spanish immersion program (k 12) - bellevue school districtdec 15, 2015 · sherwood forest, lake...

Spanish Immersion Program (K‐12)

Bellevue School District Would you like your child to be bilingual and academically challenged? This Spanish immersion program may be excellent fit for your child!

What is Spanish Immersion? Launched in 1986, the Spanish Immersion Program is an option for students in the Bellevue School District. It gives elementary students an opportunity to complete the Bellevue School District curriculum in a nontraditional and exciting way—by immersing them in the Spanish language and culture from kindergarten through Grade 12. Students in the program become proficient in both Spanish and English, while learning the same curriculum content as their peers outside the program. How is this accomplished? With lots of hard work, parental involvement, and a dedicated staff!

How does this program differ from other Bellevue Schools? Students in the Spanish Immersion Program are taught the standard Bellevue School District curriculum but receive instruction in Spanish. Through instruction, students learn to understand, speak, read and write Spanish. Classroom teachers have native or near‐native ability in the Spanish language. By Grade 5, students from Puesta del Sol test at average or above grade level in core academic areas.

At the elementary level (K‐5), students receive the majority of their instruction in Spanish. Teachers speak Spanish to the students, while making sure they understand instructions and receive answers to their questions. English reading and language arts are introduced in third grade. In middle school, students take two classes in Spanish each year, Social Studies and Spanish Language, Literature and Culture. Students receive high school elective credit for three years of Spanish Language, Literature and Culture. The rest of their classes are taught in English. Students in high school take one Spanish Immersion class each year; AP Spanish Language in Grade 9, Honors Hispanic Studies and Humanities in Grade 10, AP Spanish Literature in Grade 11, and University of Washington Spanish 322 in Grade 12. Students can earn college credits for AP courses as well as UW credit in Grade 12. Students completing the Spanish Immersion Program will also receive an International Spanish Academy Diploma.

What if no one at home speaks Spanish? That’s just fine. Most of our families do not speak Spanish. Many learn some Spanish over the years. Report cards, notices and newsletters are issued in English. Spanish homework assignments are not translated into English and it is not expected that parents will assist in Spanish homework activities.

Why choose the Spanish Immersion Program for my child? Studies have found that learning a second language at an early age has many benefits:

There is a positive effect on brain development and intellectual growth.

Students gain flexibility in thinking, greater sensitivity to language, and a better ear for listening.

It opens the door to other cultures and helps children understand and appreciate people from other countries.

Students acquire Spanish language fluency.

Spanish Immersion produces successful learners who perform well on standardized achievement tests.

Students have increased job opportunities in many careers where knowledge of another language is an asset.

How will Spanish Immersion affect my child’s English skills? English language instruction begins in third grade. At that point, many students are behind their English‐only peers in English reading and writing ability. However, by Grade 5 their English skills are equal to or better than their peers. Studies show that Spanish Immersion students perform well in English Language Arts, Math and other academic areas as well as, if not better than their monolingual peers on standardized achievement tests administered in English.

Are students in the Immersion Program screened for admission? Children are not screened or pre‐selected on the basis of IQ, previous language learning experience or other variables. However, parents of children with auditory problems, language delays or other challenges to learning should seriously consider the appropriateness of this program for their child. They may wish to consult with the elementary school counselor or principal to discuss their concerns.

What should parents think about when considering this program? The best decision can be made by thoroughly exploring all aspects of the program and speaking with parents and students to learn about the benefits of language immersion. Enrolling a child in this program should be viewed as a commitment at least through Grade 5. The goals of the program are best met when students stay with language immersion until they graduate from high school. It is not in the best interest of students or the program for students to be enrolled for only a one or two year “experience.”

Are there other language immersion elementary schools in the Bellevue School District? Yes. Sherwood Forest, Lake Hills and Stevenson Elementary schools have Spanish dual language programs where students spend part of their day in a Spanish language learning environment and part of their day in an English language environment. Jing Mei Elementary is a dual language program for Mandarin Chinese.

When do I enroll my child? Enrollment begins in January for the upcoming school year. If the number of applicants exceeds the number of spaces available, a lottery is conducted to determine admission. Students whose applications are not drawn during the lottery process will be placed on a waiting list and contacted by the school if space becomes available unless they choose to attend another language immersion program in the District, in which case they may seek to register again at Puesta del Sol the following year.

Can I enroll my child after kindergarten? Most students enter the program in kindergarten. If openings occur during Grades 1 through 5, students may test in to those grades. Entry is by test‐in/evaluation only. Students’ Spanish language proficiency must be at grade level and will complete a written and oral assessment in Spanish prior to being enrolled.

