Somerset: Three-Year School Improvement Plan

EVERY STUDENT EVERY DAY EVERY CLASSROOM

Somerset: Three-Year School Improvement Plan Fall 2015 to Spring 2018

Fall 2016 (Year 2)

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 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 9 11

0%

0%

1%

8%

2%

69%

19% White

Asian

Hispanic

Two or more races

Black

Native American

Pacific Islander

2015-16 SCHOOL PROFILE

Somerset Elementary School14100 SomersetBlvd SEBellevue, WA 98006

http://www.bsd405.org/somerset425-456-5800Tara Gray, Principal

Somerset serves a diverse student population of approximately 720students. Our motto is “ONE Somerset” and our staff is dedicated tosupporting each and every child through relationship building,capturing learning opportunities, and creating a positive climate andculture. We’re committed to preparing each and every child for successin college, career, and life.

School Overview

SCHOOL

Enrollment

National Board Certified Teachers

Eligible for Free/Reduced Price Meals

Receiving Special Education Services

English Language Learners

First Language Other Than English

Mobility Rate 7%

38%

15%

2%

4%

34%

732

School & Student CharacteristicsSCHOOL

Average Attendance Rate

Students with < 10 Absences Per Year

Students with 18+ Absences Per Year

Suspension Rate 0.0%

4%

85%

97%

Attendance & Discipline

Gifted

Programs Offered

ENGLISH LANGUAGE ARTS

Smarter Balanced

MATH

Smarter Balanced

SCIENCE

MSP

0%

25%

50%

75%

State Assessment Results for Grades 3-5 (Spring 2016)Percentage of Students Meeting /Exceeding Standards

DISTRICT

1.8%

6%

78%

96%

DISTRICT

15%

36%

21%

6%

18%

31%

517

Racial Diversity

Summary of Student Achievement

READING

STAR Assessment

2013 2014 2015 2016

MATHEMATICS

STAR Assessment

2013 2014 2015 2016

0%

25%

50%

75%

100%

District Assessment Results for Grades 3-5 in the Last Four YearsPercentage of Students Meeting/Exceeding Standards

Exceeds Standards Meets Standards

SCHOOL DISTRICT STATE

1

2

3

3

4

N/A

N/A

90% 77% 58% 93% 77% 56% 94% 84% 67%

85%92% 86%90% 84%90% 83%94%89%93% 90%90% 88%93% 87%94%

MSPThe "Measurements of StudentProgress" test (MSP) is part of theWashington State student assessmentsystem, designed to measure whetherstudents have learned the content laidout in the state learning standards. As of2014-15, all MSP tests except 5th and 8thgrade science have been replaced by thenew statewide Smarter Balancedassessments. For more information seewww.k12.wa.us/assessment/StateTest-ing/default.aspx.

National Board Certified TeachersThe National Board for ProfessionalTeaching Standards offers a voluntarycertification process for teachers to showthat they have met the organization'sstandards for effective teaching.Teachers who apply go through a lengthyand rigorous screening process to obtaincertification.

School AwardsWashington State grants six differenttypes of education achievement awards.For more information on how the awardsare determined, see www.k12.wa.us/Ed-ucationAwards/WashingtonAchieve-ment/.

Smarter BalancedStarting in 2014-15, Washington Stateadopted the Smarter Balanced exams toassess student learning in Englishlanguage arts and math in grades 3-8 and10-11. These computer-based exams arealigned to the state's Common Corelearning standards and replaced the priorstate exams (MSP/HSPE). For moreinformation see www.k12.wa.us/assess-ment/StateTesting/default.aspx.

STARStudents in grades 2-8 take RenaissanceLearning's STAR reading and mathassessments in the fall and spring of eachyear. The purpose of these short,computer-based tests is to measurestudent growth over the course of theyear, to identify students who mightneed additional support or acceleration,and to provide information teachers canuse to inform instruction. STAR providesus with a consistent measure of studentperformance over time, which is helpfulas state tests continue to change.

Glossary End Notes

District AverageThe district averages displayedhere are the averages for districtelementary schools.

School and Student CharacteristicsData are from October 1, 2015unless otherwise specified.

Mobility RateThe percent of students whoentered or withdrew from theschool between October 1 and June15, based on October 1 enrollment.

Suspension RateThe percent of students whoreceived at least one in-school orout-of-school suspension or wereexpelled over the course of theschool year.

ab2015-16 SCHOOL PROFILE SOMERSET ELEMENTARY SCHOOL abc2

EVERY STUDENT EVERY DAY EVERY CLASSROOM 2

BACKGROUND

Instructional Program Overview

Somerset is a high achieving elementary school serving approximately 720 students. Students receive a

cohesive academic curriculum that is 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 31

homeroom classes, students attend a specialist period four

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

This year Somerset is in its third year of Science Technology

Engineering and Math (STEM) implementation. Students love

working in teams to problem solve as they take part in

engineering design projects, such as bridge building. Somerset is one of four schools in the district

serving students who have been identified as needing gifted program instruction. Though students in

our school have different learning needs, we avoid labeling to ensure all students see themselves as part

of ONE Somerset.

