OdleMiddleSchoolSchool Review ‐ Board Presentation – May 15, 2018

Aaron Miller, PrincipalRenee Barut‐del Fierro, Assistant PrincipalGenisha Wea, Assistant Principal

The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. 

For additional information regarding this presentation contact:

Name:  Aaron MillerEmail:  millera@bsd405.orgPhone:  425‐456‐6600

1

TableofContents1. School Improvement Plan (SIP) Overview: summary of key 

goals and key strategies

2. Progress Update: key indicators

Smarter Balanced Assessment (SBA) proficiency by subgroup SBA cohort progress Fall‐to‐Winter progress on Star assessments Panorama survey results PBIS implementation results (Tiered Fidelity Inventory)

3. Lessons Learned from reflecting on prior work

4. Key Strategies for Success

5. Challenges & Needs

6. Glossary2

SIPOverviewKEY GOALS:

• Academic Success: Prepare all students (100%) for academic success, ensuring all students meet or exceed proficiency standards, eliminating achievement gaps, and ensuring measurable academic progress for all students.

• Positive & Productive Life: All students (100%) develop self‐awareness and self‐management skills, establish and maintain positive relationships, and demonstrate responsible decision making.

KEY STRATEGIES:• Equity & Inclusion School Leadership Team• School‐Wide Positive Behavior Interventions and Supports (SWPBIS)• Multi‐Tiered Systems of Support (MTSS)• Culturally‐Responsive Teaching (CRT)• Inclusive Practices: Co‐Teaching

3

OdleDemographicsCharacteristics* School Total Traditional 

ProgramGifted Program

# % # % # %

Enrollment 1059 100 % 468 44% 591 56%

Eligible for free/reduced‐price meals 214 20% 206 44% 8 1%

Black 20 2% 19 4% 1 0%

Asian 582 55% 143 31% 439 74%

Hispanic 123 12% 118 25% 5 1%

Multi‐Ethnic 89 8% 42 9% 47 8%

White 244 23% 145 31% 99 17%

Receives special education services 51 5% 49 10% 2 0%

English language learners 84 8% 84 18% 0 0%

First language other than English 448 42% 249 53% 199 34%

# of first languages 39 35 214

*Grades 6‐8, as of 10/2/2017.

SBAProficiencyRates&AchievementGaps

5

% Meeting/Exceeding StandardsEnglish Language Arts Math

Category Subgroup# Students (2017) 2015 2016 2017 2015 2016 2017

Total 965 81% 85% 84% 77% 80% 79%Race/Ethnicity Asian 531 94% 96% 95% 94% 95% 94%

Black 19 50% 43% 37% 27% 30% 37%Hispanic 121 36% 35% 43% 26% 24% 20%Multi‐Ethnic 70 89% 94% 84% 79% 90% 82%White 223 80% 88% 83% 75% 80% 79%

Free/Reduced Eligible 208 47% 50% 49% 37% 37% 33%Price Meals Not Eligible 757 93% 96% 93% 92% 94% 92%Gender Female 445 85% 90% 86% 77% 81% 80%

Male 520 78% 81% 82% 78% 79% 79%

English Language Learner Status

English Learner 65 11% 21% 14% 15% 14% 9%

English Proficient 900 86% 89% 89% 82% 85% 84%Special Education Receives services 52 25% 36% 37% 17% 31% 23%Services Does not receive 913 85% 88% 86% 82% 83% 83%504 Status Has 504 43 72% 77% 67% 72% 71% 73%

No 504 922 82% 85% 84% 78% 81% 80%

Program Gifted 553 100% 100% 100% 100% 100% 100%

Traditional 412 60% 63% 62% 52% 52% 51%

Note: Grades 6‐8 combined. 

SmarterBalancedAssessmentProficiencyRatesbyCohort*[TraditionalProgram]

6

Subject 6th 7th 8th2015 2016 2017

ELA 60% 56% 62%Math 49% 54% 44%

2016 2017ELA 64% 67%Math 50% 59%

LEGENDUpward trendFlat or erraticDownward trend

*Note:  Students must have test scores in all consecutive years shown in order to be included in the cohort results shown here.  9

Current 9th graders (97 in cohort; traditional only)

Current 8th graders (117 in cohort; traditional only)

Cohort scores have been trending up for the Class of 2022 (current 8thgraders) but are more erratic for the Class of 2021 (current 9th graders). 

