Community Context
The defining context of 2020 and 2021 has continued to be the COVID-19 pandemic and the continued movement for racial justice, from which a range of emergent needs, including:
- Schools are closed
- With closures, students do not have access to the school library
- There is increased trauma and mental health needs among students and families
- The needs of families, school staff, community partners, and staff are continually shifting and evolving
From its start in 2017-18 , the 21st CCLC program in Federal Way has provided opportunities for high-quality programming in response to the Sunnycrest and Wildwood communities’ assets and needs, including:
- The program serves a suburban area of King County with large low-income, immigrant, and refugee populations
- Sunnycrest and Wildwood Elementary Schools serve a larger proportion of low-income, English Language Learners, and Latina/o/x students compared to Federal Way School District as a whole
Additional data available - Student assessment results are below district and state levels in Math and English Language Arts
Additional data available - There is family and student interest in expanded learning programs that provide academic support, enrichment, and Science, Technology, Engineering, and Math (STEM) activities
- There are limited afterschool opportunities, with limited transportation options to access programs
- There is high student mobility at both schools
- Both Sunnycrest and Wildwood are Title I schools. As of February 2020:
- Wildwood Elementary is designated an OSPI-designated Tier III school
- Sunnycrest Elementary is designated an OSPI-designated Tier I school
- In addition, Sunnycrest Elementary is part of Federal Way School District but is located in Kent, which affects family eligibility for Federal Way services
Table 1: Student Demographics and Academic Outcomes
| Student Demographics and Academic Outcomes (from OSPI Report Card October enrollment, 2020-21 |
Sunnycrest |
Wildwood 487 |
Federal Way School District 21,856 |
|---|---|---|---|
| American Indian/Alaskan Native | 0.2% | 0.6% | 0.4% |
| Asian | 18.2% | 9.7% | 11.8% |
| Black/African American | 14.7% | 13.6% | 16.0% |
| Hispanic/Latino (of any race) | 45.9% | 52.6% | 32.9% |
| Native Hawaiian/Other Pacific Islander | 1.1% | 4.9% | 5.6% |
| White | 13.0% | 10.7% | 22.3% |
| Two or more Races | 6.9% | 8.0% | 11.0% |
| English Learners | 57.4% | 51.7% | 22.2% |
| Low Income | 89.9% | 76.0% | 65.5% |
| Students with Disabilities (Special Education) | 5.9% | 10.7% | 14.4% |
| SBA ELA 4th - % meeting standard (2018-19) | 31.0% | 23.6% | 42.8% |
| SBA Math 4th - % meeting standard (2018-19 | 36.0% | 31.8% | 41.4% |
|
Washington School Improvement Framework Status |
Support Tier I: Targeted 1-2 | Support Tier III: Comprehensive |