The Edmonds School District engages stu-dents, staff, families, partners and the broader community in the district’s Strategic Direction. Together, along with every school, results have been identified that we want for our students. The continual improve-ment of our schools is essential in provid-ing increased student performance and quality results. Innova-tive, exemplary, and research-based pro-grams, coupled with professional develop-ment, focused and aligned resources, and community participa-tion in decision mak-ing and planning are essential elements in improving schools. For more detailed informa-tion, please visit our school’s improvement plan or give us a call at your convenience.

Sherwood Elementary School

2017-2018 Performance Report

Our vision at Sherwood is to prepare students for the world they will be living in by nurturing the development of independent, lifelong learners. We want to cre-ate in students the ability to take ownership over their own learning, knowing that learning is a process that will help them understand and be successful in the world around them. In order for students to develop into independent, lifelong learners, our curriculum and our classroom instruction is rigorous and relevant to our stu-dent’s lives.

Principal: Christi KesslerAssistant Principal: Katie Shook22901 106th Ave W, Edmonds, WA 98020 (425) 431-7460/swe.edmonds.wednet.edu

Mission Statement of School and District

About Us

Our30

teachersat a glance:

of teachers

have at least a Master’s

Degree

14.2 average years of teacher

experience

Academic Accomplishments and Goals Strategic Direction Focus Areas

For the 2017-18 school year our goal will be to provide professional development and time for teachers to collaborate and discuss common as-sessments. Based on the data from those assess-ments, teachers will provide engaging, complex and open-ended tasks that require students to talk and explain/discuss their thinking. Students will then be able to make sense of the work they are doing, persevere in completing the work and articulate their understanding using evidence.

The school achievement goal as a result of this action is:

Compared to 61% of all students meeting stan-dard , 67% of all students will meet or exceed standard on the math SBA in grades 3-6.

Sherwood Elementary School

46.7%

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White: 61.6%

Two or More Races: 11.6%

Asian: 4.3%

Black / African American: 5.6%

American Indian / Alaskan Native: 0.8%

Hispanic / Latino of any race(s):

16.1%

Student Diversity

SherwoodElementary

Sherwood Elementary School

For more detailed information, please visit our school’s improvement plan or give us a call at your convenience.

How You Can HelpOur school’s active Parent Staff Organiza-

tion (PSO) provides support to students, staff and families through a variety of ways. We have many parent volunteers that work in our class-rooms and help with school events such as Back to School Social, Walkathon, Craft Night, Winter Dance and End of the Year Potluck. We welcome you to become involved in our school be becom-ing a volunteer. Please contact the school office if you are interested, we would welcome your help!

Our484 students at a glance:

49.2%

male

50.8%

female

State AssessmentsWashington students are

tested annually by the state to assess their progress as they move through school. In grades 3-8 students take tests in English language arts, math and science. Please visit our School Report Card.

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Financial ResourcesAnnually, we produce

a Citizens Guide to the District’s Budget. One of our highest priorities is being excellent stew-ards of our community’s resources. Each year, we involve staff, students, families and community members in helping us to set budget priorities. For more information on school funding, we encour-age you to refer to the 2016-17 Citizens Guide to the Budget.

About Our BuildingOpened: 1966Square footage: 43,284We are proud that our school facility is used

extensively by our community for meetings, events and youth activities.

Sherwood Elementary School

4

The state provides $8,662 per pupil to our District

Edmonds School District Board of Directors

Carin Chase Area 1, Legislative Representative

Ann McMurray Area 2, Vice President

Gary Noble Area 3

Susan Phillips Area 4, President

Diana White Area 5

Dr. Kristine McDuffy Superintendent

Our Commitment• Equity of Opportunity• Effective Learning

for All Students • PreK-3rd Grade

Early Learning • Graduates Who Are

Ready For Life

Edmonds School District20420 68th Ave WLynnwood, WA 98036 425-431-7000www.edmonds.wednet.edu

The Edmonds School District covers approxi-mately 36 square miles in south Snohomish County and includes the communities of Brier, Edmonds, Lynnwood, Mountlake Terrace, Wood-way, and portions of unincor-porated Snohomish County.

