Creekside Elementary 2019-20 Annual School Performance Report

Annual School Performance Report Creekside Elementary School

2019-20

425-837-5200 • www.issaquah.wednet.edu/creekside 20777 Southeast 16th Street, Sammamish, WA 98075

Principal Tera Coyle

Mission The Creekside Elementary community will work collaboratively to provide a safe, engaging, supportive, and challenging environment, ensuring that all students meet their highest potential in academics and citizenship while honoring their personal strengths.

District Report

To review the Issaquah School District 2019-2020 budget details and more, please visit www.issaquah. wednet.edu/district/annual-community-report/.

The Issaquah School District believes in seeking continual feedback from a broad and diverse range of constituents regarding their experiences with the District and their neighborhood schools. See the Community Polling Study site at www.issaquah.wednet.edu/district/polling for more information and survey results.

Data from the Office of the Superintendent of Instruction (OSPI) State testing is required by Washington State (RCW 28A.230.095) and federal law. The federal Elementary and Secondary Education Act (ESEA), enacted in 1965, is the nation’s national education law and shows a longstanding commitment to equal opportunity for all students. On December 10, 2015 President Obama reauthorized ESEA as the Every Student Succeeds Act (ESSA). These state and federal laws result in elementary students being regularly tested by the State to assess their progress as they move through school. State tests at the elementary level which fulfill the federal Every Student Succeeds Act include the following:

• Smarter Balanced Assessments (SBA): English Language Arts (ELA) and Math tests (3-5) • Washington Comprehensive Assessment of Science (WCAS): Science test (5)

Demographic Data

Grades: PK-5

•

Enrollment: 686

100

96.1%

80 60 46.2%

40

37.2%

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1.3%

0.4%

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Teacher Experience Data Teacher’s with National Board Certification

11

13

Average Years Teaching Experience

Teacher with Master’s/Ph.D

66.7%

COVID-19 Pandemic In an effort to slow the spread of the novel coronavirus (COVID-19), Governor Jay Inslee ordered all schools in Washington closed as of March 17, 2020. While the initial order mandated school closures only through April 24, 2020, the order was extended to the end of the 2019-2020 school year due to increasing COVID-19 infection numbers across the state.

The Issaquah School District submitted its plan for remote learning at the end of March 2020, and remote learning began for all students on Monday, April 20. Students and staff moved to an online classroom setting, using various platforms such as SeeSaw, Classlink, and Office 365. District laptops and internet hotspots were distributed to families in need, and free meals were still provided for families qualifying for the Free and Reduced Lunch program at designated pick up spots around the district daily.

Highlights Creekside has a strong school/parent/community partnership with close to 200 parent volunteers and visitors that contribute to our learning community weekly.

Creekside was built with sophisticated, state of the art technology that consists of wireless capability, 4:1 ratio of laptops and desktop stations, document cameras, webcams, and sound systems in each room with either a projector and ActivBoard or an interactive TV. Creekside comes with a minilab in the library, a computer lab for grades K-2, computer carts and an iPad cart. For student laptop checkout, Creekside laptops were used and distributed to students from all over the district.

Advanced technology was balanced with a green design - an increased emphasis on day lighting and natural ventilation strategies to reduce energy consumption, use of clean, renewable products such as seed board, and rain gardens to filter water before it returns as groundwater. Creekside received King County Level l, II, III and IV Green School Awards for student and staff involvement in environmental stewardship, including food and paper recycling and raised bed gardens. We have shown sustainability over the years and therefore will be receiving our sustaining Green School recognition for our “green” efforts. Earth Hero awards have been earned four times, most recently by student Waste Watcher Captains. Creekside received the 2011 Terry Husseman Sustainable School Award, achieved Green Leader School Pillar One status, and the Certificate of Excellence in 2012’s Zero Waste Challenge. Our students participated in the district’s “Waste Free Wednesday” in honor of Earth Day to reduce how much waste we produce and increase the amount of recycling and composting we do. The Otter Café has transitioned to stainless steel silverware to reduce the amount of plastic that is thrown out or recycled.

PD opportunities centered on revisiting core principles of a balanced literacy program, specifically focusing on guided reading and small group reading instruction. Research shows the power of differentiated reading instruction and our staff felt it important to focus our efforts in deepening our literacy practices. We also sought to utilize the resources in our newly-enhanced school-wide leveled bookroom, thanks to a $10,000 grant from PTSA last year. This year’s staff book study centered on targeted and effective literacy practices in reading and writing. Teachers selected their focus area based on their grade level team’s instructional goals. For cultural competency, Creekside staff have attended numerous trainings, workshops, and keynotes and have expanded our knowledge and awareness about the role culture plays in schools. We are committed to continuing this important work and translating it into action in our classrooms.