Class of 2021

Class of 2022

Fall‐to‐WinterProgressonSTAR2017‐18:ProficiencyFocus

7

6‐8th Grade Reading

Fall(57% passing)

Winter(58% passing)

6‐8th Grade Math

Fall(51% passing)

Winter(49% passing)

Inreading,theoverallproficiencyrateincreasedslightlyfromfalltowinter,whileinmaththeoverallproficiencyratedroppedslightly.*

Exceeds Standards

Meets Standards

Well Below

Below Standards

Legend

* Traditional Program only

Fall‐to‐WinterProgressonSTAR2017‐18:GrowthFocus(StudentGrowthPercentile)

8

TheSGPresultsindicatetypicaltohighgrowthbetweenfallandwinter,particularlyamongOdle’sHispanicstudents.*

* Traditional Program only.

52

62

30

35

40

45

50

55

60

65

70

All Students(Hispanic notincluded)

Hispanic Students

• SGP compares a student's growth to that of his or her academic peers nationwide.

• These peers are students in the same grade with a similar achievement history on Star assessments.

• A median SGP of 52 means that half of our students had a growth rate at or above the 52nd percentile and half had a growth rate below the 52nd  percentile. 

Odle’s Median Reading SGP

Fall‐to‐WinterProgressonSTAR2017‐18:GrowthFocus(LexileReadingLevel)

9

TheLexileresultsindicatesimilarresultswith“All”slightlyexceedingtheone‐yearexpectedgrowthandHispanicstudentsdoublingexpectedone‐yeargains.*

40

75

30

35

40

45

50

55

60

65

70

75

80

All Students(Hispanic students not

included)

Hispanic Students

• Lexile Level is a type of reading measure.

• The expected average yearly lexile growth for middle school students (grades 6‐8) is 60‐75 points.

* Traditional Program  only.

Fall‐to‐WinterProgressonSTAR2017‐18:GrowthFocus(StudentGrowthPercentile)

10

TheSGPresultsformatharelessfavorablethanreadingwiththeachievementgapbetween“All”andHispanicstudentsgrowingslightlyduringfirstsemester.*

4846

30

35

40

45

50

55

60

65

70

All Students(Hispanic students

not included)

Hispanic Students

• SGP compares a student's growth to that of his or her academic peers nationwide.

• These peers are students in the same grade with a similar achievement history on Star assessments.

• A median SGP of 48 means that half of our students had a growth rate at or above the 48th percentile and half had a growth rate below the 48th percentile. 

Odle’s Median Math SGP

* Traditional Program only.

PanoramaStudentSurvey:SafetyandSenseofBelongingQuestion

11

Spring 2015 Spring 2016 Spring 2017

“Howsafedoyouusuallyfeelatschool?”

PanoramaStudentSurvey:ConnectednessandSenseofBelongingQuestion

12

Fall 2015 Fall 2016 Fall 2017

“Howwelldostudentsofdifferentraces/ethnicitiesgetalongwitheachotheratyourschool?”

Surveynotadministeredinfall2015.

13

• SWPBIS is an evidence‐based, multi‐tiered system for shaping and managing student behavior.

• The TFI measures our level of SWPBIS according to key indicators.

• The TFI is conducted by an outside evaluator.

KeyStrategiesforSuccess

14

Equity and Inclusion School Leadership Team: This team focuses on creating an equitable and inclusive school to eliminate achievement and opportunity gaps.  Capacity for racial equity transformation will be developed while identifying barriers to racial equity and excellence.

School‐Wide Positive Behavior Interventions and Supports: We will strengthen and sustain our implementation of the “Tier 1” framework across all school settings in accordance with the six key components of PBIS using the School‐Wide Evaluation Tool and Tiered‐Fidelity Inventory to measure success.

Multi‐Tiered System of Support: “Tier 2” systems of support will be strengthened with a focus on screening, request for assistance, options for interventions, practices matched to student need, professional development, and use of student performance data.  Inclusive interventions and supports will be prioritized for academic and behavioral/social‐emotional needs.