Continued from Page 3

Edmonds School DistrictSchool Improvement Planning Process

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School Name: Sherwood Year: 2017-2018

School Theory of Action/Target Area

If the administration provides professional development and time for teachers to collaborate and

discuss common assessments, and if teachers provide engaging tasks with sufficient complexity that are

open ended and require students to talk and explain/discuss their thinking, then students will be able to

make sense of the work, persevere in completing the work and articulate their understanding using

evidence.

Whole School Achievement Goal- As a result of this action:

Compared to 61% of all students meeting standard , 67% of all students will meet or exceed standard

on the math SBA in grades 3-6.

Achievement Gap:

Measurement/Assessment: SBA math 2017 assessment grades 3-6

Student Group Current % Successful Goal % Successful

Comparison Group A

Students not on free and reduced lunch

72% (math)

72% (ELA)

75% (math)

78% (ELA)

Comparison Group B

Students on free and reduced lunch

36% (math)

43% (ELA)

50% (math)

56% (ELA)

All Students

at SW in grades 3-6 who took the SBA

61% (math)

63% (ELA)

67% (math)

72% (ELA)

Strategic Direction Focus Areas:

You may choose to select one or more of the other options in addition to Effective Learning for All

Students.

Effective Learning for All Students

Edmonds School DistrictSchool Improvement Planning Process

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☒Equity of Opportunity

☐P-3rd Grade Early Learning

☒Graduates Who Are Ready for Life

Specific Strategic Direction Indicators of Focus:

Academic Achievement Indicators:

60% of students who meet all six kindergarten readiness skills (WaKIDS)

82% of 1st graders reading on grade level in the spring (2016-17data)

85% of 2nd graders reading on grade level in the spring (2016-17 data)

63% of students meeting or exceeding grade level standards in English Language Arts (Smarter

Balanced Assessment, 2017 year data)

Elementary School Students (Grades 3 – 6)

90% of 2nd grade students meeting standard on the 2nd grade math assessment in the spring

61% of students meeting or exceeding grade level standards in mathematics (Smarter Balanced

Assessment, 2017 year data)

Elementary School Students (Grades 3 – 6)

64% Students meeting or exceeding grade-level standards in science

School Vision/Mission:

Our world is changing. In order to be successful, our students will need more than the skills of reading,

writing and mathematics. They will need to know how to think critically, work with other people, learn

in different ways and use technology as a tool for their learning. They will need these skills so that they

can be creative and innovative, taking ownership over their learning and becoming independent, lifelong

learners. Our vision at Sherwood is to prepare students for the world they will be living in by nurturing

the development of independent, lifelong, learners. We want to create in students the ability to take

ownership over their own learning, knowing that learning is a process that will help them understand

and be successful in the world around them. In order for students to develop into independent, lifelong

learners, our curriculum needs to be based on the Common Core Standards, and our classroom

instruction needs to be rigorous and relevant to our student's lives in order for our students to be fully

engaged in the learning process and to move towards taking ownership of their own learning. When we

create a community that includes all our students at their variety academic and social levels, we can

meet our student’s developmental needs and continue to increase their academic and social skills to

meeting, and moving beyond, the standards and to be fully prepared for their lives in the 21st century.

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School Demographics:

Sherwood is a suburban school in the Edmonds School District with 484 students. We have a variety of

students along the socioeconomic spectrum, with 23.9% of our students qualifying for Free and Reduced

Lunch status. 60% of our students identify as white, 16% identify as Hispanic, 5% identify as Asian and

5% identify as Black. Our special education population is 13% and our ELL population is 13%.

Parent, Family, and Community Involvement in this Plan:

Plan will be shared with parents, families and the community during PSO board meetings, PSO general

meetings and/or Open House/Curriculum Night.

Review and Analysis of Data:

Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your

school target.

State Assessments

☒District Assessments

☒School Assessments

☒Classroom Assessments

☐SAT/ACT

☐AP/IB/CHS/Tech Prep

☐CTE Industry Certification

☐Graduation Rate

☐Attendance Data

☐ Other:

☒Discipline Data

☒Staff Perceptual Data

☐Student Perceptual Data

☐Parent Perceptual Data

Summary of strengths or greatest progress based on the data:

82% of 1st graders reading on grade level in the spring (2016-17data)

90% of 2nd grade students meeting standard on the 2nd grade math assessment in the spring

Prioritized areas of opportunity or greatest challenge based on the data:

1. 61% of students meeting or exceeding grade level standards in mathematics (Smarter BalancedAssessment, 2017 year data)

2. 36% of students receiving free or reduced lunch were meeting or exceeding grade level standards inmathematics (Smarter Balanced Assessment, 2017 year data)

3. 28% of students receiving special education services were meeting or exceeding grade level standards inmathematics (Smarter Balanced Assessment, 2017 year data)

4. 28% of students receiving ELL services were meeting or exceeding grade level standards in mathematics(Smarter Balanced Assessments, 2016 year data)

5. Our students need to transfer information from one subject or task to another subject or task. Manystudents don't see the relationship between what they are learning and how it applies to other contentareas (like capitalizing and using periods in all of their writing, fluency in number facts etc.)

