Cherry Crest: Three-Year School Improvement Plan
2015-16 to 2017-18
September 2016 (Year 2)
Bellevue School District Mission: To provide all students with an exemplary college preparatory
education so they can succeed in college, career and life.
Preparing students for academic success in core content areas through
achieving proficiency in literacy, math, and STEM (Science, Technology,
Engineering, Math) as measured by state assessments.
Preparing students for college and career success by meeting college academic
distribution requirements (CADR) and earning at least 20 (quarter) college
credits and/or professional certification.
Preparing students for a positive and productive life through the development
of interpersonal skills and a commitment to the community.
District Goals
All students will reach or exceed academic proficiency Eliminate the achievement gap  All students,
including those who already meet or exceed academic proficiency, will show measurable progress
School Purpose & Mission Statement
Cherry Crest Elementary prepares all students to become life-long learners through inquiry,
collaboration, and discovery. Each student will feel a sense of belonging in our Comm(UNITY) while
learning social-emotional and academic skills to be successful in an ever-changing and diverse society.
Characteristics of Successful Schools
The Office of the Superintendent of Public Instruction identifies the following nine characteristics of
successful schools: clear and shared focus high standards and expectations for all students effective
school leadership high levels of collaboration and communication curriculum, instruction and assessments
aligned with state standards frequent monitoring of learning and teaching focused professional
development supportive learning environment and high levels of family and community involvement.
Through the framework of Professional Learning Communities, our school will use the nine characteristics as a
guide to refine our work. The specific strategies we are implementing this year that embody the nine
characteristics of successful schools are incorporated in our plans detailed throughout this document.
Contents
School Profile
School Background
Progress Towards Goals
School Improvement Plan Highlights
Appendices
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CHERRYCRESTELEMENTARYSCHOOLabc
BACKGROUND
Instructional Program Overview
Cherry Crest is a high achieving elementary school serving 568 students. Students receive a cohesive academic
curriculum that is aligned to the Common Core State Standards in kindergarten through fifth grade. The core
instructional program includes reading, writing, math, science, social studies, and social emotional learning. In
addition to the 25 homeroom classes, students attend a specialist period four times per week: art, music, library,
and physical education.
Cherry Crest staff are committed to each and every student’s success. At Cherry Crest, students are supported
and enriched through a variety of programs including Special Education, English Language Learning (ELL)
services, Learning Assistance Program (LAP) reading, volunteer VIBES mentors and before and after school
academic and enrichment programs.
Cherry Crest is in its third year of Science Technology Engineering
and Math (STEM) implementation as students in grades K – 5 learn
to work in teams to problem solve engineering design challenges.
Cherry Crest is one of four schools in the district serving students
who have been identified as needing gifted program instruction.
Though students in our school have different learning needs, we
avoid labeling and strive to ensure all students to see themselves
as part of our Cherry Crest Comm(Unity).
Though students in our school have
different learning needs, we avoid
labeling and strive to ensure all
students to see themselves as part of
our Cherry Crest Comm(Unity).
Cherry Crest is supported by a committed and generous parent community. PTSA fundraising helps the school
by providing additional instructional assistants to support teaching and technology, partnering with the staff to
establish enriching learning opportunities, and facilitating events to build community engagement.
As an organization, we strive to create a culture of service for our students, families and community members.
We aim to solve problems at the most appropriate level and closest to the point of implementation. We
believe that our decisions should be consistent with our mission and goals, should be data based, anchored in
sound theory and practice, and should be focused on what is best for the short and long term interest of all
students. These beliefs and efforts enhance our work to engage each and every child in learning that
encompasses all facets of their life.
Key Successes This Past Year






2015-16 Washington State Achievement Award Winner and School of Distinction Award.
English Language Arts Smarter Balanced Assessment scores for grades 3, 4, and 5 were well above the
state average and district average with 96%, 92%, and 93% meeting/exceeding standard, respectively.
Mathematics Smarter Balanced Assessment scores for grades 3-5 were well above the state averages
and district averages at 96%, 98%, and 91% meeting/exceeding standard respectively.
Science MSP Assessment scores for grade 5 were above the state average and district average (85%)
with 94% meeting/exceeding standard.
100% of the students and staff interviewed by an outside agency, stated that they knew Cherry Crest’s
three behavioral expectations and could explicitly state them as indicated by the 2015-16 Positive
Behavior Intervention and Support School Wide Evaluation Tool (SET) data.
