Welcome to the Student Learning Department
We believe all students have the essential right to an instructional program that meets their individual needs, is of the highest quality, and is based on best professional practice. We establish goals for student achievement and growth based on assessment data and research along with school and community expectations. We believe students are more successful when jointly supported by parents, school, and community and that together we have both an individual and collective responsibility to improve student achievement.
Our District Improvement Plan (DIP) here is the result of a very careful analysis of state, district and classroom-based assessments, highlighting our need to address the performance of our students in reading and math. We use professional learning communities (PLCs) as our construct for learning, based on the assumption that adults coming together to discuss the standards, assessments and instructional practices needed to close the achievement gap is the best professional development we can provide. Within the structure of the PLCs, we ask ourselves five straightforward questions:
1. What do we expect students to learn? (the WA state standards and early learning guidelines)
2. How will we know if they learned it? (assessments)
3. What will we do if they did not learn it? (interventions)
4. What will we do if they already get it? (enrichment)
5. What are the best instructional practices to support their learning? (Danielson Framework for Teaching)
Our building administrators use these questions as guides for their planning and the Student Learning Division uses them to direct our support of schools on district-led professional development days. As a result, it is routine in our system to find administrators and teachers working together around the standards, assessments, interventions and instructional practices. Teachers and administrators are focusing on the implementation of day-by-day, hour-by-hour, minute-by-minute assessments, and using this information to also guide their instruction.
For more information
contact Student Learning Executive Director:
Public School Choice and Supplemental Educational Services Usage
As part of the No Child Left Behind Act, when a Title I school does not meet Adequate Yearly Progress for 2 years, parents are entitled to Public School Choice. If the school does not meet Adequate Yearly Progress for 3 or more years, parents of students on the Free and Reduced Lunch Plan also have the option to receive Supplemental Educational Services (tutoring). The state was granted a waiver from these rules for the 2012-13 and 2013-14 school years.
Public School Choice
Supplemental Educational Services (tutoring)