School Improvement Plan - Bellevue School District
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School Improvement Plan
Puesta del Sol Elementary School
School Overview
2020-21
Bellevue School District Vision
To affirm and inspire each and every student to learn and thrive as creators of their future world.
What is unique about Puesta del Sol?
• Puesta del Sol is a K-5 one-way full immersion Spanish language program choice school in the Bellevue School
District.
• As one of two elementary choice schools in the Bellevue School District, Puesta del Sol serves students from
every attendance zone in the district.
• Puesta del Sol is an International Spanish Academy (ISA) school, affiliated with the Spanish Ministry of
Education and Instítuto Cervantes. Students who matriculate from Puesta del Sol's K-5 ISA program are able to
continue in the ISA program at Tillicum Middle School, then to either Newport or Sammamish High School,
gaining DELE Spanish Diplomas, Washington State Seal of Biliteracy, as well as enrollment in Advanced
Placement courses in Spanish Language as high school freshmen.
• Puesta del Sol supports a continuum of services for Multilingual learning (MLL) students, as well as students
eligible for Special Education services and Section 504 Plans.
• Puesta del Sol is committed to shared leadership and program oversight with a newly established Building
Leadership Team (BLT). The BLT’s purpose is to focus on the improvement of learning for all students, promote
and facilitate a collaborative decision-making process which affects academic achievement, addresses
problems of practice, and identifies how to best support the needs of students, staff and families.
• Puesta del Sol is passionate about anti-racism, equity and inclusion. Our Racial Equity and Inclusion Team (REI
Team) leads this critical work, focusing on eliminating disproportionate discipline, promoting stronger
relationships between school, staff, parents, and students; and supporting student learning and the closing of
achievement and opportunity gaps. In addition, La liga contra el racismo is a student leadership group
organized to promote anti-racist initiatives among students and classrooms throughout the school.
• Puesta del Sol is preparing to break ground on a new campus location scheduled for completion at the start of
the 2022-2023 school year. The new campus location is at 301 151st PL NE, Bellevue, WA 98007.
See Appendix for School Profile
1
Affirm and Inspire
Goal
Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being regardless of
background.
Sense of Belonging
Measures and Targets
➢ Increase percent of students reporting feeling connected to peers by 3 percentage points or maintain the score
for subgroups that are already at 100% from Spring 2020 to Spring 2021.
Percent of students reporting feeling somewhat or very connected to their
classmates on student survey
Grades 3-5 Subgroups Spring 2020 Spring 2021 Target
All Students 82% 85%
Black * *
Hispanic 80% 83%
Low Income 100% 100%
English Language Learners * *
Students with Disabilities 100% 100%
* Data not available for student subgroups < 10
Data Reflection
• The goal of Affirm and Inspire has added importance at Puesta del Sol Elementary due to the choice school
model which has students enrolling at Puesta del Sol from neighborhoods throughout the city of Bellevue.
Additionally, that students experience their K-5 elementary education immersed in the Spanish language also
reflects the need for strong supports around feeling connected to peers and a sense of belonging.
• Our percentage of students reporting feeling somewhat or very connected to their classmates on student
survey was at 82% in the Spring of last year and we are looking to increase that number by 5 percentage points.
We understand that there is a significant difference due to COVID in how students engaged with peers at the
beginning of the 2019-2020 school-year as compared to the remote start of the 2020-2021 school-year, where
students would not have interacted in person with their peers until January 2021 at the earliest.
• While we do not have data available for Black students at our school because the total number of these
students that took the survey is lower than 10 (i.e. small n size), we are being very intentional on key strategies
continue to have them feel connected to peers.
• Both our English Language Learners and our Students with Disabilities surveyed reported feeling 100%
connected to their peers.
• Our Hispanic/Latino students show a gap of 20 percentage points from what the English Language Learners and
Students with Disabilities, and are the group that reported feeling the least connected to their peers.
2• All Students data for feeling connected to peers at Puesta del Sol is 18 percentage points lower than our
highest demographic groups.
