Implementation September 2023-June 2026

Washington

School Improvement Plan

School Improvement Plan Adopted by the Auburn School Board of Directors on

insert school board approval date here.

September 2023-June 2026

Auburn School District Strategic Plan 2022 - 2027

Auburn School District Mission Statement: Our Common Work on Behalf of Students and Families                                                             In a culture of equity and excellence we engage, educate and empower each student for success beyond graduation.                                                                  

Auburn School District Vision: Our Aspirations Each student will have an educational experience in which they are seen and valued for who they are now, while developing their full academic and social potential to prepare them for the future they choose. 

Focused Foundational Priorities Key to SIP

Foundation 1:  

Culturally Responsive & Inclusive Practices for Teaching, Support & Leadership

Priorities

• A welcoming environment for families, students and staff.
• Culturally responsive practices (Instruction & Leadership).
• Students meeting and exceeding grade level and content area standards.

Foundation 2:

Family, Student and Staff Partnerships

Priorities: 

• Students learning life-ready skills (financial, communication, technical, emotional intelligence).
• Prepare each student for college, career and beyond graduation.

Foundation 3:  

Skilled, Diverse Staff that Represent the Community

Priorities:

• Professional development to achieve the strategic priorities.

Foundation 4:  

Innovative Systems & Structures

Priorities:

• Revamp and streamline systems to support students, families and staff.

Stakeholder Input

Write a description of your SIP team’s process, including when and the frequency of meetings, how all staff were involved in the process and how decisions were made.

The SIP team is composed of members representing all grade levels, certificated learning teams and other stakeholders in our Washington Elementary learning community.  We began this process in August of 2022 taking the core SIP team to the Visible Learning conference to align our understanding of current educational research and best practices to guide our leadership in developing a new SIP plan.  On September 15th, 2022 we met with district leadership for our needs assessment meeting and officially met 26 times; whole staff, SIP Team, Expanded SIP Team, and break out SIP team groups through June of 2023.  Our SIP team worked bi-monthly with district leadership and followed up with our building based expanded SIP team to revise the work done with district support. Working through the process the SIP team met with our Equity team and BLT to seek input and receive feedback.  As a full staff we used our building decision making model to approve revision work on our Mission and Vision statements.  We reviewed our comprehensive school-wide data including achievement, demographics, and attendance data with all staff and our parent group and generated statements of challenge identified from the data.  In collaboration with our BLT and Equity teams, the expanded SIP team used these statements to prioritize school challenges and generate SMART goals to guide our focus for the next three years.  In February, the SIP team shared draft goals with full staff.  Administration then met individually with each grade level and specialist groups to answer questions and provide additional insight into the “why” for the proposed goals.   The core SIP team partnered with district leadership to identify high yield strategies to implement as action steps.  These proposed action steps are researched based and have an effect size greater than 0.40. The full SIP team drafted action steps aligned to the calendar, including descriptors of what teachers and students would be doing and which resources would be used to monitor implementation.  This draft was shared with all staff and a live document was created for staff questions to be asked and answered.  Core leadership and administration worked together to draft the PD calendar.  It was shared electronically with staff prior to the extended staff meeting on 5/31/23.  Staff utilized the building decision making discussion protocol to review the draft. The draft plan (goals, action steps, and PD calendar) was approved on May 31, 2023 by the building decision making model during a full staff meeting.  

Signatures for Approval

School Mission (Link)

<School Name> Washington Elementary

We love our kids.

At Washington Elementary, every moment matters. We have a shared commitment to the success of all of our kids.  Through positive relationships, every adult honors students' individual needs and diverse backgrounds. We provide rigorous academic learning experiences because all of our students have the potential to succeed.

School Vision(Link)

<School Name> Washington Elementary

At Washington Elementary, we love our kids.  Every adult has high expectations for each student and provides them with the support and opportunities needed to have a successful and joyous school experience.  Students are engaged in high-yield instructional strategies and are active participants in their learning.   We value our partnership with families and the community, and together, we will prepare our students for the future they choose.