90% of students responded favorably to “How well do students with different skin colors treat each
other at school?” as reported by the spring 2016 Panorama Perception Survey.
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
2
Highest-Priority Opportunities for Growth
Over the next three years, our highest priorities are to:
 Reach 100% proficiency in 5th grade math as measured by the Smarter Balanced Assessment.
 Reach 100% proficiency in 3rd Grade Reading as measured by the Smarter Balanced Assessment.
 Have each and every student demonstrate typical or high academic growth as measured by Fall to
Spring STAR Reading and Math assessments.
 Reach 100% of students feeling like they belong at Cherry Crest as measured by the Panorama
Perception Survey (up from 75% in 2015-16)
PROGRESS TOWARDS GOALS
Academic Success
Our goal every year is that every student meets state standards. We know that as a school community we
may fall short of our goal, but that never diminishes our determination, our ability to learn from our mistakes,
and our belief in our students, our parents, and our staff.
2012-13
2013-14
2014-15
2015-16
Overall
98%
97%
98%
99%
General Ed Program
95%
92%
96%
99%
Gifted Ed Program
100%
100%
100%
100%
Overall
95%
96%
General Ed Program
92%
91%
Gifted Ed Program
98%
98%
ASSESSMENT
PROGRAM
3rd Grade Reading –
EOY STAR*
3rd Grade ELA – SBA**
5th Grade Math – EOY
STAR
5th Grade Math - SBA
*EOY = End of Year
Overall
95%
97%
96%
95%
General Ed Program
93%
93%
92%
91%
Gifted Ed Program
100%
100%
100%
100%
Overall
90%
93%
General Ed Program
76%
82%
Gifted Ed Program
100%
100%
**ELA = English Language Arts
SBA = Smarter Balanced Assessment
Notes: WA State replaced the reading, writing, and math MSP exams with the Smarter Balanced exams starting in
spring 2015. Since the Smarter Balanced exams measure a different set of learning standards, the results are not
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
3
directly comparable to the MSP tests. We are using STAR as our consistent measure of progress over time. This is a
nationally-normed exam that all our students in grades 2-8 take each fall and spring.
Disaggregated Subgroup Data for 2016 Smarter Balanced - Grades 3 - 5
% Meeting Standards
English
Language
Arts
Math
Total #
Students
Category
Subgroup
Race/Ethnicity
Asian
97%
98%
Race/Ethnicity
Black
*
*
*
Race/Ethnicity
Hispanic
*
*
*
Race/Ethnicity
Multi-Ethnic
96%
96%
27
Race/Ethnicity
White
91%
92%
138
F/R
*
*
Not F/R
95%
95%
344
Female
98%
94%
177
Male
90%
96%
181
ELL
*
*
Not ELL
94%
96%
Has IEP
*
*
No IEP
95%
95%
Has 504
*
*
*
No 504
*
*
*
Gifted
99%
100%
191
Traditional
87%
89%
167
Grade 3
96%
93%
118
Grade 4
96%
99%
115
Grade 5
90%
93%
125
94%
95%
358
Free/Reduced
Meals
Gender
ELL Status
Special Education
504 Status
Gifted/Traditional
Program
Grade Level
Total
Price
183
*
*
342
*
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
339
4
*Data suppressed to protect student privacy, given the small group sizes (<20).
STAR Growth Levels from Fall-Spring 2015-16
By Grade Level: Growth Category
Column
Mathematics
Labels
Low
Typical
Grade Level
#
%
#
2
6
10%
13
3
23
20%
43
4
22
20%
24
5
33
27%
35
Grand Total
84
21%
115
By Grade Level: Growth Category
Column
Reading
Labels
Low
Typical
Grade Level
#
%
#
2
13
12%
28
3
21
18%
53
4
33
30%
33
5
20
16%
58
Grand Total
87
19%
172
%
22%
37%
22%
29%
28%
High
#
39
51
65
53
208
%
26%
45%
30%
47%
37%
High
#
66
44
45
45
200
%
67%
44%
59%
44%
51%
%
62%
37%
41%
37%
44%
Total #
Total %
58
117
111
121
407
100%
100%
100%
100%
100%
Total #
Total %
107
118
111
123
459
100%
100%
100%
100%
100%
Positive & Productive Life
Measure
DESSA – mini
typical or strength
range
Panorama Survey
*overall favorable
response
Panorama Survey
How much do you
feel like you belong
at your school?