Key Strategies/Adjustments
• Beloved Familia Theme: Maintain theme/focus on "Beloved Familia" for 2020-2021, particularly given the
interruption to the school year with COVID-19 school closure. We have a school-wide focus/theme of
"Amada Familia" (Beloved Family) and the concept of family is engendered in classrooms, and school-wide
during bi-weekly assemblies and b-weekly Beloved Familia Lessons. Both the assemblies and lessons are
aligned with Social Emotional and Social Justice Standards. We have a strong focus on identity and sharing
student perspectives and student voice, amplifying the voices and identities of our Black, Latino, Multiracial
and Asian students.
• Strong Tier I PBIS Implementation: Second STEP, RULER, Bullying Prevention Units, Kelso’s
Choice, HARMONY. By implementing Tier 1 with fidelity and teaching our behavior expectations as they
apply to remote learning (and in person learning when we are back in the building) reinforces the
importance of Be Responsible, Be Respectful, and Make Good Choices not just because of how these affect
the student personally, but in how student actions can affect others.
• Virtual Recess: Via Microsoft Teams, we will provide students the opportunity to interact with their grade
level peers with the supervision of our General School Assistants.
• SOAR (Students Organized Against Racism): We will continue our SOAR group (4th/5th), called La liga
contra el racismo in Spanish, in the Fall 2020 with a plan to enhance student agency and voice. Students
will lead within our school, learn about race and racism, and support peers in developing an understanding
around race and its importance in our school and community.
• Kelso's Choices: A conflict resolution model that promotes student-student problem solving when issues
are low-level (e.g., sharing), providing students options to choose from to peacefully resolve challenges.
• Restorative Practices: Restorative practices promote inclusiveness, relationship-building and problem-
solving, through such restorative methods as circles for teaching and conflict.
• Building Leadership Team: Utilize restructured Building Leadership Team to assess Tier 1 structures and
address behavior and discipline standards.
• Racial Equity Work: Staff will continue working towards greater racial consciousness through the REI
Team, Courageous Conversations About Race (CCAR), district professional development, Culturally
Response practices, and conversations that impact their racial lens. This team will lead teachers in learning
about racial equity to include topics such as Decolonizing the Curriculum, how microaggressions have
affected their students or themselves, etc.
Progress Monitoring
• Data Analysis: District survey to analyze the district student survey in the Spring of 2021 as it compares to
Spring of 2020
• BLT: Our Building Leadership Team will utilize Safe and Civil Schools common area assessments (e.g.,
playground) to highlight successes surrounding safety and determine areas of improvement for
implementation, with focused common area progress monitoring assessments to measure effectiveness of
implementation, and staff professional learning needs.
• REI Team: Our Racial Equity and Inclusion Team, in partnership with our Building Leadership Team, will
assess additional needs relative to Affirm and Inspire, developing and measuring effectiveness professional
learning for staff.
• Tiered Fidelity Inventory data: District assessment to measure fidelity to PBIS structures
3Inspired and Affirmed
Measures and Targets
➢ At least X% of students are inspired and affirmed in their day-to-day instruction as measured by student
surveys.
Percent of students reporting feeling inspired and affirmed in instruction
Grades 3-5 Fall 2020 Survey (baseline)
All Students TBD
Black TBD
Hispanic TBD
Low Income TBD
English Language Learners TBD
Students with Disabilities TBD
Data Reflection
• To be completed once baseline data is uploaded
Key Strategies/Adjustments
• Classroom teachers will include high quality teaching practices to increase students’ feeling on being
affirmed and inspired.
• Classroom teachers will incorporate culturally responsive teaching practices that focus on identity so that
students feel inspired and affirmed.
• Our teachers will be engaged in professional development in order to take Culturally Responsive Teaching
and Learning (CRTL) practices even further as they learn about the antiracist strategy of decolonizing the
curriculum. Decolonizing the curriculum is about rethinking, re-framing and reconstructing the current
curriculum in order to make it better, and more inclusive; teaching through multiple perspectives.
• For multilingual learners (MLLs), key strategies will include combining CRTL, decolonizing the curriculum
and MLL-oriented strategies (language goals and objectives, GLAD, Writer's Workshop) to affirm students’
identities and inspire them to achieve high levels of social-emotional well-being.
Progress Monitoring
• For progress monitoring, we will be using part of the Panorama survey administered to students in grades
3-5.
Discipline
Measures and Targets
➢ Decrease total rate of in-school suspensions per 100 students by 30%, compared to the 2019-20 school year, in
the following subgroups: Students receiving special education services.