Parent Engagement – SWT 2/LAP

Write a summary of strategies you use to engage parents in the education of their students.

Administrators and teachers explicitly communicate with families regarding achievement, attendance, back-to-school nights, and volunteering at school. Additional activities also include:

Activities during Fall:

• Building-wide Open House
• Recruiting parents volunteers
• Parent/Teacher Conferences
• Fall Book Fair
• Report Cards
• Parent CEE Survey
• Parent Coffee on Friday Morning

Activities during Winter:

• Holiday Giving Event
• Food Drive
• Report cards
• Family Literacy Night
• Extended Day Math

Activities during Spring:

• Kindergarten Kick Off
• Family Picnic
• Report Cards
• 5th grade & Kindergarten Graduation
• Spring Book Fair
• Field Day
• Level Up Math Club

Activities all year long:

• Phone, email and Remind contacts
• Conferences as requested/needed
• Student Learning Plans and compacts
• PTA general and/or board meetings
• Remind posts and reminders to inform of upcoming activities/events
• Academic Technology Access (CODE.org, Typing Club, Library website links)
• Cumulative Parent Access

Activities outside of school:

• Soccer for Success
• YMCA
• King County Library Summer Reading Program

Student Transitions – SWT 2 & 3/LAP

Describe transition strategies from pre-K to K, 5th to 6th, 8th to 9th as well as within school grade spans.

• ECE /TK to Elementary: The Kindergarten teachers offer a kindergarten kick-off event in the spring with incoming kindergarteners and their families to promote registration and to communicate with families information about how to help their incoming kindergartner be successful for the upcoming school year. Incoming kindergarteners will also participate in a one on one screening with a district employee which provides information to help with classroom placement. The ECE/TK teacher initially meets with school administration, specialists, summer school teachers, support staff and kindergarten teachers to communicate the most appropriate placement for each child as well as needed support for students transitioning from ECE/TK to kindergarten. All identified services are maintained across that transition as noted in individual IEPs. At a second meeting, parents are invited to join their child’s educational team in the planning process. In addition, ECE/TK kids have the opportunity to join kindergarten classrooms for some days in the spring to build familiarity with Kindergarten teachers and procedures. Selected incoming kindergarteners are also invited to summer school, where readiness skills are taught over a period of three weeks. In the fall of students’ kindergarten year, families are invited in for individual meetings with their child’s kindergarten teacher the first three days of school for WA Kids. During this meeting families have the opportunity to ask questions, teachers begin initial student assessments, and students have the opportunity to see their classroom and meet their teacher in the safety of their parents' presence. This initial meeting serves as the foundation for ongoing home-school communication and an ongoing school family partnership.

• K-5 transitions: To successfully prepare students for K to 1st, 1st to 2nd, 2nd to 3rd, 3rd to 4th, and 4th to 5th, staff collaborate and discuss placement for the following school year. During roll-up, classroom teachers and support staff create classes that have a balanced number of students with behaviors, academics, multilingual, and IEPs in each classroom. In the spring, students who have academic gaps are identified for summer school and placed with a grade level teacher.

• Elementary to Middle School: Information relevant to parents of 5th grade students who transition to middle school is included in a designated section in the school newsletter. Every year, Washington 5th graders visit Cascade Middle School in an effort to make transition to middle school easier. They get a first impression of the building and meet the middle school teachers, administrators and the principal. Transitioning students and their parents are invited to an information night with a Q and A opportunity with the elementary and middle school principal.

