Jing Mei Elementary: Three-Year School Improvement Plan
2015-2016 to 2017-2018
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
Vision Statement:
Jing Mei Elementary School prepares each and every student to become a biliterate,
bilingual, and global citizen of the 21st century.
Mission Statement:
Jing Mei Elementary School ignites passion for lifelong learning in each and every
student.
Core Values:
Citizenship - We are citizens of the world. We value diversity, humanity, and the
quality of our environment.
Inspiration - We are leaders of our society. We inspire each other to reach the
highest potential.
Trust - We are partners in school. We embrace trust and dignity while creating a
secure environment where we can be ourselves.
Commitment - We are committed professionals. We nurture creative minds, value
innovation and evolution in our professional practice. We lead the way.
Leadership - We are 21st century learners. We are curious, confident, and
compassionate. We’re up for the challenge to lead.
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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BACKGROUND
Instructional Program Overview
Enrollment
The Bellevue School District Mandarin Dual Language program commenced in September 2011 with a
single kindergarten classroom at Ardmore Elementary. In April 2013, a Mandarin Dual Language
choice school was established and moved from Ardmore to the Bellewood campus in September
2013. In September 2015, the school moved to its permanent location at the former Newport Heights
Elementary site which has been renovated and refurbished for the growth of the school.
Jing Mei is the only Mandarin Dual Language School in the State of Washington that follows a twoway dual language model. This model enables students from both native and non-native Mandarin
speaking families to enroll. Thus, classes are balanced between native Mandarin speakers and
students who speak other languages such as English, Spanish, Hindi, Korean, Thai, etc. English and
Mandarin are used to teach the curriculum throughout the day. The goal is for students to become
bilingual, bicultural and biliterate, meaning they will develop high levels of proficiency and literacy in
both languages, demonstrate high levels of academic achievement, and develop an appreciation for
and an understanding of diverse cultures.
Jing Mei is growing in enrollment and in increased interest in the program. In 2016-2017, our first
cohort will reach 5th grade and will matriculate to Tillicum in September 2017. Due to the rigorous
nature of the two-way 90/10 model, our enrollment is capped at 24 for K/1 and 26 for 2nd-5th grade.
We will reach full capacity in the 2019-2020 school year (see below). New for the 2017-2018
enrollment process will be the addition of a placement test for incoming kindergarten applicants.
The purpose of this addition is to ensure that we have a balanced two-way class.
2016-7
2017-8
2018-9
2019-20
KKK,111,222,33,4,5
KKK,111,222,333,44,5
KKK,111,222,333,444,55
KKK,111,222,333,444,555
13 homeroom classes
15 homeroom classes
17 homeroom classes
18 homeroom classes
Instructional Model and Curriculum
Jing Mei is founded on applying best practices and using the Guiding Principles for Dual Language
Education to develop and evaluate our program effectiveness. Interdisciplinary curriculum and
standard-based thematic units are critical components in the school’s dual language curriculum
development. The school and the district have been working to develop a rigorous curriculum for K12 that is aligned with Common Core State Standards, ACTFL standards and district missions and
initiatives to enable students to reach academic excellence, prepare students for college, career and
life, and lead a positive and productive life in the 21 st century. In 2016-2017 we will continue to
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
3
examine our instructional practices through the lens of equity and culturally responsive teaching and
learning. At Jing Mei, this means we will build stronger relationships with our students and families
by discovering and building on their strengths.
Jing Mei is a two-way Mandarin Dual Language school. Students attend school from 9:00AM to 3:25PM on
Mondays, Tuesdays, Thursdays, Fridays, and 9:00AM to 1:05PM on Wednesdays. At Jing Mei, an instructional
day consists of 325 minutes (200 minutes on Wednesdays), including specialists* but not including lunch and
recesses, equaling 1500 minutes per week. Taking out Specialists, total classroom time is 285 minute per day
(200 minutes on Wednesdays), equaling 1340 minutes per week. All students receive the instructional
program as detailed below:
Grade
Model
K
90/10
1st
90/10
2nd
70/30
3rd*** 50/50
4th
50/50
5th
50/50
Mandarin Minutes per week
1220
Chinese Literacy, Math, Science,
Social Studies,
Social Emotional Learning
1220
Chinese Literacy, Math, Science,
Social Studies,
Social Emotional Learning
1220[Sept-Jan] / 740[Feb-Jun]
Chinese Literacy, Math**, Science,
Social Studies,
Social Emotional Learning
670
Chinese Literacy, Math, Social
Studies,
Social Emotional Learning
670
Chinese Literacy, Math, Social
Studies,
Social Emotional Learning
670
Chinese Literacy, Math, Social
Studies,
Social Emotional Learning
English Language Development Minutes per
week
120
English Language Development, Social
Emotional Learning
120
English Language Development, Social
Emotional Learning
120[Sept-Jan] / 480[Feb-Jun]
English Language Development, Math,
Social Emotional Learning
670
English Literacy, Science, Social
Emotional Learning
670
English Literacy, Science, Social
Emotional Learning
670
English Literacy, Science, Social
Emotional Learning
*Specialists provided in English – Library, PE, Art, Music (which brings the Mandarin/English percentage closer
to 85/15 at K and 1).