Is transportation available? Bus transportation is available from centralized locations for students living within the Bellevue School District. Transportation is not provided for students living outside the Bellevue School District.

Who do I contact for more information? More details are available from the school office at Puesta del Sol Elementary School or at www.bsd405.org then click Schools.

Spanish Immersion Program and International Spanish Academy: Puesta del Sol Elementary School (K‐5) 3810 132nd Avenue SE Bellevue, WA 98006 (425) 456‐6100 Tillicum Middle School (6‐8) 16020 SE 16th Street Bellevue, WA 98008 (425) 456‐6700 Newport High School (9‐12) 4333 Factoria Blvd SE Bellevue, WA 98006 (425) 456‐7400

Revised 1/12/15

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Puesta del Sol Elementary

2014‐2015 Academic Performance Data

PuestadelSolElementarySchool

The Bellevue School District Mission: To provide all students with an exemplary college preparatory

education so they can succeed in college, career and life.

Board Presentation: December 15, 2015

Presented by: Jonathan Shearer– Principal

Kelley Lee – Dean of Students

Delia Villanueva– Instructional Technology Curriculum Leader

Jane Perez‐ Teacher

For additional information regarding this presentation contact:

Name – Jonathan ShearerTitle: PrincipalEmail: [email protected]: (425) 456‐6103

Agenda

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• Overview of Puesta del Sol Elementary• Instructional Initiatives• Bright Spots• Challenges Ahead• Q & A

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

PuestadelSolElementary

3

PuestadelSolElementary

4

PuestadelSolDemographics

5

AcademicPerformancesinceLastYear’sVisit

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AcademicPerformancesinceLastYear’sVisit

7

ConnectiontotheInstructionalInitiativesAcademicSuccess

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School‐WideGoal Advocacy:“100%Growthand100%Proficiency”

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100% Proficiency• Each and every student expected to achieve at or above grade level in Reading and Math

• Sustained urgency for students multiple grade levels behind

100% Growth• Medium to High Growth expected for students already performing at or above grade level

• Sustained rigor and extended learning opportunities

AcademicSuccessUrgency:DifferentiationandFocusedInterventions

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• Repurposing Professional Learning Communities (PLCs)• Focus on learning for each and every• Inquiry, action and results orientation

• Staff Professional Development on differentiation and focused interventions

• Amity Intern instructional supports• School‐wide instructional focus on Literacy• Restructuring Students Services’ teams (e.g., Guidance Team) to better implement Multi‐Tiered Systems of Support (MTSS) Academic

Success

ConnectiontotheInstructionalInitiativesCollegeandCareerReady

11


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BellevueSchoolDistrict’sK‐16 InternationalSpanishAcademy

• Puesta del Sol K‐5• Full immersion with 1 hour of English instruction added in 3rd – 5th

grades

• Tillicum Middle School 6‐8• 2 classes each year within the academy as well as 8th grade taking the DELE B1

• Newport High School 9‐12• AP Spanish Language / Honors Hispanic Studies / AP Spanish Literature / Honors ISA & DELE B2 & UW 32

• UW & Other Colleges 12‐16• 35 UW Credits Possible via AP, UW in High School

• College Placement Exams for Language Degrees

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TheInternationalSpanishAcademy’sCollegeandCareerReadiness

74 ISA Freshmen and Juniors in Spring 2014 Earned from AP Exam Results:

630 UW Credits$173,514

Tuition Savings

College and Career Ready

ConnectiontotheInstructionalInitiativesCollegeandCareerReady

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Elementary STEM Implementation• Year‐long staff professional development• Design challenges at each grade level to complement • K‐5 Robotics Clubs• Family Engineering Night

ConnectiontotheInstructionalInitiativesPositiveandProductiveLife

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9%

55%

36%

DESSA‐mini data (Fall 2015)

Need for Instruction Typical Strength


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Positive and Productive Life

Social Emotional Learning Data


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Positive Behavior Intervention Support (PBIS) Positive and Productive Life Staff Team

• School‐wide behavior expectations1) Somos respetuosos2) Somos responsables3) Tomamos buenas deciones

• School‐wide recognition initiatives • Respect Coupons• End of Trimester Awards Assemblies• Spanish Puntos• Monthly Virtues Assemblies



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Positive Behavior Intervention Support (PBIS) Positive and Productive Life Staff Team

• School‐wide Positive Classroom Management Strategies1) 5:1 Ratio of positive interactions to corrective feedback2) Teach, model, cue and reinforce behavioral expectations3) Visual Schedule4) Providing numerous opportunities to respond

• On‐time arrival to school• Highlight from 2014‐2015: 54% reduction in unexcused tardiness

• Constructive alternatives to exclusionary discipline and suspensions


ChallengesAhead

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• Recruiting, hiring and retention of Spanish immersion teachers

• Onboarding new staff• Supporting current staff

• TPEP• Policy and Procedure revisions• Capacity for initiatives

• Continued refinement of language immersion programming and vertical articulation

• School facility space and flexibility

Questions?