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6. Our students need to understand the content and purpose of what they read, and understand the prompt,text or task they are being asked to do, know what they are learning, and be able to carry it out.

State Participation Rate: 95% participation required, SW: ELA: 97.2%, Math: 96.4%

X Area of Strength (95% or more participation) Area of Opportunity (less than 95% participation)

If your participation rate is an area of opportunity, please describe your plan for increasing student participation

during the school year:

Click here to enter text.

Third Grade OSPI Literacy Expectation:

What Percentage of Third Graders Met or

Exceeded standard on the SBA ELA?

52.5% of 3rd graders met or exceeded

standard

If less than 60% of Third Grade students met or exceeded, a whole school

intensive reading/literacy plan is required. Mark the appropriate box.

Plan is required: YES ☒ NO☐

If a plan is required for your building, add in your Third Grade SBA Claim Report Data (percentages met) below:

Reading: 65% Writing: 84%

Listening: 87% Research/Inquiry: 87%

Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal:

Our grade level and teacher student growth goals at Sherwood are designed to support our theory of action, focusing

on engaging tasks, teaming/collaboration and assessment. Even though our focus is moving to mathematics, our

kindergarten and first grade teams are focused on building a strong foundation in literacy, as we believe that those

foundational skills will also support students’ growth in mathematics. Below are our draft goals, which will be

finalized by October 31st, 2017:

Kindergarten will be focusing on the foundational skills of reading as their goal; even though we are focusing on math as

a school, kindergarten feels that the building blocks of reading are important for students to be able to access all

academic areas. While we will be collecting data on mathematics, their student growth goal will be around literacy and

foundational reading skills.

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The First grade team will be focusing on improving mathematical abilities of all students and focusing on those children

not meeting standard throughout the year. These math concepts will focus on the concepts of addition and subtraction,

story problems and place value.

Students in second grade will be given engaging tasks to practice their mathematical fluency and teachers will develop

common assessments to monitor progress and adjust teaching, with a focus on mastery in operations in algebraic

thinking.

Students in third grade will be given engaging tasks to practice their mathematical fluency and teachers will develop

common assessments to monitor progress and adjust teaching, with a focus on mastery in operations in algebraic

thinking. They will be using the SBA interim assessments as formative assessments to inform their instruction.

Fourth grade will be focusing on reading comprehension skills, using evidence from the text to support their thinking,

refer to specific examples in the text and support their inferences with text. They will be using the SBA interim

assessments as formative assessments to inform their instruction.

Students in fifth grade will be given engaging tasks to apply higher level mathematical thinking concepts and teachers

will develop common assessments to monitor progress and adjust teaching. They will be using the SBA interim

assessments as formative assessments to inform their instruction.

6 Sixth grade will be working on monitoring student progress, with the learning support teacher, and developing

intervention and instructional strategies to fit the developmental needs of their students. They will meet multiple times

a week to make adjustments in math instruction. After each assessment, they will discuss the data and make

adjustments to meet student needs, such as changing groups, extra support, scaffolding lessons, one on one support or

small group lessons. They will be using the SBA interim assessments as formative assessments to inform their

instruction.

Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals:

Learning Opportunities for Students Description of the Learning Opportunity Schedule

As part of progress monitoring, what are you doing to

help students who are still not meeting proficiency?

Each grade level team has created an

assessment plan for the year, where teachers

have decided on what assessments they will

give students. Teachers will have time to

examine common assessments during

collaborative time, faculty meetings and

building days. As a result of the assessments,

teachers will decide how to best serve students

Yearlong

assessment

plan

Edmonds School DistrictSchool Improvement Planning Process

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who are struggling (changing groups, walk to

reading/mathematics, re-teaching groups etc.)