4Puesta del Sol: Total Rate of In-School Suspension per 100 Students
Total # of Students (Total # of Incidents/Total # of Students with Incidents)
2020-21
Group 2017-18 2018-19 2019-20 Target
1.79 0.17 2.46 N/A
616 593 570
Students Students Students
All Elementary Students (11/7) (1/1) (14/7)
0 0 0 N/A
88 89 79
Students Students Students
Asian (0/0) (0/0) (0/0)
9.09 0 0 N/A
11 15 14
Students Students Students
Black (1/1) (0/0) (0/0)
2.16 0 0 N/A
139 132 140
Students Students Students
Hispanic (3/2) (0/0) (0/0)
0 0 0 N/A
45 43 36
Students Students Students
Low Income (0/0) (0/0) (0/0)
0 0 2.38 N/A
26 36 42
Students Students Students
English Language Learners (0/0) (0/0) (1/1)
16.67 3.03 33.33 30.00
36 33 36
Students Students Students
Students with Disabilities (6/3) (1/1) (12/5)
Key Strategies/Adjustments
• Review and intensify our Tier 1 Positive Behavior Interventions and Supports (PBIS)/ Multi-Tiered Systems
and Supports (MTSS) practices, as these benefit ALL students (i.e. frequent reminders or prompts,
opportunities for reinforcement, engaging instruction, and specific academic and behavioral feedback).
Source: Simonsen, B., Putnam, R., Yaneck, K., Evanovich, L., Shaw, S. Shuttleton, C. Morris, K., & Mitchell,
B. (September, 2020). Supporting Students with Disabilities within a PBIS Framework. Center on PBIS,
University of Oregon. www.pbis.org.
• Implement PBIS Tier 1 with fidelity
• Upon a more granular review of the data, we acknowledge that the students that had displayed escalated
behaviors that lead to in-school suspensions are Special Education students for whom we have developed
Behavior Intervention Plan (BIP), so we have narrowed our Tier 3 Key Strategies around supporting
students through their BIPs.
• Review students’ Behavior Intervention Plans (BIPs) to ensure fidelity of implementation.
• Proactively scaffold services for students around the de-escalation strategies identified in their BIP.
5• Provide professional learning to teachers and classified staff in de-escalation strategies as outlined in
student’s Behavior Intervention Plan (BIP).
• Review how accurate the function of the behaviors displayed by students is reflected in each student’s
Behavior Intervention Plan.
Progress Monitoring
• Conduct a Tiered Fidelity Inventory (TFI) to identify structures that we can improve within our PBIS system
• Review Behavior conduct referrals and suspension data monthly at Tertiary Team meetings.
• Number of BIPs in place and effectiveness of plan using behavior data.
6Learn and Thrive
Goal
Students achieve high levels of academic success and outcomes are not predicted by race or income.
ELA Proficiency and Growth
Measures and Targets
➢ 78% of students in the Class of 2029 cohort* will meet or exceed state standards in ELA by spring of 2021, with
increases as noted for the following subgroups: Black, Hispanic, Special Education, English Learners, Low
Income.
➢ X% of students in grades K-5 will show at least one year of growth in literacy as measured by adaptive software
(i.e. Lexia), for students who have the recommended software usage.
Percentage Meeting/Exceeding Standard on SBA or Star
Puesta del Sol Class of 2029 Cohort* English Language Arts (ELA)
2019-20 Target 2020-
21
Grade 3** (n=85) Grade 4
All Students 73% 78%
Black N/A N/A
Hispanic 68% 78%
Special Ed Services N/A N/A
English Learners N/A N/A
Low Income N/A N/A
*Cohorts will be assessed by including all students who began in the cohort in Year 1 as of October 1, 2018 and
who remain in the cohort when measures are taken. Students entering the district after Year 1 (October 1,
2018) will not be included in the cohort data.
**Data shown are Winter Star projections of spring proficiency levels, because spring testing was cancelled due
to COVID-19.
7Students % of students that show a year’s worth of growth in Literacy
Grades K-5
November Check Point Spring 2020-21 Target
All Students
Black
Hispanic
Students with Disabilities
English Learners
Low Income
Data Reflection
• The data shown reflective of the Winter Star data for 2019-2020, and the target 2020-2021 growth
percentiles are based on fourth grade Winter Star data.