• 2023-2024 Boundary Change:  We will be acquiring about 150 students from Dick Scobee this fall.  Families were notified by their sending school of the boundary change and  then again with a welcome letter sent by Washington Elementary.  Students received a custom Washington Explorers sticker with this letter.  Additionally, we will be having a family night on May 10th to welcome these students and families to Washington, introduce them to staff, and give them a feel for what to expect when they come to Washington in the fall.  We will also send summer school invitations to our future Explorers so they can experience time in their new school this August.  Washington will also be sending about 100 students to Terminal Park this fall.  Similarly communication with these families occurred.   Title is arranging summer school invitations to attend TP this summer so they can experience working with new staff.  Staff will participate in boundary change transition meetings to share important student information with the receiving schools of the boundary changes.

Assessment Decisions – SWT 3/LAP

Describe teacher involvement in analyzing assessment data to make instructional decisions for students not meeting standards in literacy and math.

Assessments are administered and analyzed regularly at Washington. Ongoing formative assessments are developed and analyzed within grade level teams and in cross grade level Professional Learning Communities. Instructional decisions are made based on student success in meeting specific learning targets and Common Core State Standards (CCSS). These assessments, both from curriculum materials and district-created materials, are used to guide instruction and determine student placement within intervention, benchmark, and/or enrichment groups.

Summative assessments, including end of unit tests, DIBELS, WIDA and SBA are all analyzed at the building-wide level. Results are used to provide feedback on success of instructional strategies and curricular materials.

DIBELS data is analyzed formally at least every 6 to 8 weeks by the instructional staff.  For the majority of students, ongoing progress monitoring using DIBELS and the DDS also occurs on a monthly basis. Our mid-year data provides information regarding students continuing to grow and red flags on students not growing or students that are in need of further intervention. Careful analysis at the student level leads to instructional changes.

Grade-level teachers will use both formative and summative assessments to inform decisions about core instruction.  When 50% or more of students are not reaching the grade level benchmark, that teacher will make necessary adjustments to support the learning at Tier 1.  Some examples of what teachers could do to support this would be:  reteaching, small group instruction based on student instructional level, differentiated learning materials, scaffolding instruction, sending support materials home with students, additional guided practice, etc.    

Effective, Timely Assistance – SWT 2 &3/LAP

Describe tiered system of response to student needs using rank order lists. How are at risk students identified, served, and progress monitored? How are services across programs (Core, ELL, Title I/LAP, SpEd) aligned?

Student data is collected throughout the year, with benchmark assessments in reading and math occuring Fall, Winter, and Spring and progress monitoring occurring weekly to monthly. At Washington, we use a braided services model, aligning our ELL, SPED, and Title resources with the classroom teacher teams and working as a cohesive team to look at student needs and provide services accordingly.  Every 6 to 8 weeks, the instructional team for each grade level (Title, SPED, ELL, classroom teachers, TOSA, Instructional Specialist, Administrators) meet to review the data on a student by student basis. Students are identified for placement using the most recent data collected (DIBELS, SBA interims, math module/domain assessments, etc). This data is then used to facilitate the discussion of placement into Differentiated Instruction (Walk To) groups for both reading and math. The grade level rank orders also identify students that are ELL and/or require SPED services. These considerations are taken into account as students are placed in Direct Instruction groups (either Title, ELL, or SPED).  Every student in our building participates in a Walk To Reading group (5 days per week) and 3-5th grade students participate in a WT Math group (4-5 days per week depending on grade level). Students who are below benchmark are placed in groups with fewer students and highly skilled teachers, using materials and programs that are designed for Tier 2 and 3 learners.  Additionally, the most struggling learners are also identified through the data sheet to receive triple dip reading instruction (30 minutes, 4 days per week).  Additionally, extended day reading and/or math programs are also available to provide further instruction for targeted groups of students based on benchmark and progress monitoring data.

Prioritized Challenges  

Explain how all staff were included in prioritizing challenge narratives:

On December 5th 2022, the expanded SIP team met to review attendance, discipline, and demographic data from the years 2019-2022. On January 12th 2023, all staff received school wide academic data from the years 2017-2022 and CEE data from 2021-2022 as a preview to the upcoming full staff data carousel.  Staff were asked to review the data and to write down any challenges they noted during their preview.  These noticings were then shared at the data carousel.  On January 25th 2023, staff were broken into small groups led by the expanded SIP team facilitators and reviewed a sub-category of data in-depth.  These teams generated a list of challenges identified in the data.