We hold MTI meetings with every grade level

every 7 weeks. At these meetings, we look at

every student’s academic and social progress.

We determine small group instruction from

these meetings; teachers will progress monitor

and change groups based on student

achievement.

Every 7

weeks

As part of progress monitoring, what are you doing for

students who are meeting or exceeding standards?

Differentiating instruction, providing engaging

classroom tasks; continuing our focus on our

theory of action (which meets the needs of all

learners). When we break down the

components of our theory of action, we will be

talking about the whole range of learners,

including students who are meeting and/or

above standard (engaging tasks, collaboration

and assessment). If we are providing engaging

tasks, for example, then that task should be

engaging the wide range of learners we have in

our classrooms.

On going:

during

collaborative

time

Describe how your school addresses the physical,

emotional, and intellectual safety conditions that

allow for effective teaching and learning to take place.

We create an intentional community at

Sherwood that focuses on student’s academic

and social growth. We have 3 Guidelines: Be

Kind, Be Safe and Be a Learner. All of our

conversations about behavior are talked about

through this lens. We focus on creating strong

relationships with students and work with them

to solve social and academic challenges. The

majority of our staff has taken the Responsive

Classroom training, which supports our

philosophy at Sherwood. We teach behavior

just the same as we teach reading, writing and

mathematics. We spend time problem solving

with students, modeling and giving students

strategies in how to deal with challenging

Beginning of

the year

assembly,

focused on

our

guidelines.

Staff

meetings/

Building Days

throughout

the year

Edmonds School DistrictSchool Improvement Planning Process

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emotions. Our students who are identified as

having special needs are included in the general

education classroom and curriculum (though

the level of the curriculum may be

differentiated to meet students needs). We

expect all students to treat each other kindly

and safely and we teach and model how to

have those interactions.

Learning Opportunities Provided for Staff Specific

to the School TargetDescription of the Learning Opportunity Schedule

Whole staff learning opportunities to support the

focus and intentionality of this Goal.

Building Time, Faculty Meeting Time. Our

focus and content for the year will be around

engaging tasks, collaboration and assessment.Faculty

Meetings,

twice a

month

Collaborative

time: when

teachers

decide to

meet

Leadership

meetings

(about) twice

a month

Building

times

throughout

the year.

Small group, individual, voluntary learning

opportunities to support the focus and intentionality

of this Goal.

Leadership Meetings will focus on our theory

of action and take it deeper in the areas of

family engagement, assessment and engaging

tasks. Teachers can always meet in small

Leadership:

every other

Thursday

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Action Plan for the School to Address the Third Grade OSPI Literacy Expectation:

Third Grade OSPI Literacy Expectation

(The following information is required if less than 60% of Third Grade Students met or exceeded standards on SBA ELA)

Intensive Reading and Literacy Improvement Plan Description of Intervention Practices Monitoring

Schedule

Identify the intensive and targeted reading/literacy

intervention practices, K-4, your school will

implement. After your selection, write a brief

description of your plan for implementation of that

practice.

Use of a coach/coaches

Additional learning time within the SchoolDay

Before and After School Programs

Family Involvement at School (and outsideof school)

Targeted Professional Learning

Professional Learning Communities

Tutoring

We are going to use the SBA interim

assessments as a way to monitor literacy

growth this year. Each grade level has

developed an assessment plan that outlines the

SBA assessments, as well as curriculum based

assessments and teacher developed

assessments.

Yearlong

assessment

schedule at

every grade

level

Specifically identify and describe your building’s grade

to grade transition plan. How is student learning

information shared and how are intervention plans

from year to year continued/modified/ expanded/

discarded?

Our intervention plan happens during our MTI

meetings every 7 weeks. We look at the data

of all our students at every grade level and

develop target and intervention groups. We

modify and change these groups every 7 weeks.

Our Student Support Services Team keeps this

information at primary and intermediate

grades, so we can communicate to different

grade levels.

Every 7

weeks

groups with administration to talk about how

to support these strategies in the classroom.

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Describe your Targeted Family Engagement Plan

(specifically K-4) that ensures two way communication

between home and school regarding individual

student progress, the interventions and strategies

being used and strategies for improving the student’s

reading skills at home.

Each grade level is identifying 3 academic

things that they are communicating to families

and identifying ways that families can support

that student learning at home.

Curriculum

Night,

conferences