• Third grade is the first year Puesta del Sol students receive formal instruction in English Language Arts as
they receive instruction in Spanish Language Arts in grades K-2.
• Despite proficiency percentages at 73% overall, and 68% for Latino students, growth opportunities exist for
both the aggregate and disaggregated. Key strategies designed to increase proficiency are noted below.
• As noted in the data table, no data is listed for certain racial and demographic groups due to the small
number of students (i.e., N size); however, strategies to support students are noted below.
Key Strategies/Adjustment
• Daily 5/Daily CAFÉ: A school-wide powerful practice which teachers have received professional learning
on, and that we expect to continue refining implementation in the 2020-2021 school year.
• Cultural Competence: Staff will continue working towards greater racial consciousness through the REI
Team, CCAR, district professional development, Culturally Response practices,
and conversations that impact their racial lens. The REI Team will lead teachers in learning about racial
equity to include topics such as Decolonizing the Curriculum, how microaggressions have affected their
students or themselves, etc.
• Implementation of a Fourth Grade Reading Club: A key Tier II intervention strategy that has been
effective in Grades 2 and 3 is the before and after-school Reading Club that we have utilized via our Amity
Intern program and State LAP funding. Students are identified by each grade level team via Star interim
assessments, curriculum-based assessments, and teacher observations.
• Classroom Support Staff: Instructional planning and co-teaching support will occur with our Special
Education Resource Room staff, MLL facilitators, General School Assistants and Amity Interns. These staff
will also support classroom teachers with and/or initiate family partnerships.
• Systematic MTSS Service Identification: Through the Building Leadership Team, changes in our MTSS
student services model will be made starting Fall 2020 to move from an individual teacher-centered
identification process to a school-wide system of identification based on triangulating data of interim
assessments, curriculum-based assessed, and progress reports to determine when students are to be
brought to student services MTSS team.
Progress Monitoring
• Star Reading will be administered at least 3 times to all 4th grade students.
• iStation progress monitoring, including EDL subtests for more detailed assessment of students’ Spanish
reading development.
• Curriculum-based assessments, STAMP (3rd and 5th Grades)
8• Academic Language Development Observation Feedback tool for Multi-Language Learners will be used to
monitor progress of speaking, listening, reading and writing skills.
• Lexia online progress reporting will provide teachers and other instructional staff guidance on student
performance and next instructional steps.
• Explore other progress monitoring tools to be used with students identified as needing additional or
individualized supports, through our MTSS process or as determined by a student’s IEP.
Math Proficiency and Growth
Measures and Targets
➢ 78% of students in the Class of 2029 cohort* will meet or exceed state standards in math by spring of 2021,
with increases as noted for the following subgroups: Black, Hispanic, Special Education, English Learners,
Low Income.
➢ X% of students in grades K-5 will show at least one year of growth in math as measured by adaptive
software (i.e. Freckle), for students who have the recommended software usage.
Percentage Meeting/Exceeding Standard on SBA or Star
Math
Puesta del Sol Class of 2029 Cohort* 2019-20 Target 2020-21
Grade 3** (n=84) Grade 4
All Students 73% 78%
Black N/A N/A
Hispanic 68% 78%
Special Ed Services N/A N/A
English Learners N/A N/A
Low Income N/A N/A
*Cohorts will be assessed by including all students who began in the cohort in Year 1 as of October 1, 2018 and who
remain in the cohort when measures are taken. Students entering the district after Year 1 (October 1, 2018) will not
be included in the cohort data.
**Data shown are Winter Star projections of spring proficiency levels, because spring testing was cancelled due to
COVID-19.
9Students % of students that show a year’s worth of growth in Math
Grades K-5
November Check Point Spring 2020-21 Target
All Students
Black
Hispanic
Students with
Disabilities
English Learners
Low Income
Data Reflection
• The data shown reflective of the Winter Star data for 2019-2020, and the target 2020-2021 growth
percentiles, are based on fourth grade winter STAR data.
• The Star Math assessment is in the English language. Students at Puesta del Sol receive formal Math
instruction in the Spanish language as part of the one-way immersion program.