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Name – Jonathan ShearerTitle: PrincipalEmail: [email protected]: (425) 456‐6103

Name – Kelley LeeTitle: Dean of StudentsEmail: [email protected]: (425) 456‐6151

Name – Delia VillanuevaTitle: ITCLEmail: [email protected]: (425) 456‐6143

Name – Jane PerezTitle: TeacherEmail: [email protected]: (425) 456‐6100

Teacher:

Counselor:

o ComplComCounselor

Psychologist:

Special Education Teacher

Student Concern (low and high performers)

1. Targeted Differentiation & Interventions

2. Contact Parent

3. Collaborate w/ other teachers

4. Parent/teacher conference

5. Consult w/ ITCL and/or School Counselor

6. File Review/Complete Guidance Team Form

1. Guidance Team Meeting: o Intervention tracking

o Determine if additional

information is needed

(Ex: ELL)

3. Monitor Plan with Counselor & MTSS

3. IEP Meetinig o IEP = 30 days

1. MDT: Determine if evaluation is needed

o No evaluation = RTI Plan

o Evaluation = 35 school

days

2. Evaluation Feedback: o Doesn’t qualify = RTI Plan

o Qualifies for special

education

2. Develop New Intervention Plan

2. Refer to MDT

2. Refer to 504

3. 504 Evaluation

3. Develop 504 Plan

Other o Parent requests

evaluation

o Student has expired

IEP

Guidance Team (GT) Meeting: o Members: Principal, Dean, Counselor, ITCL, General Ed. Teachers

Multi-Disciplinary Team (MDT) Meeting: o Members: Principal, Psych, Gen Ed. Teacher, Special Ed. Teacher, Nurse,

Parent Also: OT/PT, ELL, SLP, Counselor Individualized Educational Program (IEP) Team Meeting:

o Members: Principal, General Ed. Teacher, Special Ed. Teacher, Parent Also: OT/PT, SLP, ELL Facilitator

4. 3, 4, and 6 week reviews/repeat GT process as needed

4. Yearly Review

PUESTA DEL SOL GUIDANCE TEAM FLOWCHART Puesta del Sol is a Spanish Immersion School that ensures a Spanish language learning experience in which all students thrive academically and socially as members of a caring and safe community.

HumanResourcesBoard Presentation – December 15, 2015

Presented by: Dr. Jeffrey Thomas – Executive Director, Human Resources




Jeffrey J. Thomas, Ed. D., Executive Director of Human ResourcesEmail: [email protected]: (425)456‐4074Web Page: http://www.bsd405.org/departments/hr/

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PerceivedProblem:Thereisashortageofsubstituteteachers.

2

• Review of factors that impact substitute coverage

• Review data on subs for 2013 through 2015

• Review feedback from survey from subs conducted Nov. 2015

• Share key recruitment strategies• Share holistic approach – teacher

coverage• Questions

ReframingtheIssue:

There is a teacher coverage challenge.

Whatarethefactorsthatimpacttheabilitytoprovideteachercoveragetofillallabsences?

• Days per week on average a substitute works

• Day of the week (Mondays and Fridays)

• Professional development and other professional release

• Time of year (Fall greater impact than Spring)

ClassroomAbsencesandUnfilledRate

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

0

1000

2000

3000

4000

5000

6000

7000

8000

2013 2014 2015

September through November

Total Absences Filled Absences Unfilled Absences Unfilled Rate

ClassroomAbsencesandUnfilledRateSummary(Sept.,Oct.,Nov.)• The three year trend is upward from 2013 to 2015 for fall absences

• Total fall absences increased from 6731 in 2013 to 7547 in 2015 (12.12%)

• Unfilled rate has increased from 1.8% in the fall of 2013 to 5.8% for the fall of 2015

• Time of year (Fall greater impact than Spring) –annualized, fill rate for all of 2015‐2016 estimated at above 5% if trend from last two years is followed.

HiringTrendsforClassroomTeachersandSubstitutes

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

0

200

400

600

800

1000

1200

1400

2013‐2014 2014‐2015 2015‐2016

Classroom Teachers and Active Substitutes

Classroom Teachers Active Substitutes Percentage of Substitutes to Teachers

AbsencesbyType(Sept.,Oct.,Nov.)