Prioritized Challenges Document

The SIP team reviewed the challenge statements and drafted a prioritized list that was then shared with BLT and full staff for feedback.  Adjustments were made based on feedback to create the finalized linked list above.

Goal 1 Literacy:

List the 4 - 6 prioritized challenges

1. The percentage of ML students passing the reading portion of the SBA decreased from 24.6% in 2018 to 13% in 2022.
2. The percentage of 1st grade students with disabilities who were on grade level or above in IReady reading decreased from 50% in 2021 to 17% in 2022.
3. There is a 40% gap between white and BIPOC Kindergarten students’ improvement on DIBELS from 2019-2022.  
4. 2nd grade ML students that are on or above grade level on DIBELS benchmark dropped from 40% in 2019 to 30% by the spring of 2022.
5. The percentage of students who were early/ on grade level in IReady reading in the fall decreased from 15% in 2019 to 9% in 2022.
6. The percentage of 1st grade students with disabilities who were on grade level or above in IReady reading decreased from 50% in 2021 to 17% in 2022. 

Goal 2 Math :List the 4 - 6 prioritized challenges 

1. The percentage of ML students one or more grade levels below one or more levels below grade level on iReady Math increased from 71.8% in 2018 to 81.5% in 2022.
2. The percentage of Multilingual students passing the math portion of the SBA from 50.7% in 2019 decreased by 16.9% to 33.8% in 2022.
3. The percentage of Native Hawaiian or Other Pacific Islander students passing the math portion of the SBA decreased 25.4% from 38.7% in 2019 to 13.3% in 2022.
4. The overall percentage of students at or above grade level on end of year passing IReady math is 44% or below for the years 2019 through 2022.
5. The percentage of SWD students at or above grade level on iReady math has increased by only .1% from 2018 to 2022.
6. The percentage of SWD passing the math portion of SBA decreased 0.2% from 2018 to 2022.

Goal 3 Equity List the 4 - 6 prioritized challenges

• Elementary & Middle School:  Culturally Responsive Practices/Equitable Actions
• High School:  Credit Attainment/Graduation Rate

1. In a student survey 58% of students stated that their parents feel welcome to visit school as measured by CEE data which is a 22% decrease from the 18-19 school year.
2. On a parent survey 58% of parents feel welcome to visit school as measured by CEE data.
3. There is a   27  % gap in Staff vs Student for “In this school, there is at least one adult who  cares about me.”
4. On a student survey only 29.8% of students had a positive response to “Most students are respectful of others at this school.

SMART(IE) Goal

Your SMART(IE) Goals and Action Steps must address your prioritized Challenge Narratives from your data analysis.  SMART(IE) Goal Definition - OSPI: Goals for improvement are specific, measurable, attainable, realistic, timebound, inclusive and equitable in describing what will be improved by how much, by when, and for what/whom.

SMARTIE Goal 1 - Literacy

Describe alignment to District Strategic Plan Foundational Priorities:

Goal 1 (Literacy) is aligned to the Auburn School District Strategic Plan Foundation 1 :  Culturally Responsive & Inclusive Practices for Teaching, Support & Leadership.  This goal includes culturally responsive teaching practices and promotes students meeting and exceeding grade levels and content area standards.  This Literacy goal is also aligned with the school district’s Foundation 2:  Family, STudent and Staff Partnerships as it works to prepare each student for college, career and beyond graduation.  Foundation 3:  Skilled, Diverse Staff that Represent the Community will be accomplished through professional development that is offered in order to achieve the strategic priorities.

