Essential academic skills
Our State adopted high academic standards and we use these standards to guide content decisions for our courses. With regard to the acquisition of essential academic skills, we place our emphasis on excellent instruction and deep learning. We continually strive to implement the framework described by Robert Marzano in The New Art and Science of Teaching.
We place special emphasis on planning and preparing to meet the needs of all learners and we recognize the importance of building strong student relationships. Our learning community is working to appropriately differentiate resources and strategies to meet diverse needs, so that all students develop the academic knowledge and skills necessary to successfully engage in school and life beyond school.
Our Board Policy 3212: Ensuring Educational and Racial Equity calls on us to "raise the opportunity and achievement of all students while narrowing the gaps between the highest and lowest achieving students."
We believe we have been successful when:
- We have eliminated gaps in performance on statewide assessments
- Each student shows high growth (top third) when compared to their peers who scored similarly statewide (measured year to year, grades 4 through 8)
- Each student fulfills the assessment requirements for high school graduation
- Each student demonstrates growth in key content areas over the course of a year and over the course of their schooling
Celebrating with one of our many bilingual scholars in Ms. Hamill's classroom, Spring 2017.
Did you know that each one of our students, K-12, who receives English language learning support is required to take the English Language Proficiency Exam for the 21st Century each year?
Did you know that students in grades 7 through 12 may demonstrate world language proficiency through competency-based testing? These students may qualify for high school credits and they may graduate with the Washington State Seal of Biliteracy.
Selection of course materials
We commit to selecting materials that represent and reflect our diverse community. Board Policy 3212 calls on us to "ensure adoption of culturally diverse instructional materials and lessons."
All major instructional adoptions utilize the Washington Models for the Evaluation of Bias Content in Instructional Materials. We've created an online training tool for all reviewers. We include staff, parents and students in the review process. Recommendations are sent first to the district's instructional materials committee and then on to the school board for final approval.
Our teachers have the freedom to identify and utilize appropriate supplemental materials using their professional judgment. We expect teachers to use first person accounts, academic and historical documents, representing broad perspectives and inclusive of multiple points of view that are relevant to the topic of study.