**In 2nd grade, Math is taught in Mandarin during the first half of the school year. For the second half of the
school year Math instruction switches to English. Daily Math block is approximately 90 min/day.
***In 3rd-5th grade, minutes of instruction in each language will vary slightly throughout the year due to our
Thematic Unit and Project-Based approach to instruction.
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
4
Key Successes This Past Year



In the 2015-2016 school year, the End of Year (EOY) STAR Math data for 1st and 2nd grade continues to
meet or exceed expectations at 89% and 94% respectively.
2015-2016 Smarter Balanced Assessment results show that Jing Mei 3rd and 4th graders outperformed
their State and District cohorts in Reading (3rd grade: JM=77%, BSD=75.7%, WA=54.3%. 4th grade:
JM=87.5, BSD=77.9%, WA=57%) and Math (3rd grade: JM=80.7%, BSD=78.6%, WA=58.9%. 4th grade:
JM=66.6%, BSD=76%, WA=55.4%), with the exception of 4th grade math.
Our effort in engaging students in Positive and Productive Life allowed us to develop a school-wide
Positive Behavioral Intervention and Support. The Spring 2015 Panorama Student Perception Survey
result shows 92% of Jing Mei students feel that if they have a problem that cannot be solved alone,
they can get help from school.
Highest-Priority Opportunities for Growth
Over the next three years, our highest priorities are to:
 Reach 100% proficiency in 3rd grade reading using STAR and Smarter Balanced
 Reach 100% proficiency in 5th grade math using STAR and Smarter Balanced
 Eliminate the achievement gap in reading and math as measured by STAR and Smarter Balanced
between students receiving Special Education Services and those who are not receiving services.
 Continue to demonstrate high growth and high performance for all students in reading and math
according to STAR and Smarter Balanced
 Have 100% of students report that they feel like they belong at school (up from 62% in Spring 2016) on
Panorama Student Perception Survey
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
5
PROGRESS TOWARDS GOALS
Academic Success
Our goal every year is that every student meets state standards. We know that as students are developing
primary literacy in Mandarin Chinese in early grades, we may fall short of our goal in students’ attainment in
English assessment, but that never diminishes our determination, our ability to learn from our mistakes, and
our belief in our students, our parents, and our staff.
ASSESSMENT
2015
2016
2017 Goal
3rd Grade Reading:
STAR Reading (End of Year)
77%
92%
100%
3rd Grade English Language Arts:
Smarter Balanced Assessment
73%
84%
100%
5th Grade Math:
STAR Math (End of Year)
n/a
n/a
100%
5th Grade Math – SBA
n/a
n/a
100%
2016 Smarter Balanced Results by Subgroup – Grades 3-4 Combined:
% Meeting Standards
Category
Subgroup
Race/Ethnicity
Race/Ethnicity
Race/Ethnicity
Race/Ethnicity
Race/Ethnicity
Free/Reduced
Price Meals
Gender
Asian
Black
Hispanic
Multi-Ethnic
White
F/R
Not F/R
Female
Male
ELL
Not ELL
Has IEP
No IEP
Has 504
No 504
Grade 3
Grade 4
ELL Status
Special Education
504 Status
Grade Level
Total
Total #
Students
English Language Arts
Math
93%
89%
27
*
*
*
*
*
*
*
*
85%
90%
80%
*
89%
*
91%
*
87%
84%
88%
86%
*
*
75%
80%
65%
*
77%
*
80%
*
76%
81%
67%
74%
*
*
47
29
20
*
46
*
43
*
45
25
24
49
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
6
*Data for small subgroups (<20) have been suppressed.