SMARTIE Goal 2 - Math:

Describe alignment to District Strategic Plan Foundational Priorities:

Goal 2 (Math) is aligned to the Auburn School District Strategic Plan Foundation 1:  Culturally Responsive & Inclusive Practices for Teaching, Support & Leadership.  This goal includes culturally responsive teaching practices and promotes students meeting and exceeding grade level and content area standards.  This Math goal is also aligned with the school district’s Foundation 2:  Family, STudent and Staff Partnerships as it works to prepare each student for college, career and beyond graduation.  Foundation 3:  Skilled, Diverse Staff that Represent the Community will be accomplished through professional development that is offered in order to achieve the strategic priorities.  

SMARTIE Goal 3: 

• Elementary & Middle School:  Culturally Responsive Practices/Equitable Actions
• High School:  Credit Attainment/Graduation Rate

Describe alignment to District Strategic Plan Foundational Priorities:

Goal 3 is aligned to the Auburn School District Strategic Plan Foundation 1 :  Culturally Responsive & Inclusive Practices for Teaching, Support & Leadership.  This goal works to create a welcoming environment for families, students and staff.   Goal 3 is also aligned with the school district’s Foundation 4:  Innovative Systems & Structures as it promotes systems that support students, families and staff.

Implementation and PD Calendar for 2023 - 24 - SWT 2 & 3/LAP

Note dates and focus of PD/support, Staff Meetings, PLC+, BLT     (Color Coding- Goal 1, Goal 2, Goal 3)

COMPREHENSIVE NEEDS ASSESSMENT – SWT 1/LAP

Background Information

WAC 180-16-220  

Requirements for School Improvement Plan

Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.”  School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.

Executive Summary

Demographic data (Data Link)

Write a summary analysis of the changing demographics of your students.  This analysis should include data for at least 5 years in order to identify trends.

The staff reviewed demographic data for the years 2017-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates that our population of Hispanic Latino, Pacific Islander, and Asian students is increasing and our populations of white, multi-race, and black are decreasing. The trends most notable in the data are:

• From 2017-2022, Washington has averaged 75.86% of students HHI eligible.
• The percentage of students who qualify for ML services has increased from 25.5% in 2017 to 32% in 2022.
• 14% of students qualify for Special Education services.  This is true except for the year 2019 school year 2019-2020 school year when the COVID -19 Pandemic shut schools down in March.
• The students of color served at Washington have increased from its lowest 70% (2018) to 78.5% (2022).

Discipline (Data Link)

Write a summary analysis of your students’ discipline trends.  Disaggregate your data by ethnicity and other subgroups in your school.  Include multiple years to identify trends over time.

The staff reviewed discipline data from Qmlativ, for the 2021-2022 school year. This data is not inclusive of all incidents as suspensions were the only discipline documented during the 2021-2022 school year.   In 21-22 9 students were suspended totalling 9 offenses.  The total number of days students were suspended from school totaled 12.

In January of 2022, Washington staff piloted new building level discipline forms and created a building level data collection system.  88 referrals were collected February - June 2022.  Data was desegregated by grade, location, student motivation, behavior, intervention, time of day, and by staff members referrals.  The trends most notable in the data reviewed are:

• 35.2% of the referrals were represented by grade 5 students
• 30.7% of the referrals were represented by kindergarten students
• 34.1% of the data represented grades 1, 2, 3, and 4.  
• Tuesday (24%) and Thursdays (27%) had a higher referral rate
• 46.6% of the referrals were generated from the playground and  15.9% from the classroom.  
• Physical contact (33%) was the highest reported behavior and disruption (14%) and physical aggression (11%) were the next highest reported behavior.
• The COVID-19 Pandemic interrupted any previous data collection.

At the beginning of the 2022-2023 school year, a discipline sub committee was formed to review the previous years’ pilot and continue work on revising current MTSS systems and building wide discipline practices.  The data collection system has been expanded to allow for desegregation of data by low income, SWD, ML, and race & ethnicity.