Panorama Survey
How safe do you
feel at school?
Historical Data
12-13 13-14 14-15
2015-16
Goal
Actual
3-Year Goals
2016-17 2017-18 2018-19
100%
92%
95%
97%
100%
72%
85%
78%
90%
93%
100%
85%
90%
75%
90%
93%
100%
88%
95%
90%
95%
97%
100%
Note: See Appendix A for a description of measures.
SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
5
Academic Success
Professional Learning Communities (PLCs): The Cherry Crest staff supports students with leadership teams
and programs focused on our school academic goals and district initiatives.

Multi-Tiered System of Support (MTSS) Team. To ensure all students receive the interventions needed
to meet academic and social emotional goals all Cherry Crest teachers participate in MTSS. Grade level
teams meet weekly to review data and discuss the needs of any student identified through
assessments or teacher observations as not proficient. In addition to grade level teams, MTSS
meetings include the Counselor, English Language Learner (ELL) facilitator, Learning Assistance
Program (LAP) Reading Interventionist, Resource Room Teacher, Instructional Technology Curriculum
Leader (ITCL) and administrators. New in 2016-17 is the addition of MTSS team release time in order
to cut down the intervention cycle from 10 to 5 weeks to maximize effectiveness and efficiency in
implementing best practices.

Staff Education and Leadership (SEAL) Team. This leadership team designs and delivers school based
professional development in alignment with school goals and the school improvement plan. In 201516, building PD focused on Student Support through additional training and team time devoted to the
MTSS model focused on student academic and social emotional support. That focus continues in
2016-17 with an emphasis on Culturally Responsive Teaching and Learning, inclusive practices and coteaching through a lens of racial equity.
Equity Leadership Team (E-Team). Cherry Crest’s E-Team serves as the guiding coalition for successful
school-wide equity transformation committed to enhancing the school experience of all students and
families. Last year was Cherry Crest’s first year with an E-Team and its 10 members engaged in
significant professional learning focused on forming and deepening their understanding of race and
equity, preparing them to develop and guide the implementation of our school’s Equity
Transformation Plan. An additional 8 staff members have/will participate in Beyond Diversity training
this year with the result that all Cherry Crest teams have teacher leaders designing and delivering
professional learning activities to shift our school culture toward racial equity transformation. As a
school staff, we practice Courageous Conversations, examining school policies, practices, programs,
structures, climate, and culture to identify barriers to racial equity and excellence.
Co-Teaching model. Cherry Crest has a full time Resource Room teacher in addition to our on-site ELL
& LAP intervention teacher. Implementing inclusive best practices, these teachers push into the
classroom setting to work with identified students. As a result of skilled co-teachers working alongside
the general education teacher and within the language/print rich classroom environment, our ELL/LAP
and Special Education students demonstrated remarkable growth, outperforming their peers across
the state and district on the SBA ELA and math assessments. While an achievement gap still exists for
our ELL, LAP and Special Education students we are working hard to reduce/eliminate the gap. In 201617, Cherry Crest staff benefit from additional training focused on co-teaching and inclusive practices as
a result of an additional 0.1 FTE allocated toward this purpose.
Differentiated Instruction. With generous support from the PTSA, Cherry Crest classrooms benefit
from additional staff support in the form of instructional assistants. In Literacy and Mathematics,
certificated teachers work with small groups of students on guided reading and targeted math
instruction while instructional assistants facilitate and monitor students engaged in collaborative



EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
6


learning opportunities. As mentioned above, the LAP/ELL and Resource Room teachers also push into
the classroom to deliver “double-dose” reading instruction and specially designed instruction for
identified students.
Curriculum Enhancement. Teachers, working in conjunction with the PTSA Curriculum Enhancement
team, arrange over 50 presenters, field trips and special events that enhance the curriculum and make
Cherry Crest an enriching experience for all students. The Curriculum Enhancement (CE) Committee is
charged with creating new and exciting learning opportunities for all students at Cherry Crest that
expand grade level curriculum. The committee works very hard to ensure that activities, visiting
authors and field trips are fun, but more importantly, they tie directly to the BSD curriculum and
enhance the learning experience of each and every child. Everything CE does is teacher-driven; the
teachers decide which experiences will best enhance the class's curriculum.
Co-Curricular activities. Cherry Crest offers a variety of on site after school activities including Math
Olympiad, Art, Drama, Coding, Robotics, Choir, Foreign Language and Chess.
