Every Day!

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Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals:

Learning Opportunities for Students Description of the Learning Opportunity Schedule

As part of progress monitoring, what areyou doing to help students who are stillstruggling?

Professional learning in target area; smallgroup and individual assistance;differentiation in grouping; differentiation ininstructional strategies.

Ongoing

As part of progress monitoring, what areyou doing for students who are meeting orexceeding standards?

Professional learning in target area; smallgroup and individual assistance;differentiation in grouping; differentiation ininstructional strategies.

Ongoing

Describe how your school addresses thephysical, emotional, and intellectual safetyconditions that allow for effectiveteaching and learning to take place.

Madrona has a Behavior / Character Educationteam which coordinates school-wideopportunities for addressing students’physical, emotional, and intellectual safety.Further, Madrona has “tribes”, multiagegroups ranging in size of 15-20 students, inwhich focused character, socio-emotionaleducation, and equity lessons are delivered.

Monthly, Septemberthrough June.

Learning Opportunities Provided for StaffSpecific to the School Target

Description of the Learning Opportunity Schedule

Whole staff learning opportunities tosupport the focus and intentionality of thisGoal.

Staff will receive professional development onbreaking apart a standard into discretelearning targets, and then identifying what agiven student is doing when s/he meets,approaches, or exceeds standard in theidentified standard-referenced learning target.With this knowledge, staff is better equippedto formatively assess within a standard andthen provide focused instruction for strugglingstudents or enrichment for students whomeet or exceed standard.

In staff and buildingmeetings, Octoberthrough May

Small group, individual, voluntary learningopportunities to support the focus andintentionality of this Goal.

This year’s professional development model isthree-pronged: self-selected book studyfocused on an identified opportunity; internalpeer learning labs focusing on an identifiedopportunity; observing model instruction atother schools and then developing a plan toimplement new instructional strategiesfocused on identified opportunity.

As coordinated byInstructionalLearning Team andsubject to substituteavailability