Attendance (Data Link)  

Write a summary analysis of your students’ attendance trends.  Disaggregate your data by ethnicity and other subgroups in your school.  Include multiple years to look for trends over time.

The expanded SIP team reviewed attendance data from 2017-2022 desegregated by race and ethnicity, low income (HMI), multilingual students (ML), and students with disabilities. Overall on-track school absenteeism has decreased from 47% in 2019 to 20% in 2022.  Therefore attendance has improved by 27%.  However, The COVID-19 pandemic interrupted attendance expectations and tracking procedures.  Our data shows improved attendance as it excludes days that were missed due to COVID related illness and quarantine.  The trends most notable in the data reviewed are:

• Attendance by ethnicity subgroups for the past 3 years 2019 - 2022 was included in the staff comprehensive data review.

•  White student school absenteeism  has decreased from 50% in 2019 to 21% in 2022.
•  Multiracial student absenteeism has decreased from  46% in 2019 to 28% in 2022.
• Black student absenteeism  has decreased from 62% in 2019 to 36% in 2022.
• Hispanic student absenteeism  has decreased from 42% in 2019 to 17% in 2022.

• Overall at-risk school absenteeism  has increased from 23.6% in 2019 to 59.4% in 2022.
• On-track Poverty student absenteeism  decreased from 43.4% in 2019 to 20% in 2022.

DIBELS (Data Link)

Write a summary analysis of your students’ DIBELS data. Disaggregate your data by subgroups.  Include multiple years to identify trends over time.

The staff reviewed DIBELS data for the years 2019-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates  that our BIPOC population DIBELS scores significantly lower than our white population in most grade levels.  The trends most notable in the data are:

• There is a 30% gap on average between BIPOC and white students in all grades except first grade in 2022.
• There is a 40% gap between white and BIPOC Kindergarten students’ improvement on DIBELS from 2019-2022.  
• 3rd grade ML winter DIBELs scores dropped from 65% to 10% from 2017 to 2019.
• 4th grade ML students that are on or above benchmark dropped from 48% in 2019 to 18% in spring of 2022.
• 2nd grade ML students that are on or above grade level on DIBELS benchmark dropped from 40% in 2019 to 30% by the spring of 2022.
• All 2nd grade students’ benchmark DIBELS scores dropped from 60% to 40% from 2017 -2021

iReady (Reading Data Link)

Write a summary analysis of your student’s data.  Disaggregate your data by ethnicity.  Include multiple years to identify trends over time.

The staff reviewed iReady reading data for the years 2019-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates that each sub group (ML, SWD as well as student race) had a 6-14% decrease in iReady Reading scores.  The trends most notable in the data are:

• The percentage of 4th grade ML students who were 2 or more grade levels below in IReady reading increased from 56% in 2021 to 70% in 2022.
• The percentage of 1st grade students with disabilities who were on grade level or above in IReady reading decreased from 50% in 2021 to 17% in 2022.
• The percentage of Black or African American students who are on or above grade level on IReady reading decreased from 47% in 2020 to 36% in 2022.
• The percentage of students who were early/on grade level in IReady reading in the fall decreased from 15% in 2019 to 9% in 2022.
• The percentage of American Indian or Alaskan Native who were 2 or more grade levels below in IReady reading increased from 0% in 2021 to 13% in 2022.

iReady (Math Data Link)

Write a summary analysis of your student’s data.  Disaggregate your data by ethnicity.  Include multiple years to identify trends over time.

The staff reviewed iReady Math data for the years 2018-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates that the intensive group of students are two or more grade levels below.  The trends most notable in the data are:

• The overall percentage of students at or above grade level on end of year IReady math is 44% or below for the years 2019 through 2022.
• The percentage of ML students one or more grade levels below one or more levels below grade level increased from 71.8% in 2018 to 81.5% in 2022.
• The percentage of students one or more grade levels below has increased by 9% from 2019 to 2022. let
• The percentage of Native Hawaiian or Other Pacific Islander students who are at or above grade level on IReady math has been 2% lower than any other subgroup for the years 2019-2022.