Positive & Productive Life
Bellevue School District’s Positive and Productive Life Initiative emphasizes interpersonal skills and
commitment to the community and there is ample research that indicates a link between social emotional
learning and academic achievement.
At Cherry Crest, our goal is for each and every student to feel included and empowered to shape our
Comm(Unity) through positive and productive behavior that is reinforced consistently. We work to accomplish
this through the implementation of School-wide Positive Behavior Intervention and Support (PBIS). The goal
of PBIS is for all members to understand and follow staff-generated behavior expectations in classrooms and
common areas fostering a climate that is physically and emotionally safe. Our expectations for students are
known as the 3 Rs:
1. We are Respectful (Community)
2. We are Responsible (Character)
3. We are Ready (Academics)
School-wide expectations are taught, reinforced and rewarded both in the classroom and throughout the
school. Cherry Crest’s PBIS Team (Unicorn) is comprised of staff members driven and empowered to improve
the culture and climate of our school through positive recognition, assemblies and school spirit events. While
each classroom teachers PBIS system may vary, the following systems of school-wide PBIS are planned for this
school year:
o
o
o
Virtues-related morning announcements one time per week to showcase our monthly virtues
Charger Champ Cards to be handed out during recess and lunch times, with a daily grade level
drawing to positively recognize winners for showing the three Rs at school
A Student Council in fourth and fifth grade will be established and used to support students,
learning, and philanthropy throughout the year
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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o
Positive Classroom Management (PCM) strategies will be taught and utilized in the classroom to
ensure a positive learning environment for students
This year, the Comm(UNITY) team members will facilitate the implementation of school-wide PBIS systems and
for all Cherry Crest members to own and maintain these systems while making adjustments to meet the needs
of our students.
All this said, we also recognize that a significant proportion of students reported that “kids leaving other kids
out is a problem at this school” (only 48% of respondents answered ‘Once in a while’ or ‘Almost Never’ on the
spring 2015 Panorama Survey). To help address these feelings, the Cherry Crest counselor and administration
have partnered with Youth Eastside Services (YES) to implement the Peace Ambassadors program. YES
counselors train and then support 5th grade student leaders in delivering anti bullying presentations in all
classrooms. These student leaders also serve as playground helpers during recess times to help younger
students solve conflicts and/or to facilitate play group activities.
Our school-wide PBIS efforts complement the Social and Emotional Learning (SEL) Curriculum delivered in all
classrooms from pre-school through 5th grade. Targeted and age appropriate lessons focus on teaching
students the following three goals:
1. Develop self-awareness and self-management skills to achieve school and life success.
2. Use social-awareness and interpersonal skills to establish and maintain positive relationships.
3. Demonstrate decision-making skills and responsible behaviors in personal, school and community
contexts.
Cherry Crest and Bellevue School District are now in the second year of measuring and reporting elementary
student progress toward these social emotional goals. Not only will this information be shared with families,
but we also utilize SEL screeners (DESSA min) and SEL resources to inform our instruction and professional
development. As a school Comm(Unity) we are committed toward preparing students for a positive and
productive life through the development of interpersonal skills and a commitment to our Comm(UNITY).
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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APPENDIX A: Description of Measures
3rd Grade ELA
Percent of students meeting or exceeding state standards on the third grade English
Language Arts test. Third grade is a critical juncture in reading because after that,
students need to read fluently in order to keep up with all their other subjects.
Research has shown that students who are not reading at grade level by the end of
third grade tend to struggle academically in later years.
5th Grade Math
Percent of students meeting or exceeding state standards on the fifth grade math test.
Mastering fifth grade math provides students with a solid foundation for starting
higher-level math in middle school.
DESSA – mini
The Devereux Students Strengths Assessment-Mini (DESSA-mini) is a series of four,
equivalent, 8 item behavior rating scales accompanied by an Ongoing Progress
Monitoring Form. The DESSA-mini can be used to screen for and monitor progress in
the acquisition of social-emotional competencies.
Panorama
Student Survey
Data
Numbers represent the raw percentage of favorable responses for students in grade 3
– 5 who took the Panorama Student Survey.
APPENDIX B: Glossary
ELL
English Language Learners
LAP
Learning Assistance Program
MTSS
Multi Tiered Systems of Support
PBIS
Positive Behavior Intervention and Support
SBA
Smarter Balanced Assessment
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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