Positive & Productive Life
Historical
Data
20142015
Measure
DESSA – mini
typical or strength range
Panorama Data
*overall favorable response
percentage
Panorama Survey
Sense of Belonging
Panorama Survey
Feeling Respected
2015-2016
3-Year Goals
20162017
89%
(Fall)
20172018
20182019
100%
100%
62%
80%
85%
90%
90%
54%
95%
98%
100%
90%
73%
95%
98%
100%
Goal
Actual
n/a
n/a
91%
n/a
n/a
68%
67%
According to Panorama Student Data in the Spring of 2016 survey given to students in grades 3-5 the following
are areas of growth:
Survey Questions
How connected do you feel to adults at your school?
Do students treat each other well on the playground?
How much do you feel like you belong at your school?
% OF STUDENTS FAVORABLE
43%
47%
54%
SCHOOL IMPROVEMENT PLAN HIGHLIGHTS: How we are accomplishing our goals
Academic Success
Instructional Leadership Team (ILT): The Jing Mei Instructional Leadership Team (ILT) consists of teacher
representatives from each grade level, instructional coach and administrator. The ILT provides ongoing
professional development programs for the teaching staff on topics chosen based on data and student needs,
all with the following goals in mind: To reach 100% in 3rd grade reading proficiency and 5th grade math. In the
2016-2017 school year, the ILT focus areas are differentiation, critical thinking, and literacy-based content
instruction. In an effort to deliver ongoing, relevant and consistent PD opportunities, ILT members routinely
examine student data, the Danielson Framework, and the Guiding Principles for Dual Language Education as
baseline resources. The ILT meets monthly. As part of our calibration with nation-wide standards of excellence
in Dual Language education, staff members who attend national conferences will offer Teacher-Directed
professional development sessions on topics such as curriculum, technology, and literacy. In collaboration
with the school Equity Team, parts of the ILT-designed building PD sessions will incorporate protocols that help
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
7
develop staff members’ skills to influence and enhance student learning through courageous conversations
about race.
Student Support: Specialist teachers – including the resource room teacher, ELL/ELD facilitator, psychologist,
and school counselor – are fully supporting the teaching and learning in the classrooms. Support teachers
provide in-class support and work closely with teachers in co-planning and co-teaching. In recognition of the
power of continuity and seamless transitions, support staff aim to work with students inside their classrooms
whenever possible. Strategies for reading and math intervention, social emotional development, and second
language acquisitions are shared with teachers across grade levels and academic disciplines. Specifically,
support staff will work with teachers to find effective intervention systems to improve students’ skills in
reading and math, in both English and Chinese.
Multi-Tiered Systems of Support (MTSS): Starting in the fall of 2016 an MTSS process has been established as
a way of supporting students in need of extra support. The MTSS team consists of the grade level team, School
Psychologist, Counselor, ELL Facilitator, Principal, Nurse, and Resource Room Teacher. Each grade level team
joins the support staff every 6 weeks to review and update the intervention cycle. The aim of the MTSS team
is to be proactive and offer more tier 1 and tier 2 solutions before exploring tier 3 interventions; furthermore,
MTSS’s intention is to develop accommodations based on team members’ expertise and recommendations.
Learning Assistance Program (LAP) Before School Reading Support: Starting in October 2016, K-3rd grade
students who are in need of additional reading support, according to beginning-of-year Reading Assessments,
are invited to a weekly reading session taught by one of our faculty members. The goals are twofold –
1. To provide additional reading exposures in English foundational skills
2. To strengthen reading comprehension and develop reading confidence in English
Students will learn through small group settings using reading level books, online readers, and read aloud
books. Progress monitoring will be conducted through STAR reading and if necessary, relevant reading
assessment tools used in the district.
Chinese Proficiency Assessment: A new Chinese Proficiency Assessment has been written by the curriculum
developer and classroom teachers, and will be implemented in the Beginning, Middle, and End of Year starting
in 2016-2017 school year. This new assessment is aimed to assess student language skills in speaking,
listening, reading, and writing. It will be aligned with the World-Readiness Standards for Learning Languages
from ACTFL and the Washington State K-12 World Languages Learning Standards, and will have components
guided by the Common Core. Teachers will use this as a common assessment to identify strengths and
weaknesses in each student. Each grade level team will use this data to align instruction and measure student
progress. The goals from each grade level team are to see moderate to high growth in each and every student.