Somerset staff members are committed to each and every student’s success. At Somerset, students are

supported and enriched through a variety of programs including the Special Education Resource Room,

English Language Learning (ELL) services, Learning Assistance Program (LAP) reading, volunteer VIBES

mentors, and before and after school academic and enrichment programs. Many student services are

provided through inclusion in the general education classroom to ensure that students maintain their

connection to their class community.

Somerset students bring a rich diversity to our school: 82% of students identify as non-white, 38% spoke

a first language other than English, and 14% currently qualify for ELL services. Our student body has

grown in the diversity of our demographics each year over the past five years. In addition to our strong,

Common Core Standards-based core curriculum and small group instruction, bilingual Somerset

students in need have the opportunity to take part in a VIBES (the Bellevue School District’s volunteer

program) supported weekly homework club to gain additional support and language learning activities.

Somerset is supported by a committed and generous parent community. Our Parent Teacher Student

Association (PTSA) fundraising helps the school with curriculum enhancement and support in all

classrooms. The PTSA also funds and organizes enriching activities for students and fun family evening

events.

Key Successes This Past Year

Smarter Balanced Assessment scores for the spring of 2016 in third grade ELA and fifth grade

math were above district and state averages (3rd ELA: Somerset 92%, district 76%, state 54% and

5th math: Somerset 92%, district 77%, state 49%), and show growth from our first year’s scores

(3rd ELA: from 90% in 2015 to 93% in 2016; 5th math: from 89% in 2015 to 92% in 2016).

Though students in our school have

different learning needs, we avoid

labeling to ensure all students see

themselves as part of one Somerset.


Somerset increased the focus on Positive and Productive Life by running a successful Bucket-

Filling campaign and putting school-wide systems in place. This successful campaign has

continued to grow, with students completing two incentive charts in the 2014-2015 school year,

and three in the 2015-2016 school year. Evidence from the Somerset School-wide Evaluation

Tool, conducted by an external organization (PBIS Northwest), showed that the Bucket-Filling

campaign exceeded the criteria for being recognized as an exemplar school for rewarding

positive behaviors.

Highest-Priority Opportunities for Growth

Over the next three years, our highest priorities are to:

Reach 100% proficiency in 3rd grade reading (up from 2016 STAR levels of 95% and SBA of 93%)

Reach 100% proficiency in 5th grade math (up from 2016 STAR levels of 95% and SBA of 92%)

Have 100% of students feel like they belong at school (up from 2016 Panorama responses of 70%)


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.

Past Progress

Measure 2013 2014 2015 2016

3rd Grade English Language Arts

STAR 95% 92% 94% 95%

STAR (without GESP scores) * * 91% 92%

STAR (GESP only) * * 100% 100%

Smarter Balanced * * 90% 92%

Smarter Balanced (without GESP scores) * * 85% 89%

Smarter Balanced (GESP only) * * 100% 98%

5th Grade Math

STAR 97% 90% 92% 95%

STAR (without GESP scores) * * 90% 91%

STAR (GESP only) * * 100% 100%

Smarter Balanced * * 89% 92%

Smarter Balanced (without GESP scores) * * 85% 88%

Smarter Balanced (GESP only) * * 100% 100%

Notes:

* Scores not available.

WA State replaced the reading, writing, and math MSP exams with the Smarter Balanced exams starting in spring 2015.

STAR is a nationally-normed exam that all our students in grades 2-8 take each fall and spring.

Somerset began providing gifted services (Gifted Elementary School Program: GESP) in some classrooms in the 2014-2015 school year.

Additional Achievement Gap Analysis – Somerset compared to WA State

Smarter Balanced Analysis by Gender Combined Male Female


Somerset 93% 89% 95%

Washington State 54% 51% 58%

5th Grade Math



In reviewing the performance data comparing boys and girls, we found there is an even higher disparity

in ELA at the state level (WA state males 51%, females 58%); and that there is much less of a disparity,

though much lower scores at the state level in math (males 60% and females 58%).


Smarter Balanced Analysis by Race All Races Combined

Asian White




5th Grade Math



Analysis of racial groups at the state level showed more significant disparity, with Asian students scoring

over ten points higher in both third and fifth grades in both ELA and math (WA state 3rd grade ELA Asian

73%, White 62%; and WA state 5th grade math Asian 74%, White 56%).

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.

2016 Smarter Balanced Results by Subgroup – Grades 3-5 Combined % Meeting Standards

Category Subgroup English

Language Arts Math Total # Students

Race/Ethnicity Asian 92% 96% 298

Race/Ethnicity Multi-Ethnic 94% 92% 36

Race/Ethnicity White 87% 89% 89

Free/Reduced Price Meals

F/R 70% 70% 20

Not F/R 91% 94% 420

Gender Female 93% 91% 226

Male 88% 95% 214

ELL Status ELL 64% 79% 28

Not ELL 92% 94% 412

Program Enrollment GESP 98% 100% 158 Non-GESP 86% 89% 282

Grade Level Grade 3 92% 96% 151

Grade 4 90% 91% 136

Grade 5 89% 92% 153

Total 90% 93% 440

*Data for small subgroups (<20) have been suppressed.