Creekside was awarded various PTSA grants to support learning in the classroom including, but not limited to salaries for Para Professionals to support students and teachers in the classroom and additional supports for our ELL students and purchasing materials for our SIP Connected Staff Book Study. The school’s bookroom was awarded a grant last year to strengthen the selection of quality titles available to every teacher for use in guided reading and balanced literacy, while having cross-curricular applications in science, social studies, and social-emotional learning. These books were used in classrooms this year. The PTSA also awarded a grant to purchase a set of engaging picture books to support students’ social emotional skill growth. Music and the Arts are very important at Creekside and each grade level performs an evening concert. Students learn how to play marimbas, guitars, and recorders, and fourth and fifth graders may participate in an extracurricular Choir, Marimba and Terre Musica Clubs. The PTSA also sponsors a strong art docent program and provides grants to bring artists into the classrooms as well as funding Destination Imagination.

We promote and support positive behavior by teaching and recognizing when students show the “Creekside Way,” which is to be respectful, responsible, safe, and kind. Students are explicitly taught our school expectations throughout the year with assemblies, videos, classroom lessons, and in the moment teaching. Staff recognize students for demonstrating positive behavior of the four Creekside Way expectations by students earning a “Creekside Coin,” which classes collect and earn enough to then get recognized on the morning announcements and have class celebrations. In addition, each month students are recognized for exhibiting that month’s selected Social Skill with his or her name written on a star and posted on a Creekside Way bulletin board in a visible hallway.

During the 2019-2020 school year, PBSES Coaches, the school counselor and PTSA collaborated to launch a Kindness Club for third through fifth grade students. Club members were “Kindness Ambassadors,” who participated in monthly meetings and were trained to recognize students at recess and in the lunchroom who showed kindness. Students were awarded a raffle ticket for weekly drawings and Creekside Kindness stickers. In the spring, we held a Kindness Week, which included activities such as kindness checklists for students (i.e., give a compliment, learn how to say “hello” in a different language and sign their name on a large Kindness banner for the hallway) and Kindness Lessons (videos and read alouds).

Students may participate in numerous student led groups and school sponsored activities such as Student Council, Safety Patrol, Global Readers, Cross Country Club, and Waste Watchers. Other before and after school programs include Chess, Art, Drama, Techno Club and foreign language (French and Spanish). Otter Club, a branch of the District’s onsite school age care programs, offers a fun, safe environment for approximately 150 children before and after school.

Creekside enjoys a very strong PTSA partnership. Family fun activities include Family Science and Engineering Night, Science Fair, art docent program, Geography Club, Chess Club, cultural fair, talent show, movie night, Halloween Bash, Reflections art program, end-of-year luau and PTSA sponsored “Science to Go!” lessons for every grade level.

Improving Student Achievement

Staff participated in monthly professional development learning opportunities where we increased our capacity around growing our strong literacy instruction through focusing on reading or writing (grade level team selected goals), as well as growing our understanding around how to support, as a system, students who need additional supports, either academic, behavior or both. We continued our focus on our School Improvement Plan (SIP) which is centered on supporting our growing readers.

Special Programs

Special programs include Special Education pull-out/drop-in programs with certificated and classified staff, English Language Learner (ELL) support for students learning English, PEP (Primary Enrichment Program) for qualifying K-2nd graders, SAGE (Special Approach to Gifted Education) for qualifying 3rd-5th grade students, Rising Readers for those students who are emerging as readers and the V.O.I.C.E. (Volunteers Of Issaquah Supporting Education) mentorship program.

State Testing Two tests given to elementary school students—The Smarter Balanced Assessment and the Washington Comprehensive Assessment of Science help indicate how well Issaquah students are learning.

COVID-19 Disclaimer

Due to early facility closure and suspension of end of year testing, 2019-2020 assessment data is not available. The data below relfects the school’s scores for the 2018-2019 school year.

Smarter Balanced Assessment (SBA)

The SBA consists of two parts: a computer adaptive test and a performance task. Writing is included at every grade level and students are asked to solve multi-step, real-world problems in math. Performance tasks ask students to determine an array of research, writing, and problem solving skills. The SBA results describe student achievement (how much students know at the end of the year).

The Grade Level Total ELA and Grade Level Total Math charts on the right-hand side of the page indicate the percent of students in third, fourth, and fifth grade who met or exceeded standard in ELA and Math on the SBA compared to the percent of students who met or exceeded standard in ELA and Math district-wide.

86.6%

82.2%

40

3

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Gr ad e

Di st r ic

5 Gr ad e

Di st r ic

Gr ad e

Di st r ic

Gr ad e

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20

3

20

83.3%

81.5%

80.6%

78.0%

80.5%

Washington Comprehensive Assessment of Science (WCAS)

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77.9%

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0

77.0%

Gr ad

The WCAS fulfills the federal requirement that students100 be tested in Science once at the elementary level.

The WCAS measures the level of proficiency students 80 have achieved (what students know and can do) based on the Next Generation Science Standards (NGSS). The WCAS assesses all three dimensions of the 60 learning standards (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts).

The numbers on the chart represent the percentage of 40 students in grade 5 who met or exceeded standard on the NGSS compared to the percentage of students in 20 grade 5 who met or exceeded standard district-wide.

76.3%

t

77.9%

Di st r ic

80.8%

5

74.9%

Gr ad e

71.5%

t

60

Di st r ic

60

4

80

Gr ad e

80

40

Math

100

t

English Language Arts (ELA)

Di st r ic

100