Scoring Rubric (ACTFL) Proficiency Levels:
Grade Level
Listening
Speaking
Reading
Writing
K
Novice-High
Novice-Mid
Novice-Mid
Novice-Mid
1
Intermediate-Low
Novice-High
Novice-High
Novice-High
2
Intermediate-Mid
Intermediate-Low
Intermediate-Low
Intermediate-Low
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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3
Intermediate-Mid
Intermediate-Mid
Intermediate-Mid
Intermediate-Mid
4
Intermediate-High
Intermediate-Mid
Intermediate-Mid
Intermediate-Mid
5
Intermediate-High
Intermediate-High
Intermediate-High
Intermediate-High
AAPPL Starting in 2016, 3rd and 5th graders will take the ACTFL Assessment of Performance toward
Proficiency in Languages (AAPPL) as a way for Jing Mei to be calibrated with other immersion
programs across the country. Students will be expected to achieve the levels based on the above
ACTFL Proficiency Guide.
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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Positive & Productive Life
PBIS (Positive Behavior Intervention and Support): Jing Mei has initiated the implementation of PBIS with a
specific vision that aligns with the Chinese core values of 徳智体群美(see below). PBIS’s goal is to ensure an
equitable and safe school culture in which each and every student and adult at Jing Mei feels supported and a
sense of belonging.
The PBIS team has launched three initiatives at the beginning of the 2016-17 school year:
1) Teach, model, and reinforce expectations: Phoenix Behavior Matrix
a. The PBIS team led staff in developing a behavior expectation matrix for the classroom and
common areas. We will adhere to these expectations throughout the year. Snippet of the
Matrix:
2) ACHIeVe Campaign
a. Jing Mei’s core values are defined as Aesthetics 美, Community 群, Health 体,
Intelligence 智, Virtues 德. We believe that students can achieve their academic and
life goals if they adhere to these values. In the fall of 2016 we introduced the chant
“Jing Mei Phoenixes ACHIeVe Greatness Everyday!”
b. Phoenix Tickets are rewarded to students who demonstrate one of more of these values and
all staff members, including our bus drivers, may reward them.
As of the fall of 2016, we continue to work on these chosen Proactive Classroom Management
strategies (PCMs):

5 to 1 ratio of positive to negative interactions: teachers and staff using praise to teach and reinforce
expected behaviors;

Wise Feedback: Wise feedback shares the educator’s belief in the potential of the student, while the
gap between the current level of the student and the level they could achieve with effort is clearly
communicated. It contains an explicit invocation of high standards. This helps the student understand
that his or her mistakes are not necessarily a sign of his/her lack of capability but rather a sign of the
high standards expected by the school and district. It also serves as a personal assurance that the
student will be able to improve with effort.
We will include the following procedural strategies in setting positive learning environments:
EVERY STUDENT  EVERY DAY  EVERY CLASSROOM
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
Pre-correction: teach expectations and behaviors before an event, and actively supervise students
in the lunch and recess area

Teach, model, and reinforce expectations: Phoenix Behavior Matrix

Class-wide motivation system: a system developed collaboratively between the teacher and the
students to celebrate achievement of learning and positive behavior attainment

School-wide PBIS: Phoenix Cards are given to students who demonstrate one or more of Jing
Mei’s core values
3) Monthly Virtues Assemblies: BSD Virtues are taught to students by each grade level team during
monthly Virtues assembly. Students illustrate what each virtue means through skit, song, dance, or
any other form of expression. Students will have a chance to learn about each month’s virtue from
each other.
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.
The purpose of the survey is to increase student voice in our district. We hope that the
data will show us where our strengths are and where we can improve on our
instructional and personal goals.
Starting this school year (2015-2016), there is a new section in our progress report for
Social Emotional Learning (SEL). Students will be scored based on their social emotional
learning goals. These goals include self-awareness and interpersonal skills, decisionmaking skills, and responsible behaviors.
American Council on Teaching Foreign Languages. ACTFL Proficiency Guidelines are
used as universal standards for immersion and world language programs.
ACTFL Assessment of Performance toward Proficiency in Languages is an assessment
that measures world readiness standard for learning languages. It measures
Interpersonal Listening/Speaking skills, Presentational Writing, and Interpretive
Reading and Listening
Renaissance Learning’s online assessment for Reading (STAR Reading) and Math (STAR
Math) are computer adaptive assessments that measures students’ proficiency level
through multiple-choice and short answer questions. Scores are nationally normed
and correlated with summative assessments such as Measurement of Student Progress
(MS) and the Smarter Balanced Assessment (SBA).
Summative, yearend, computer-adaptive assessment that measures student
achievement and growth in English and Math in grades 3-8 and high school. This is a
statewide test that’s given in the Spring of each school year.
Panorama
SEL Progress
Report
ACTFL
AAPPL
STAR Reading and
Math
Smarter Balanced
Assessment
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