Total Absences by Type 2013 2014 2015Increase Increase by %

Sick 3257 3079 3652 395 12.13%

Personal Leave Certificated Staff* 624 723 888 264 42.31%

Release Professional Development* 1022 1263 1431 409 40.02%

Release Other Than Professional Development 630 577 655 25 3.97%

All Others 1198 1858 1196 ‐2 ‐0.17%

*These are absences that we may be able to impact.

ClassroomAbsencesbyType,Summary(Sept.,Oct.,Nov.)• The greatest type of absence each day is for sick leave

• The rate of sick leave use can be predicted between 40% and 50% each day

• The use of personal leave and professional development leave have increased dramatically since 2013.

StepsTakenSince2012‐13

• Updated sub system to SmartfindExpress

• Incentive pay for subs

• Increased sub pay

• Expanded recruitment efforts

• Hired contracted substitutes (4 positions)

• Hiring emergency certificated substitutes (15+ so far in 2015)

• Survey of current substitute teachers (Dec. 2015)

AverageDaysperWeekSubstitutesWorkforBellevueSchoolDistrict

• Answered: 119

WhySubstitutesWork inBellevue• Answered: 119

WhySubstitutes DeclineJobsinBellevue

• Answered: 117

SubstituteTeachersOverwhelminglyRecommendtheBellevueSchoolDistrict

• Answered: 117

Superintendent’sSummary

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• Data has two components – 1) number and quality of substitutes, 2) managing absences

• The key target is 100% fill rate for all instructional days for all classroom absences of teachers. Even one unfilled absence may create significant impact for students and other staff members.

• A target of 10% absenteeism is more likely to result in 100% fill rate. This varies daily but averages 120 absences per day.

NextSteps

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• Look at managing absences for professional development more strategically

• Continue to recruit and hire qualified substitutes

• Goals – Short‐Term (by March 1, 2016)• Reduce unfilled absence rate to below 4.5% by January 31,

2016• Review Professional Development Release for remainder of

school year, adjust as needed

• Goals – Long‐Term (after March 1, 2016)• Reduce unfilled absence rate to below 3% by January 31, 2017• Work with Bellevue Education Association on strategies to

manage teacher coverage during bargaining and after• Create consistent school systems to address teacher coverage.

• Identify where public can find information

BoilingitDowntoNumbers

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• Managing classroom teacher absence rate at 10% daily

• Addressing days that have high absence patterns (Fridays and Mondays)

• Continue to analyze data for more specific understanding (drill down)

• Combination of reduction by 10 to 20 absences per day and increase in 5 to 10 available subs per day like to lead closer to 100% fill rate

Questions/MoreInformation

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Name – Jeffrey Thomas, Executive Director of Human ResourcesEmail: [email protected]: (425)456‐4074

SCENARIO 1:

Command Decision Model Principal or principal designee is the decision maker

SCENARIO 2: Collaborative Decision ModelPrincipal or principal designee decides with input from appropriate teams/stakeholders

SCENARIO 3: Consensus Decision Model

Group decides via Interest Based Strategies process involving all appropriate members

SCENARIO 4: Committee Decision Model

Appropriate committee makes decision following input from stakeholders

SCENARIO 5: Individual/PLC Decision Model Grade level Professional Learning Community (PLC), individual team members (I), or both (B)

Examples may include:

Evaluation Personnel Activity assignments

Maintenance

General fiscal management

Building management & operations

Emergency response implementation

Staff, family conflict resolution

Supervision within contractual obligations


Specialist Schedule Staffing & hiring Leadership Stipends & Activity Hours

Incident Command System assignments

Individual student placement

School‐level disciplinary action Field trips & curriculum enhancements (e.g., guest speakers)

Fundraisers School clubs & extracurriculars Community Handbook

School Improvement Plan

Building PD agendas School‐wide testing schedule Stakeholder communication (website, newsletters, etc.)


Supervisory duties outside of contractual obligations

School‐wide policies Decision Making Matrix

IBS Decision Making Process

Examples may include: Instructional Leadership Team

o School‐wide instructional initiatives o School improvement planning o Annual professional development

plan o School‐wide activities related to

instructional program o Addressing achievement gap

Positive & Productive Life Team o School‐wide behavior management o Common areas logistics & operations o School‐wide PBIS strategies

Faculty Advisory Council o School‐wide systems management o Mission, vision & values articulation o Emergency drills & response plan

coordination

Guidance Team o School‐wide MTSS PD and strategies o School‐based student MDT referrals

SITA Team o Coordinates and recruits Spanish

immersion enrichment experiences

Green Team o Coordinates & promotes Green

practices

Monthly Assembly Team o Monthly assembly content

Social Committee o Staff social events o Organizes individual staff support

Student Council o Community building activities (spirit

weeks, charitable collections, etc.)


