FOCUS Newsletter - Fall 2023
FOCUS: Every ISD Student. Every Day. Fall 2023-24
- Superintendent Message
- Vision, Mission, District Demographics
- Student Spotlights
- Food for Thought: Expanded Breakfast Program Builds Connection
- Supporting Success: Student Well-Being, Testing, Learning Recovery
- Teacher Highlight: From Service to Students
- ISD: By the Numbers
- Land Acknowledgement, School Board, Leadership, More
Superintendent Message
I am so proud of our students and staff for the noticeable, measurable and meaningful progress made in our students unlocking their passion and potential. Each day I listen and learn amazing things in our community, and I continue to feel so honored to lead a district that focuses on student needs and powerful partnerships.
This fall I am especially excited about our efforts to meet student needs with the expansion of our breakfast programs. We also partnered with Care Solace, a support for all students, families and staff that matches mental and behavioral health needs with service providers. I am grateful for our new partnership between Communities in Schools and Issaquah Middle and High schools to provide tiered supports for students and families in these schools.
As we look to the future, please continue to stay informed and engaged as we explore what we need to do to improve our educational offerings at the secondary level and innovate with the future in mind.
Thank you for all you have already done to support the district as we work to continuously improve serving every student, every day.
Thank you,
Heather Tow-Yick
Superintendent
Vision, Mission, District Demographics
Vision
All students thrive as they engage in meaningful learning that unlocks their passion and potential to positively impact the world.
Mission
Our students will be prepared for and eager to accept the academic, occupational, personal and practical challenges of life in a dynamic global environment.
Enrollment
19,679 students enrolled in the 2022-2023 school year.
Student Demographics
- American Indian Alaskan Native: 0.3%
- Asian: 34.7%
- Black/African American: 2.5%
- Hispanic/Latino: 10.5%
- Native Hawaiian Pacific Islander: 0.2%
- Two or more races: 9.8%
- White: 42%
Schools
We have 27 schools, two transportation centers, one administration building and one early learning center within seven municipalities.
Community
Our staff of 3,000 employees, with help from more than 7,000 volunteers, serves students and families with 27 preferred languages, across a region that spans 110 square miles of different terrain and microclimates.
Data from the Washington Office of Superintendent of Public Instruction
Student Spotlights
Crowning Inclusivity: Building Community through Dance
Samiara E., Issaquah Middle School, Eighth Grade
As Samiara walks through the main hall of Issaquah Middle School, one mural stands out. “Change your mindset” is the message she says she appreciates.
As a young leader, Samiara makes a significant impact through her dedication to inclusivity through dance. As part of the dance club “Issaquah’s Royalty,” she is instrumental in ensuring that everyone finds peace.
Samiara has an unclouded vision for Issaquah’s Royalty: It’s a place where everyone is welcomed with open arms and can forget their stress. “We’ve been starting with meditation sessions before [practice] so you can get your mind off things and off school.” Her goal has been to create a space where members feel valued and included, as she herself feels at peace when she dances.
This emphasis on inclusion and community is acknowledged in a form she created for the club. This form states:
“On this team, we treat each other with respect. We grow together, work together, dance and cheer together and become a team together. To be a team, we have to try. Without trying we cannot succeed; therefore, we will have a mind meditation before practice.”
“We respect each other’s spaces. We respect each other’s wishes and opinions,” Samiara said, “I just wrote it so everyone can be at peace when we’re together. I just want everyone to have fun.”
“To be a team, we all have to participate.” Samiara has hopes that the team may work together to choreograph a show that will give every member an active role and allow each of them to include ideas. Samiara’s leadership has helped create community within the school. Through her compassionate leadership and emphasis on enjoyment, she is shaping “Issaquah’s Royalty” into a space where everyone feels like they belong.
Educational Empowerment: Embracing Multiple Learning Styles
Hannah S., Cougar Mountain Middle School, Seventh Grade
Living with Attention-Deficit/Hyperactivity Disorder (ADHD), Hannah shows a melody of appreciation for her school’s efforts to create an inclusive environment for different learning styles. In a world that often demands unwavering focus, students with ADHD can sometimes find themselves marching to a different beat.
At Cougar Mountain Middle School, Hannah is a promising leader in student government, a talented cellist in orchestra, and a creative force in knitting club. Hannah says orchestra is a sanctuary where her mind, often buzzing with a million thoughts, effortlessly narrows down, an unfamiliar tone compared to her other subjects.
“In a normal class, it is ‘sit down, take notes, fill out a worksheet,’ but with orchestra, it is making my mind actually go the entire time.”
The school’s commitment to fostering an environment that accommodates various learning styles has been a significant change for students like Hannah. Different teaching methods, extracurricular opportunities, and an understanding staff have harmonized to create a tune of inclusion and support, that increases her appreciation for classes that engage students with unique learning styles.
“I appreciate that there are options. There’s band, orchestra, choir, art, different types of art, different science programs. There’s coding, which I think is pretty cool. There are just different options for students.”
