Academics

Curriculum

The district’s mission is “Our students will be prepared for and eager to accept the academic, occupational, personal and practical challenges of life in a dynamic global environment”. Skilled and caring staff strive to achieve that mission using a variety of teaching methods and measurements of how well students are learning. All elementary grade levels and content areas use a standards based curriculum that is aligned with the State Standards.

Student Progress Reporting

Parent/guardian/caretakers will access two report cards annually online and be invited to attend a parent/guardian/caretaker conference with your student’s teacher. Your school will communicate more specifics about the reporting procedures and schedules. Scoring guides are on the district website at this link. If you have questions about your child’s elementary learning, please contact your teacher.

If you would like to know more about curriculum or about testing, please contact the Teaching & Learning Services Department at 425-837-7030.

Early Childhood Education and Assistance Program (ECEAP)

ECEAP is a free preschool program funded by the state of Washington for income eligible children living within the district’s boundaries. ECEAP serves children who are 3 and 4 years old. For more information, please contact Special Education - Early Learning.

Guidance/Special Services

Each school has a Guidance Team that problem solves student concerns. Parent/guardian/caretakers may contact their school guidance counselor for more information about this process. If a student is suspected of having a disability, the Guidance Team may refer the student for special education or 504 assessment. The school psychologist assigned to the school will coordinate the special education process. For more information, review ISD Regulation 2161 and 2161P and contact your school. A copy of the special education notice of procedural safeguards is available at the following link to OSPI's Notice of Special Education Procedural Safeguards for Students and Their Families document. Additional information can be found on the Office of the Superintendent of Public Instruction’s website and the district’s website.

Homework

The district believes that homework is a constructive tool in the teaching/learning process when geared to the needs and abilities of students. Purposeful assignments not only enhance student achievement but also develop self-discipline and associated good working habits. As an extension of the classroom, homework must be planned, purposeful, and clear. Questions about homework assignments should be directed to your child’s teacher. Reference ISD Regulation 2422 and Procedure 2422P.

Supports Through Tiered Systems

Tier One Supports

Things we do for ALL students by utilizing Tier One resources effectively, teachers can establish a classroom culture that promotes respect, responsibility, and engagement, leading to better academic outcomes for all students.

Each class has rigorous and clearly defined standards.

Teachers use formative assessments aligned with standards to:

• Inform teaching practice;
• Influence teaching practice; and
• Provide feedback to students.

Teachers use effective teaching strategies:

• High-leverage teaching practices;
• Research-based best practices; and
• Teacher identified effective practices.

Teachers attempt to build relationships with students and let them know they care through 16 proactive classroom management strategies. These strategies include things like:

• Setting clear behavior expectations;
• Positive reinforcement systems;
• Consistent routines and procedures; and
• Social-emotional learning lessons.

Teachers use accommodations to support students, particularly those accessing support in one or more of the following OSPI required areas (Links are highlighted below):

English Language Learners

Migrants

IEP

504

Housing Insecure

Highly Capable

Consistent classroom incentives for desired behavior with improvement rewarded individually, as a class and as a school.

Tier Two Supports

Things we do for some students who are provided Tier One support PLUS additional accommodations as needed.

• Identify students struggling in Tier One.
• Attempt to determine the cause of the lagging skill.
• Create a plan based on student strengths and interests.
• Dialogue with students struggling in Tier One.
• Dialogue with parent/guardian/caretakers/facility counselors regarding student’s struggle.
• Be available for additional help in the at least one of the following ways:
  • During class with 1:1 attention, after school and Wednesday afternoons.
  • Guidance team referral and participation.

Tier Three Supports

A “MENU” of choices to support students who receive targeted, individual support based on need.

• Attempt to problem-solve with adults who are working with student (i.e., IEP case manager, 504 Coordinator, Administrator, Counselor, Psychologist).
• Instructional interventions, including:
  • Provide instruction individually and in small groups;
  • Provide visual schedules and transition plans;
  • Provide graphic organizers;
  • Provide checklists;
  • Provide social stories;
  • Give alternate assessments(s);
  • Give multiple opportunities to demonstrate mastery (i.e. various modalities, retests and/or accept late/modified work); and
  • Develop an academic and/or behavior contract.
• Discipline:
  • Second Step, Kelso’s Choice problem solving strategies;
  • Refer to Dean, Education Advocate, etc.; and
  • Refer to Administration.
• Social Emotional Learning:
  • Support for restorative practice and prosocial behaviors; and
  • Support as needed in the areas of mental health and basic needs.

Testing

State Assessment

Student progress is carefully monitored through state testing of the Common Core Standards (CCSS). The Smarter Balanced Assessment (SBA) is administered in grades 3-5. The district's assessment calendar and information on the SBA can be found on the district's assessment webpage.

Highly Capable Eligibility Testing

The CogAT Screener is administered to students during the school day two times prior to sixth grade. The Cognitive Abilities Test (CogAT), the Torrance Test of Creativity (TTCT) and the reading and math sections of the i-Ready Assessment are used for highly capable determination. Additional information is available on the ISD Highly Capable webpage by clicking here.

Preschool Testing

The district conducts free testing for preschoolers who may need special help in the areas of hearing, vision, language, or general development. To learn more about Child Find, call Special Services at 425-837- 7085.