Supply inventory (PLC) Annual PLC SMART goals (PLC)

Large‐scale student placement for following year (PLC)

Lesson planning (I) Classroom management routines (I)

Classroom‐level PBIS – discipline (I)

Students brought to Guidance T (B)

Classroom & grade level assessment schedule (B)

Classroom & grade level family communication (B)

Brightspace classroom management (B)

STORY

INTERESTS

OPTIONS

EVALUATE

COMMIT

IMPLEMENT

PUESTA DEL SOL DECISION MAKING MATRIX

Puesta del Sol is a Spanish Immersion School that ensures a Spanish language learning experience in which all students thrive academically and socially as members of a caring and safe community.

The purpose of the PDS Decision Making Matrix is to support effective and efficient decision making that aligns with our school mission, the District’s mission and initiatives, and what is in the best interest of students.

ILT Report Out: Grade Level Goals and Interventions

5th Grade Interventions & Progress Monitoring Discussion (5‐10 minutes)

1. Please take a moment to remind us of the main points of your PLC goals and interventions. 2. Discuss one intervention strategy that you are using and how your team is implementing it. 3. What is the latest progress monitoring data? How is this informing your interventions? 4. What are some successes that we can recognize and celebrate with you and your PLC? 5. Are there any current challenges that we can support you and your PLC to resolve?

5th Grade – Reading (STAR BOY) Total students # 90

Intensive Intervention 4 (4%)

Strategic Intervention 6 (7%)

Total Below Standard 10 (11%)

On Target 26 (29%)

Advanced 52 (58%)

Total Meeting or Exceeding Standard

78 (87%)

EOY Goal 100%

5th Grade – Math (STAR BOY) Total students # 90

Intensive Intervention 0 (0%)

Strategic Intervention 6 (7%)

Total Below Standard 6 (7%)

On Target 20 (22%)

Advanced 64 (69%)

Total Meeting or Exceeding Standard

70 (71%)

EOY Goal 100%

Growth and Planning Board Presentation – December 15, 2015

Presented by: Melissa deVita – Deputy Superintendent




Melissa deVita, Deputy Superintendent Email: [email protected] Phone: (425)456-4561 Web Page:http://www.bsd405.org/depa'rtments/nutrition-services/

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mailto:[email protected]

Agenda

2

• Enrollment/Forecast Update • Planning for Growth and Current Challenges • Back up Materials

Bellevue School District - 50-year Enrollment Changes

3

Historical Enrollment and Forecast

4

16

93

7

17

31

0

17

84

0

18

12

0

18

41

9

18

58

8

19

17

6

19

72

4

20

34

4

20

86

3

21

30

1

21

72

4

22

09

3

22

42

9

22

76

3

23

13

5

23

43

7

23

66

3

12000

14000

16000

18000

20000

22000

24000

26000

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

20

16

20

17

20

18

20

19

20

20

20

21

20

22

20

23

20

24

20

25

BSD405 - Total K-12 Historic and Projected Enrollment Including Centered SPED - 2008 - 2025

Total K-12 Enrollment Including Self-contained…

Enrollment Forecast

5

8,6

67

8,8

74

9,0

09

9,0

65

9,1

98

9,2

51

9,3

81

9,5

13

9,6

48

9,7

85

9,9

23

4,6

03

4,6

70

4,7

74

4,9

53

5,0

92

5,2

40

5,2

32

5,3

00

5,2

87

5,3

51

5,4

16

6,1

95

6,3

92

6,6

63

6,8

56

6,9

98

7,1

58

7,3

62

7,4

87

7,7

28

7,8

21

7,8

34

0

2,000

4,000

6,000

8,000

10,000

12,000

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

BSD405 - Enrollment Forecast - 2016 - 2025

(K-5) (6-8) (9-12)

Return to Peak Enrollment

6

By 2025, BSD405 Will Return to Near Record Enrollment

Year Enrollment

1969 24,282

2025 23,663

Students New to the District - 2014

7

Students New to the District - 2015

8

Students New to the District - (Fresh Student Numbers as of 12/8/15)