SBA ELA (Data Link)

Write a summary analysis of your school’s SBA data. Disaggregate your data by special populations (ethnicity, special education, ELL, low income) to identify performance Gaps.   Use 2022 SBA as your baseline data

The staff reviewed reading SBA data for the year 2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The 2022 SBA test is our benchmark and baseline data due to significant changes in the assessment prior to 2022. The trends most notable in the data are:

• The percentage of NH or Pacific Islander students passing the reading portion of the SBA was 20% in 2022.
• The percentage of students passing the ELA SBA in 2022 was 47% in 3rd grade, decreased to 28% in 4th grade, and increased to 36% in 5th grade.
• The percentage of Black or African American students passing the reading portion of the SBA in 2022 was 21.4%.
• The percentage of male students passing the reading portion of the SBA in 2022 was 28.8%.
• Male students were outperformed by female students in the reading portion of the SBA in 2022.

SBA Math (Data Link)

Write a summary analysis of your school’s SBA data. Disaggregate your data by special populations (ethnicity, special education, ELL, low income) to identify performance Gaps. Use 2022 SBA as your baseline data

The staff reviewed math SBA data for the year 2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity. The 2022 SBA test is our benchmark and baseline data due to significant changes in the assessment prior to 2022. The trends most notable in the data are:

• The percentage of Native Hawaiian or Other Pacific Islander students passing the math portion of the SBA in 2022 was 13.3%.
• The percentage of Multilingual students passing the math portion of the SBA in 2022 was 33.8%.
• The percentage of male students passing the math portion of the SBA in 2022 was 30.6%.
• The percentage of female students passing the math portion of the SBA in 2022 was 37.1%.
• The percentage of SWD passing the math portion of SBA in 2022 was 15.4%.

WCAS (Washington Comprehensive Assessment of Science) (Data Link)

Write a summary of the analysis of your school’s data. Disaggregate your data by special populations (ethnicity, special education, ELL, low income) to identify performance gaps.  Include multiple years to look for trends over time.

The staff reviewed WCAS data for the years 2018-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates science scores are stagnant and students are underperforming the state average by 10%.  The trends most notable in the data are:

• Since 2018, Washington Elementary has not performed higher than 38% on the WSAS assessment for all students.
• The gap between the non-HHI and HHI students passing the WACAS from 2019 to 2022 has remained consistent at approximately 50% less non-HHI students.
• The percentage of ML students who met state standard went down from 13.3% in 2018 to under 10% in 2022.
• Students with disabilities dropped 6% to under 10% passing from 2019-2022.
• Hispanic students are underperforming all of the other racial groups and have consistently scored less than 25% (passing rate) on the WCAS since 2018.
• Females are out performing males in passing the science WCAS from 2018-2022.  The gap continues to spread.

Multilingual Learner Data (Data Link) 

Write a summary analysis of your school’s ML student achievement in ELA,  math, and science. Also, include achievement over time of WSIF ML percent met standard and percent progressing

The staff reviewed multilingual learner data for the years 2018-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates multilingual students' populations continue to increase at Washington Elementary, and the academic performance gap of this group continues to increase.  The trends most notable in the data are:

• The percentage of 4th grade ML students who were 2 or more grade levels below in IReady reading increased from 56% in 2021 to 70% in 2022.
• The percentage of ML students one or more grade levels below one or more levels below grade level increased from 71.8% in 2018 to 81.5% in 2022.
• The percentage of ML students passing the reading portion of the SBA from 24.6% in 2018 decreased by 11.6% to 13% in 2022.
• 2nd grade ML students that are on or above grade level on DIBELS benchmark dropped from 40% in 2019 to 30% by the spring of 2022.
• 4th grade ML students that are on or above benchmark dropped from 48% in 2019 to 18% in spring of 2022.
• 3rd grade ML winter DIBELs scores dropped from 65% to 10% from 2017 to 2019.