Analysis of additional groups including Free/Reduced and ELL can only be shared by combining scores for the combined data of third through fifth grades as the numbers of students in these groups falls below the 20 student threshold with single grade analysis.


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. This year we will continue two of our school-wide PBIS strategies from last

year: One Somerset and Bucket-Filling campaigns. 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 2015-2016 school year was Somerset’s first 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 supported teachers in determining the need for targeted social emotional learning

interventions. We will also continue the Check-In/Check-Out intervention system this year as a tier two

support for students identified through our Multi-Tiered System of Supports (MTSS) system.

Note: See Appendix A for a description of measures.


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. Key to the success of both implementation and assessment of success

of these systems and interventions is the Multi-Tiered System of Support team. As we know that the

creation of an environment where students have positive relationships, feel they belong, and are safe is

the foundation of learning, our work toward academic success is built upon ensuring that students

have a positive and productive life. The social emotional wellness of the school will provide for

improved learning for all.

One Somerset: As Somerset is the largest of the 17 Bellevue School District elementary schools, we

serve students with diverse learning needs and from diverse backgrounds. Wherever Somerset

students are from and whatever their learning needs, we strive to make each and every Somerset

Superstar feel that they belong and are a part of One Somerset. One way we promote the feeling of

inclusion in our student body is through common learning activities across grade-levels. Students have

many opportunities to learn alongside students from other classes, make friends, and feel part of a

larger community. We start each week with an assembly to celebrate One Somerset, and students

experience a cohesive school experience that is key to building academic success. Symbolic of our

togetherness, all students took part in a common experience of adding their name to our One

Somerset Superstar tree. Somerset families also have many opportunities to gather with the

organization of our dedicated PTSA and through collaboration with staff. One example is the Family

Restorative Circles night during which families experience a key component of our social emotional

learning curriculum.

Multi-Tiered System of Support (MTSS) Team: Somerset is in the

third year of the implementation of our MTSS meetings. The

Somerset teachers contribute to ensure our students are

receiving interventions needed to meet academic, behavioral,

and social emotional goals. We meet weekly to review data and discuss the needs of any student who

is identified through assessments or teacher observations as not proficient, or not meeting potential.

This year we are increasing the frequency of our meetings for each grade level from every seven weeks

to using a six-week intervention model to track student growth. MTSS provides a model for

collaboration between the classroom, specialists, ELL, Special Education, and LAP teachers to provide a

wrap-around approach for instruction. Services are provided to students through grouping and push-in

instructional support in the homeroom classroom. By working together, we are best able to provide

high quality instruction for every student, every day, every class period.

Guided Language Acquisition Design (GLAD): Somerset is now in our second year as a GLAD (Guided

Language Acquisition Design) trained school. Last year the initial training was provided to all teachers,

and this school year teachers will have the opportunity to implement the new strategies. GLAD is a

training that provides teachers with strategies for powerful instruction. It was designed to support

English language learners, but many of the strategies are effective with all students. With our

2017 Goals

3rd grade ELA: 100% passing

5th grade math: 100% passing


linguistically diverse student population (38% Somerset students spoke a first language other than

English, with 18 languages represented), we expect to see benefits of these strategies in student

learning. This year two Somerset teachers have taken the lead on supporting teachers with the

implementation of the strategies. Somerset is also continuing to teach the GLAD personal behavior

standards and what they look like throughout the school. Students know that at Somerset we Show

Respect, Make Good Decisions, and Solve Problems. The School-wide Evaluation Tool that PBIS

Northwest conducted confirmed the importance and success of our implementation of these behavior

standards, scoring us at the 100% rate for teaching and reinforcing understanding of school

expectations and rules. We expect that consistent implementation of these expectations will positively

impact the learning environment and will increase student learning, and will be evident in both the fifth

grade Math SBA and the third grade English Language Arts SBA results.

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. This year facilitation of the committee has

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 during the last

school year 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.

Equity Team and Culturally Responsive Teaching: Somerset is now in our second year of learning

about effective ways to ensure our school is reaching students of all backgrounds and races. During the

last school year, a team of equity leaders was identified and trained to build a school community where

multiple cultural perspectives and experiences are valued, and all feel respected and welcome. This

school year, the team has expanded and has begun to support professional development of all staff.

Teachers are studying culturally responsive teaching and learning by reading texts and reflecting on our

current practice to ensure rigorous cognitive development for all students. Together we are embracing

our differences to prepare our students for the future.

2017 Goals

Feel they belong at Somerset:

100%


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

ELA – English Language Arts

ELL – English Language Learner

DESSA - Devereux Students Strengths Assessment

GESP – Gifted Elementary School Program

GLAD – Guided Language Acquisition and Design

LAP – Learning Assistance Program

MSP – Measure of Student Progress (the previous state required assessment for ELA and Math; now only for Science)

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

STAR – Renaissance Learning’s standardized measures of student skills in reading and math

STEM – Science, Technology, Engineering, and Mathematics (grades K-5 Curriculum)


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.

Somerset: Three-Year School Improvement Plan

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