SchName 1 2 3 4 5 6 7 8 9 10 11 12 Total

ARDMORE 12 9 12 15 11 59

BELLEVUE BIG PICTURE SCH 16 5 8 7 3 1 40

BELLEVUE HIGH SCHOOL 92 40 36 25 193

BENNETT 16 6 14 16 9 61

BSD CAREER & TECH ED 4 21 25

CENTRAL EDUCATION SERVICES 1 1 2

CHERRY CREST 13 32 9 10 9 73

CHINOOK MIDDLE SCHOOL 75 56 46 177

CLYDE HILL 30 28 27 28 20 133

EARLY CHILDHOOD PROGRAMS 0

EASTGATE 14 16 11 11 15 67

ENATAI 34 19 13 11 18 95

GRAD ALLIANCE PROGRAM 2 2

HIGHLAND MIDDLE SCHOOL 17 22 22 61

INTERLAKE HIGH SCHOOL 72 33 24 13 142

INTERNATIONAL SCHOOL 13 1 1 1 1 17

JING MEI 11 2 1 3 17

KINDERING 0

LAKE HILLS 18 16 10 8 6 58

MEDINA 12 18 12 20 10 72

NEWPORT HEIGHTS 39 19 18 20 18 114

NEWPORT HIGH SCHOOL 79 49 26 15 169

NON BSD STUDENT REFERRAL 2 2 3 1 2 1 1 12

ODLE MIDDLE SCHOOL 30 22 23 75

PHANTOM LAKE 6 4 7 7 2 26

PUESTA DEL SOL 1 3 2 2 3 11

SAMMAMISH HIGH SCHOOL 46 31 34 19 130

SHERWOOD FOREST 12 3 2 7 4 28

SOMERSET 22 27 19 13 21 102

SPIRITRIDGE 12 25 14 17 9 77

STEVENSON 27 28 9 19 6 89

TILLICUM MIDDLE SCHOOL 26 16 15 57

TRANSITION PROGRAM 4 4

TYEE MIDDLE SCHOOL 52 45 31 128

WOODRIDGE 35 29 16 14 25 119

Total 317 284 199 221 189 229 167 148 298 157 126 100 2435

New Families Are More Likely to Reside In Multi-family Housing

39%

61%

New Families by Dwelling Type - 2015

Multi-family Housing Single Family Housing

26%

74%

All Families by Dwelling Type - 2015

Multi-family Housing Single Family Housing

Historic and Projected Percentage and Net Growth – 2008 - 2025

10

Year

Total K-12 Enrollment

Including Self-contained

SPED

Net

Growth

Percentage

Growth

Five-year

Averages

Time

Horizons

2008 16937

2009 17310 373 2.20%

2010 17840 530 3.06%

2011 18120 280 1.57%

2012 18419 299 1.65%

2013 18588 169 0.92%

2014 19176 588 3.16%

2015 19724 548 2.86%

2016 20344 620 3.14%

2017 20863 520 2.55%

2018 21301 437 2.10%

2019 21724 423 1.99%

2020 22093 369 1.70% 2.30% 2016 - 2020

2021 22429 336 1.52%

2022 22763 334 1.49%

2023 23135 372 1.63%

2024 23437 302 1.31%

2025 23663 226 0.96% 1.38% 2021 - 2025

2015 - Enrollment Surprises

School Enrollment Effect Grades

Ardmore 39 More Than Last Year Kindergarten and First

Lake Hills 29 More Than Last Year First and Second

Phantom Lake 28 Less Than Last Year Kindergarten, First and Second

Stevenson 37 More Than Last Year with 22 More in Kindergarten

Kindergarten

Projection Methodology Accuracy

12

Projection Methodology Accuracy - 2014 - 2015

Year Actual Projection Error Percentage

Error

Fall 2015 19,724 19,675 49 0.25%

Fall 2014 19,176 19,233 -57 -0.30%

Developing Areas

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Planning for Growth • Process Overview

• Look at a 3-5 year horizon with an annual update

• Assess - • Construction plans

• Out of area attendance

• Classroom Utilization

• Program Placement

• Attendance Area

• Do not anticipate most program re-alignment to occur until 2017 when more new facilities and capacity come online.