• Despite proficiency percentages at 73% overall, and 68% for Latino students, growth opportunities exist for
both the aggregate and disaggregated. Although not listed in the data table, for multiracial or students of
two or more races, only 63% of students (10 of the 16 students) demonstrated proficiency. This reflects
further opportunity to support student Math proficiency. Key strategies designed to increase proficiency
are noted below.
• As noted in the data table, no data is listed for certain racial and demographic groups due to the small
number of students (I.e., N size); however, strategies to support students are noted below.
Key Strategies/Adjustments
• Tier I Curriculum Fidelity: Priority must begin at school/class-wide Tier I instruction of our universal high-
quality instruction of core content areas (ELA, Math, Student Well-being - behavior/SEL) to increase
student outcomes.
• Cultural Competence: Staff will continue working towards greater racial consciousness through the REI
Team, CCAR, district professional development, Culturally Response practices,
and conversations that impact their racial lens. The REI Team will lead teachers in learning about racial
equity to include topics such as Decolonizing the Curriculum, how microaggressions have affected their
students or themselves, etc.
• Freckle Math Differentiation Platform: A newly implemented online platform, Freckle is utilized as a key
strategy and resource to identify student standard-based proficiencies and deficits. Freckle Usage, Growth
and Proficiency data allows teachers to closely monitor student progress relative to standards' mastery,
and implement differentiated instructional strategies to individual students and small groups in support of
grade level proficiency. In addition, teachers may also use this platform to extend learning for students
needing extension opportunities.
• Math Club: Piloted in fifth grade during 2019-2020 was a before-school small-group Math intervention
called, Math Club. It began demonstrating promising results for students' Math achievement prior to it
ending prematurely from COVID-19 school closures. Puesta del Sol expects to continue it in 2020-2021 and
explore scaling it to other grade levels.
• Intervention and Differentiation Platforms: In addition to Freckle noted above, Puesta del Sol teachers
utilize Khan Academy, Everyday Math, and Engage NY for both Tier I online resources and Tier II
interventions.
10• Multi-Tiered System of Support (MTSS): Grade level teams meet at regular intervals to analyze multiple
student achievement data points to adjust instructional groups and determine intervention needs.
Progress Monitoring
• Curriculum Based Assessments (CBAs): As a Tier I measure for progress monitoring all students, Puesta
del Sol teachers utilize Math Expressions assessments with high frequency. They also utilize CBAs to
triangulate progress monitoring data for students receiving Tier II and Tier III intervention support.
• STAR Math Assessments: STAR is used as a universal screener and progress monitoring tool. These are
short assessments in reading and math that are administered to all students each fall and spring. The
assessments are computer adaptive, which means they adjust to each answer that students provide.
Results from STAR assessments are accurate predictors of the Smarter Balanced Assessments so that
educators can use Star scores to identify students in jeopardy of missing reading and math yearly progress
goals in time to make meaningful adjustments to instruction.
• Freckle Math Differentiation Platform: Freckle Math will be used to monitor student progress towards
completing unfinished learning from previous grades as well as progress towards grade level math
standards.
English Language Acquisition
Measures and Targets
➢ For students receiving ELL services in the Class of 2029 increase % (to be set by November 2020)
demonstrating progress in language acquisition skills as measured by the Achievement Level Descriptors.
Percentage Demonstrating Progress in Language Acquisition Skills
Class of 2029
Fall 2020 2020-21 Target
Cohort
Reading To come Will be set by November 2020
Writing To come Will be set by November 2020
Listening To come Will be set by November 2020
Speaking To come Will be set by November 2020
Data Reflection
• To be completed once baseline data is uploaded
Key Strategies/Adjustments
• Language learning is at the very core of our work at Puesta del Sol. All academic areas are taught with
language learning goals and targets in mind.
• To support our students who are multilingual learners whose first language is not English, we are
enhancing collaboration between MLL facilitators and teachers to create language development goals
based on the Achievement Level Descriptors (ALDs).
• We are language scaffolds to help students build language in Spanish and English.
• We are continuing to improve our implementation of Guided Language Acquisition Design (GLAD)
strategies to help students learn language and content simultaneously.
• We are also using the Writers Workshop model to support language learners in the area of writing.