Additional trend data of the WIDA assessment includes:  

2021-2022 was the first year that the WIDA assessment was used to assess ML students Language Proficiency. Previous years ML’s were assessed via  the WELPA Assessment, the ELPA Assessment, and then the ELPA 21 Assessment. Last year only two ML students exited from the program.  The number of level 1 students is increasing.

Students with Disabilities (Data Link) 

Write a summary of the analysis of your school’s SWD student achievement in ELA, math, and science.

The staff reviewed SBA and iReady data for the years 2018-2022 disaggregated by low income (HHI), students with disabilities (SWD), multilingual learners (ML), and race & ethnicity.  The overall trend indicates that students with disabilities are scoring at a lower level on SBA and iReady assessments. Students with Disabilities are increasing their time in their general education classroom based on data.  The trends most notable in the data are:

• The percentage of SWD that passed the reading portion of the SBA was 19.2% in 2022.
• The percentage of SWD that passed the math portion of SBA in 2022 was 15.4%.
• The percentage of 1st grade students with disabilities who were on grade level or above in IReady reading decreased from 50% in 2021 to 17% in 2022.
• The percentage of SWD at or above grade level in iReady Math was 15% in 2018 and 15.33% in 2022.  
• The percentage of K-2nd grade SWD below grade level at the end of the year in 2022 was 58.8% (20/34) in the NWF WRC portion of DIBELS.  

Additional trend data of the assessment includes:

• Of the 55 total  number of students in my building receiving special education services, 1.8% are American Indian, 9.15% black, 45.5% Hispanic, 1.8% Pacific Islander, two or more races 12.7% and 29.1% are white.
• The total number of students receiving special education services in my building have increased by five  students from 2019-2020 school year to 2021-22 school year
• 80-100% of students in my building receiving special education services attend regular class 81.8% of the time.  This is an increase from 2019 (70%) and 2020 (77.4%)
• Washington Elementary’s risk index of the number of students from each ethnic or racial group receiving special education services averages 1.0

CEE Perceptual Survey (Data Link) 

Write a summary of the analysis of your school’s CEE Perceptual Survey data. Include data from all three surveys:  staff, parent and student.  Include comparisons of multiple years.

The staff reviewed CEE data for the year 2021-2022.  The overall trends indicate that there may be a sense of mistrust between staff members as indicated in the CEE “I vs They” statements, as well as  a decrease in data with families feeling welcome to visit school and students who feel they have at least one adult that cares about them. The trends most notable in the data are:

• There is a 38.9% gap in the I vs. They CEE data in the area of willingness to be held accountable for student learning, which indicates mistrust between staff members.  A gap over 20% shows cause for concern and should be investigated.
• On a staff survey 40.5% of staff  believe there is a willingness to address conflict in the school.  This is ranked in the bottom 5 of survey items.
• There is a 35.5% gap in the I vs they CEE data in the area of “welcoming new ideas and change.”  A gap over 20% shows cause for concern and should be investigated.
• There is a   27  % gap in Staff vs Student for “In this school, there is at least one adult who  cares about me.”
• On student survey only 29.8% of students had a positive response to “Most students are respectful of others at this school
• There is a 26.% gap in the I vs They CEE data in the area of  “willingness to work for changing the school for the better”. A gap over 20% shows cause for concern and should be investigated.
• In a student survey 58% of students stated that their parents feel welcome to visit school as measured by CEE data which is a 22% decrease from the 18-19 school year.
• In a parent survey 58% of parents feel welcome to visit school as measured by CEE data  which is a  22% decrease from the 18-19 school year.
• There is a  27 % gap in Staff vs Student for “In this school, there is at least one adult who  cares about me.”
• On a student survey only 29.8% of students had a positive response to “Most students are respectful of others at this school.

Budget (Combined Funding Matics) – SWT- 4/LAP Insert Budget Table here.