14

Enrollment Challenges • Continued on-going district-wide influx based on desirability of

BSD programs

• Housing boom in downtown core

• Increase in gifted program enrollment at all levels

• World language program placement at the secondary school level – placement of Mandarin dual program, impact of Spanish immersion program

• Special education program placement

• Anticipated housing unit growth in Bel-Red corridor for the next 10 – 12 years

• Continued district-wide average annual growth at 2.3% through 2020

• Enrollment growth between 2014/15 school year and this school year reached 2.86%

15

Enrollment Challenges • Elementary Schools

• Clyde Hill

• Enatai

• Lake Hills

• Somerset

• Spiritridge

• Newport Heights

• Phantom Lake (Under Enrolled)

• Woodridge

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• Middle Schools

• Chinook MS

• Tyee MS

• High Schools

• Bellevue HS

• Interlake HS

• Newport HS

• Programs

• Transition

Enrollment Challenges Downtown and Bel-Red corridor growth:

• New Enatai Elementary with 34 classrooms (an addition of 6) opens in Fall 2016

• E 18 opens in Fall 2017

• New Clyde Elementary with 37 classrooms (an addition of 7) opens in the Fall 2019

Elementary 18 - Attendance Area Planning & Secondary Matriculation

• Establish Steering Committee – Parents, principals, teachers, central administration and municipal representatives

• Process

• 6 Steering Committee Meetings – Draft potential attendance areas, gather and analyze input from open houses, make recommendation to the Board of Directors

• Community Open House to provide input

• Recommendation to the Board of Directors

• Community Engagement Level: Collaborate/Empower

17

Enrollment Challenges Gifted Program

• 1,930 students are enrolled in the gifted program (9.8% of enrollment)

• Families are moving to the District to participate in the gifted program

• Gifted program is fully deployed in grades 2 – 12

Review Gifted Program Sites for all Levels

• Review residential patterns relative to gifted sites for students

• Assess growth in gifted vs. neighborhood students at each site

• Engage the gifted parent advisory committee to develop a long-term gifted service plan

• Conduct broader parent focus groups regarding service plan options

• Finalize plan with advisory committee

• Community Engagement Level: Engage/Collaborate 18

Enrollment Challenges World Language

• Tillicum MS has 201 students in the Spanish Immersion program this year

• Spanish Immersion program has 212 students at Newport High School, 124 of which are from the Newport attendance area

• Newport HS enrollment has continued to grow reaching 1,743 students this year up from 1,656 students last year

Review Program Placement for Spanish Immersion

• Develop program placement options based on enrollment projections working with high school administrators

• Schedule an open house with current Spanish immersion students at all levels

• Develop a transition plan (if changes are proposed) based on input received at the open house

Community Engagement: Consult

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Enrollment Challenges World Language

• Mandarin Dual Language students will be entering middle school in 2017/2018

• Secondary matriculation plan is being developed for Mandarin Dual Language students

• Options for this program will be limited to schools with available capacity

Mandarin Dual Language Secondary Matriculation

• Develop viable scenarios for placement of mandarin dual language program at secondary schools based on anticipated capacity availability

• Conduct an informational meeting with parents to present challenge and decision making process including their role

• Mail information regarding options to parents

• Conduct an open house with info regarding options including demographics, performance and feeder patterns and collect parent input

• Convene parent steering committee to review parent input and develop a recommendation

• Present recommendation to the Board

Community Engagement: Engage/Collaborate

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Enrollment Challenges Special Education – Centered Programs

• Special Education centered programs enrollment is growing at a rate slightly lower than general education enrollment.

• Every secondary school has one centered program with the exception of Interlake HS which has both the Pacific Program and Transition Program

• The elementary centered programs are clustered at 5 schools – Ardmore, Woodridge, Newport Heights, Sherwood Forest and Eastgate

• The pre-school centered program has 9 classrooms at Phantom Lake Elementary

Special Education • Review residential patterns relative to special education centered program

sites for students • Review secondary matriculation patterns for special education centered

programs • Assess growth in special education programs vs. neighborhood students at

each site • Engage the special education PTA to develop a long-term special education

service plan • Conduct broader parent focus groups regarding service plan options • Finalize plan with advisory committee

• Community Engagement Level: Engage/Collaborate

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Facility Challenges Central Services

• Anticipate starting remodeling on ESC West Building in June 2017 after all leases have terminated.

• Work to determine space usage for both buildings will be done prior to remodeling – will hire planner/operations consultant to assist with determining how best to utilize spaces

• Completion of this work will result in the availability of WISC for an educational site – specific purpose yet to be determined.

Central Services • Hire a consultant to help plan space usage including

• Most efficient placement of departments (e.g., internal v. external) • How to create flexible spaces that can be used for multiple purposes • Determine how much meeting space is needed

• Develop a process to engage stakeholders in decision making

• Community Engagement Level: Focus on internal stakeholders – Consult/engage

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Backup Materials

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Engagement Framework

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The purpose for our Bellevue School District Community Engagement Plan is to foster a culture of engagement throughout the district by creating partnerships with stakeholders, such as families, community members and partner organizations, in support of students.