Culturally‐Responsive Teaching: All students enrolled in 8th Grade Honors Social Studies will participate in a newly‐designed course based on CRT principles.  Math teachers are collaborating with coaches from UW to deepen their practice of the three major components of Complex Instruction.  The “Cultures of Thinking” project focuses teachers’ attention on cultural forces shaping the classroom culture.

Inclusive Practices (Co‐Teaching): Our approach to co‐teaching is expanding through three additional co‐taught classes to provide greater access for students receiving special education services and for English Language Learners.  Flexible scheduling provides more opportunity for “push‐in” support.

SIPReflections

15

Academic Success

• Strategies for improving academic success have demonstrated some exciting bright‐spots but outcomes have been inconsistent and not adequate to eliminate gaps (even when high growth is occurring)

• Need greater strategic focus on math to eliminate gaps

Equity and Inclusion

• Equity and Inclusion Team Development: focus on team “Readiness” and “Foundation” through partnership with SWIFT

• Identify and align key actions with PEG’s “Four Pillars” (Leadership, Students at the Center, Culturally‐Relevant Teaching, Family Empowerment)

Sense of Belonging 

• Improving sense of belonging remains a challenge given the range of needs, interests, experiences, and backgrounds of our students

• Implementing a new approach to SEL next year poses a great opportunity to strengthen our students’ sense of belonging

• Students receiving special education services and English Language Learners have most “favorable” responses for “Sense of Belonging” 

SIPReflections

16

Academic Success

• Strategies for improving academic success have demonstrated some exciting bright‐spots but outcomes have been inconsistent and not adequate to eliminate gaps (even when high growth is occurring)

• Need greater strategic focus on math to eliminate gaps

Not closing achievement gap…• Smaller class sizes

• Instructional assistants in the classroom

• Blended Learning (with emphasis on use of technology to focus on procedural knowledge & skill‐building)

SIPReflections

17

Academic Success

• Strategies for improving academic success have demonstrated some exciting bright‐spots but outcomes have been inconsistent and not adequate to eliminate gaps (even when high growth is occurring)

• Need greater strategic focus on math to eliminate gaps.

So we are…• Focusing on “complex instruction” (discourse patterns, conceptual 

understanding, differentiation, & problem‐solving)

• Focusing on “mathematical mindsets”:• Everyone can learn math to the highest levels.• Mistakes are valuable. • Questions are really important.• Math is about creativity and making sense.• Math is about making connections and communicating about models.• Depth is more important than speed.• Math is about learning—not performing.

18

Equity and excellence for academic success: eliminating achievement gaps

• Even with evidence of growth, need to accelerate learning to eliminate gaps.

• Need examples of middle schools with diverse populations and highly‐effective MTSS, differentiation, and inclusive practices

• Need to use summative assessments (e.g. SBA) to inform our instructional practices

PBIS: sustaining high‐quality implementation

• Need funding to maintain PBIS interventionist position

Students’ Sense of Belonging

• Need to increase SEL focus, including implementation of new curricular materials

• Need to enhance structures, routines, and practices to build community

Challenges&Needs

Glossary• 504 Status: 504 plans describe accommodations for students who have disabilities but do not 

require specialized instruction or services.

• ELA: English Language Arts (reading, writing, speaking, and listening).

• ELL: English Language Learners (students who are in the process of learning English).

• IEP: the Individualized Education Plans that students with disabilities are required by law to have.

• MTSS:Multi‐Tiered Systems of Supports for academics and behavior, including: a strong foundation for all students; targeted supports for some students who need them; and intensive supports for a small number of students who require them.

• Panorama student survey: A school climate survey given to students in grades 3‐12.

• PBIS: Positive Behavioral Interventions & Supports, an approach to behavior management that emphasizes positive reinforcement and prevention rather than punishment.

• SBA: Smarter Balanced Assessments, which are mandatory State exams given in grades 3‐8 and 10 in English Language Arts and Math.

• SIP: School Improvement Plans.

• STAR: A national standardized assessment that the district gives fall and spring in grades 2‐8 in Reading and Math, to measure growth and identify students who may need additional supports or enrichment opportunities.

19