Progress Monitoring
• We are using ALDs to progress monitor English language development multiple times in the year.
1112
Creators of Their Future World
Goal
Students effectively problem solve and lead for positive local and global change by developing global awareness,
cultural competency, and learn advanced skills in processing and applying information through the effective use of
technology and engineering.
Global Awareness and Cultural Competence
Measures and Targets
• At least 75% of students show proficiency in global awareness and cultural competence by completing a
performance task in 2nd grade.
Global Awareness and Cultural Competence
2019-20 Target 2020-21
Grade 2 NA 75%
Key Strategies/Adjustments
• Grade 2 students will engage in multiple tasks over six weeks, demonstrating their understanding of civic
engagement and cultural competence, within their spring Social Studies unit “Families in Their
Neighborhoods.”
• Grade 2 Students will:
o Share about their own cultural identity, learn about the cultural identity of classmates, and
appreciate the many contributions of everyone in the classroom community (cultural competence)
o Solve problems to meet the needs of their neighborhood communities (global awareness)
o Engage in discussions, collective problem-solving, and collective and individual action to address
community concerns (civic engagement & creators of their future world)
• Professional development will be provided to 2nd grade teachers, ITCLs and administrators to ensure
educators understand the shifts in practice.
• Increased communication in Principal Digest (Leadership News) and in Teaching and Learning Newsletter.
Progress Monitoring
• Grade 2 students will complete surveys at the beginning and end of the unit. Survey data will provide
information regarding their perceived ability to demonstrate civic action.
• Grade 2 students will be scored on a rubric for the multiple tasks within the unit.
• Attendance and reflections on learning at professional development (ex. Cert Admin for leaders, Teaching
and Learning meetings for ITCLs and Educator Professional Development for 2nd grade teachers)
13Family Engagement
Goal
Families, particularly those who have been traditionally marginalized, are more informed, better able to find
support, and are more empowered to contribute to student success.
Measures and Targets
➢ Families report they feel informed, supported, and empowered to contribute to their student’s success as
measured by the Family Satisfaction Survey. (See targets in tables below)
Percent of Families Target
Feeling “Informed” on 2019-20
2020-21
Family Satisfaction Survey
All 58% 68%
Black * *
Hispanic 63% 73%
Students with Disabilities 58% 68%
English Learners 67% 77%
Low Income 67% 77%
Percent of Families Feeling Target
“Supported” on Family 2019-20
Satisfaction Survey 2020-21
All 54% 64%
Black * *
Hispanic 45% 55%
Students with Disabilities 50% 60%
English Learners 78% 88%
Low Income 33% 43%
Percent of Families Target
Feeling “Empowered” on 2019-20
2020-21
Family Satisfaction Survey
All 66% 76%
Black * *
Hispanic 66% 76%
Students with Disabilities 58% 68%
English Learners 56% 66%
Low Income 67% 77%
* Data not available for student subgroups < 10
14Data Reflection
• The district Annual Plan goal for percentage of families feeling informed is 70%.
• 58% of our families report feeling informed at Puesta del Sol, which is 12 percentage points below the
district annual target.
• We are setting a target of increasing families feeling informed increasing by 10 percentage points for all
families and for each subgroup.
• While no data is available for our Black families because the number of respondents is less than 10, we are
looking to support them through our Key Strategies.
• We are expecting that our families of English Learners and our Low-Income families will exceed the district
target for 2020-2021, as 67% of respondents in those groups felt empowered when surveyed in 2019-2020.
• The district has set a goal of maintaining the 2019-2020 targets through 2020-2021 with percentages of
64% and 66%, respectively.
• We are setting a target of increasing families feeling supported and empowered, increasing by 10
percentage points for all families and for each subgroup.
• While our data show a gap of 21 percentage points when comparing Low Income families to all Puesta del
Sol families, our data for English Learners is 24 percentage points higher than the data for all our families,
and 14 percentage points higher than that of the district for all families.
• 45% of our Hispanic/Latino families reported feeling supported in 2019-2020. We are addressing them
specifically in our Key Strategies via Cafecito del Sol and focus groups (see below).
• Our school met the district annual target of 66% of families feeling empowered in 2019-2020 for all
families, and Hispanic/Latino families, and exceeded this target by 1% for Low Income families.