District Owned Properties – Not Currently Occupied by BSD

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Ivanhoe – 16661 Northup Way, Bellevue Site: 9.94 acres Terrain: Flat Comments: Current the only remaining components of the original Ivanhoe Elementary School are the LRC (Library) and the Multi-Purpose Room. The LRC is used for District storage. The remainder of this site has been used by the City of Bellevue for park, recreation and children’s theater since 1981. The current Sports Field Agreement that provided for the construction and use of the existing sports fields expires in 2019, though it can be extended though the City’s option through 2039. A separate Youth Theater agreement (for the use of the multi-purpose room) expired in 2010 but we have agreed to continue operating under the terms of this until a formal extension is possibly considered.

Somerset II – 137th Ave. SE, Bellevue Site: 10.11 acres Terrain: Site falls off – North to south 17% with slopes between 15%-40% at east and west edges of the site. A major drainage swale is located east of the property on the adjacent parcel. A steep, west facing hill borders the drainage swale. Comments: Buildable area of the site is 7.21 acres and soils have developmental potential ranging from moderate to severe depending on slope percentage and depth to bedrock.

Three Points Elementary – 7800 NE 28th, Medina Site: 8.1 acres Terrain: Flat Comments: Leased by Bellevue Christian Elementary School since 1984. The building consist of 47,290 SF including 2 covered play sheds, two modular buildings (purchased and installed by (Bellevue Christian School), administration office, library, multi-purpose room (gym and lunchroom) and four classroom buildings with 4 classrooms in each building.

New and Renovated Facilities

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Births – 1990 - 2014

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Births – 2000 - 2014

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Gifted Program Growth

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1327

1697

1930 2015

1000

1200

1400

1600

1800

2000

2200

20

13

20

14

20

15

20

16

(P

roj)

Gifted - Enrollment History and Growth - All Programs

Gifted - All Programs

Housing Unit Growth 2015 – 2027 – Downtown Area - Existing Students Shown in Blue

Bel-Red Corridor

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Forecast New Housing Units in Bel-Red With Existing Students – in Blue

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Enrollment Changes by Building School

Oct 2014

Oct 2015

Over/ (Under)

% Over/ (Under)

Ardmore 343 392 49 15.0%

Bennett 477 440 (37) (8%)

Cherry Crest 573 581 8 2%

Clyde Hill 663 632 (31) (5%)

Eastgate 442 443 1 1%

Enatai 544 525 (19) (4%)

Jing Mei 176 257 81 46%

Lake Hills 485 511 26 6%

Medina 554 562 8 2%

Newport Heights

622 640 18 3%

Phantom Lake

411 400 (11) (3%)

Puesta del Sol 572 580 8 2%

Sherwood Forest

429 420 (9) (2%)

Somerset 709 732 23 4%

Spiritridge 613 654 41 7%

Stevenson 460 495 35 8%

Woodridge 625 620 (5) (1%)

Total 8,698 8,884 186 3%

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• Greatest level of enrollment growth was seen at Jing Mei because i is growing by a grade a year. Fourth grade is Jing Mei’s highest grade level this year.

• Other elementary schools experiencing high than average enrollment growth includes:

• Ardmore • Lake Hills • Somerset • Spiritridge • Stevenson

• Some elementary schools lost enrollment including:

• Bennett • Clyde Hill • Enatai • Phantom Lake • Sherwood Forest • Woodridge

Enrollment Changes by Building School

Oct 2014

Oct 2015

Over/ (Under)

% Over/ (Under)

Middle Schools

Big Picture 225 231 6 3%

Chinook 1,026 1,021 (5) (1%)

Highland 532 565 33 7%

International 261 267 6 3%

Odle 782 877 95 13%

Tillicum 706 669 (37) (6%)

Tyee 906 970 64 7%

Total MS 4,438 4,600 162 4%

High Schools

Big Picture 117 112 (5) (5%)

Bellevue 1,505 1,560 55 4%

Interlake 1,503 1,509 6 1%

International 307 308 1 1%

Newport 1,681 1,743 62 4%

Sammamish 905 966 61 7%

Transition Prgm. 32 34 2 7%

Total HS 6,050 6,232 182 3%

Total Secondary 10,488 10,832 344 4%

Total District 19,186 19,716 530 3%

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• With the move into the new building Sammamish experienced the strongest enrollment growth at the high school level.

• Highland, Odle and Tyee middle schools all grew at a rate higher than average while Tillicum lost enrollment.

• Growth continued at Bellevue and Newport high schools.

spanish immersion program (k 12) - bellevue school districtdec 15, 2015 · sherwood forest, lake...

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