• By raising our target by 10 percentage points, we will exceed the annual district target for families of
Students with Disabilities (68%) and meet the target for families of English Language Learners.
• Puesta del Sol is not a neighborhood school. All of our students come from different parts of the Bellevue
School District. This creates an opportunity for growth, as families are interacting outside of their
neighborhood, creating a higher need for the school to promote a sense of family within the school
community among the cultural and socio-economic diversity of our Puesta del Sol families.
Key Strategies/Adjustments
• Monthly Principal Coffee: Conducted in English, these events provide opportunities for families to engage
with school leaders, ask questions, and learn more about school programs. These will be done virtually and
in person, to accommodate for varying family needs.
• Monthly Cafecito del Sol: Monthly focus group conducted in Spanish for Latino families to engage with
school leaders, gather data on how we can continue to improve our program to best serve the needs of
Latino students and families, and invite Latino families to participate in upcoming events. Cafecito del Sol is
a way to promote agency and amplify the voices and culture of our Latino families as assets to our school
program. These will be done virtually and in person, to accommodate for varying family needs.
• Focus Groups: In addition to the Principal Coffee and Cafecito del Sol, these focus groups will provide the
space for us to listen to different perspectives from our various racial and demographic groups. Subjects
discussed in focus groups could include sense of belonging, family engagement, academics, etc. These will
be done virtually and in person, to accommodate for varying family needs. The goal of these is to collect
family perceptions on what we can do as a school so they feel informed, supported, and empowered. We
will analyze those data and identify the intersectionality within what subgroups are reporting. This will
guide us in making data-informed decisions that can drive our work. We will progress monitor by surveying
families to identify successes as well as points of refinement.
• Family Engagement Events: Coordination with PTA on family engagement events that support our one-way
Dual Language program and amplify the voice and culture our families that are not part of the predominant
culture.
15Progress Monitoring
Here are our steps for progress monitoring on this goal. All data will be analyzed by the Racial Equity and
Inclusion Team and presented to the Building Leadership Team
• Quarterly parent survey
• Attendance at and feedback from community events
• Feedback and input from Cafecito del Sol, Focus Groups, and Principal Coffees.
Glossary
16Profiles / Elementary/Middle Schools
2019-2020 School Profile
Puesta del Sol Elementary
http://www.bsd405.org/puestadelsol/
Jonathan Shearer, Principal
3810 132nd Ave SE
Bellevue, WA 98006
425-456-6100
School Overview
Founded in 1986, Puesta del Sol is a K-5 Spanish immersion choice elementary school. Immersed in the Spanish language and culture
from the Spanish-speaking world, students complete the same Bellevue School District curriculum as students outside of the program. As
a result, they become proficient in Spanish and English, thriving academically and socially as members of a caring and safe learning
community.
Programs Offered
International Spanish Academy (immersion)
Racial Diversity
Racial Diversity DetailSchool & Student Characteristics1
SCHOOL DISTRICT 2
Enrollment 554 526
National Board Certified Teachers 13% 23%
Eligible for Free/Reduced Price Meals 6% 16%
Receiving Special Education Services 7% 9%
English Language Learners 7% 21%
First Language Other Than English 13% 42%
Mobility Rate3 1% 13%
Average Attendance Rate 97% 95%
Summary of Student Achievement
State Assessment Results for Grades 3-5 in the Last Four Years
English Language Arts
Smarter Balanced - Percentage of Students Meeting Standards
Mathematics
Smarter Balanced - Percentage of Students Meeting Standards
2020 Hoonuit, LLC.Science
WCAS - Percentage of Students Meeting Standards
100
81 79
55 53
50
0
2017-2018 2018-2019
School District State
Glossary
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
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 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/assess-ment/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/assess-ment/StateTesting/default.aspx.
Special Education Services
Neighborhood schools provide a continuum of special education services. We provide specialty centers as well:
* 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 on the autism spectrum.
* 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.
End Notes
1. School and Student Characteristics Data are from October 1, 2019 unless otherwise specified.
2. District Average The district averages displayed here are the averages for district elementary schools.
3. Mobility Rate The percent of students who entered or withdrew from the school between October 1 and June 15, based on October 1
enrollment.
2020 Hoonuit, LLC.You can also read