As Hannah grew up, she learned how she can concentrate and learn best in her classes. The classrooms at Cougar Mountain offer physical accommodations for students. One is a chair that allows students to move their body quietly, helping high-energy students stay seated and focused longer. “For me, it takes more energy to try to sit still and not move around, which makes it harder for me to focus,” Hannah explains. “A lot of teachers are great about giving ‘wobble stools.’”
Her hard work is evident in the classroom. She continues to learn what helps her succeed in school. Last year her grades rose each trimester and she finished with all A’s in her classes.
In a world that is quick to judge by conventional standards, Hannah’s story highlights a poignant lesson: Success is not a monotonous tune but a rich orchestration of different notes coming together in harmony.
Food for Thought: Expanded Breakfast Program Builds Connection
Imagine walking into school and being greeted with smiles and the scent of warm cinnamon and vanilla, a clear sign that it’s French toast day. This scenario has become a reality for many students, thanks to the breakfast program operating in eight of our schools. The impact of this initiative goes far beyond satisfying taste buds; it fosters a sense of belonging, builds connections, and prepares students for success in the classroom. Since the program started last spring, one of the most striking transformations observed in participating students is their newfound confidence and sociability. “A student who was quiet and kept her head down last year is full of smiles and wants to tell me what she did the night before,” said Judith Woods, Food Services manager at Clark Elementary.
Clark Elementary Paraprofessional Katie Reeves recalls one student who was withdrawn and seemed sad most days last spring. After the program started, “He became an active part of the class after he ate a hearty breakfast and had a snack in his backpack,” Reeves said. “There was so much more security for him.”
The connection between a good breakfast and a student’s ability to learn is well-documented. According to the Department of Agriculture (USDA), starting the day with breakfast has been associated with improved academic performance, improved classroom behavior and attentiveness, and fewer visits to the nurse. Adequate nutrition in the morning provides the energy and mental clarity needed to engage actively in classroom activities, retain information, and participate in discussions.
Beyond its nutritional benefits, the school breakfast program also fosters a sense of care and support among students. Children feel valued and cared for when they walk into school and are greeted with a smile and a tasty, nutritious meal to start their day. This feeling of being cared for extends to the school staff, who take pride in knowing they contribute to their students’ well-being. “It is an enjoyable thing to do every morning,” Reeves said. “We try not to make them feel hurried. There is music playing and a happy, welcoming atmosphere.”
In the 2022-23 school year, 13.6% of students in the district were eligible for free and reduced lunches. The breakfast program ensures students’ bodies and brains are ready to learn each day. Clark Elementary Principal Christy Otley shared, “It has also created a wonderful sense of community for students to connect with one another and adults, having lots of positive interactions before they head to class.”
This year, the Food Services Department expanded its breakfast service to include Issaquah Valley Elementary, Sunset Elementary, Challenger Elementary, and Apollo Elementary, alongside continuing the program at Issaquah High School, Issaquah Middle School, and Clark Elementary. As the program grows, it promises to positively impact even more students.
October was National School Lunch week! We appreciate all the hard work our food service teams do for students!
Supporting Success: Student Well-Being, Testing, Learning Recovery
District Adopts New Universal Screener, Partners with Care Solace
As part of our focus on student well-being in our three-year Strategic Plan, we have taken two significant steps this year. First, a team of staff members and students evaluated screening tools and selected the Social, Academic and Emotional Behavior Risk Screener (SAEBRS), which will help identify students needing additional support. The new screener will offer longitudinal data and a consistent information to support students throughout our system. This will provide critical real-time information so that students who need help can get that support.
The second new layer is a system called Care Solace, a mental health and substance use care coordination service that provides a team of care coordinators who are experts in navigating the mental healthcare system to help students, staff and families find available and vetted local therapists, programs and providers in our community. At no cost to the patient, the Care Solace team can help find in-person or telehealth options, typically in five days or less. They also consider the patient’s insurance status, the language a patient is most comfortable speaking and requests for a provider who is knowledgeable about their culture, religion or other considerations.
Testing and Academic Achievement
During the 2022-23 school year, 77.1% of ISD students who took the ELA Smarter Balanced Assessment earned a score high enough to meet the state standard for their grade level.
For the Math Smarter Balanced Assessment, 71.2% met the state standard for their grade level.
In the Washington Comprehensive Assessment for Science, 67.0% met the state standard for their grade level.
What has changed from 2019 to 2023?
Student learning loss has been a popular topic since the COVID-19 pandemic. With the recent release of our student testing scores of Smarter Balance Assessments from the spring of 2023, we want to celebrate our student performance, which is close to prepandemic levels and credited to the hard work of our students and staff.
In English Language Arts, our performance levels in most grades are similar in 2023 to the performance levels in 2019. Two exceptions: 6th and 7th grade were 3% and 6% lower, respectively, than in 2019. In math, elementary performance levels were similar in 2023 to 2019; while in middle school, performance levels were 5-8% lower in 2023 than 2019.
What are we doing to help students who are not meeting grade level standards?
- i-Ready diagnostics three times per year help us to quickly identify student skill gaps so teachers can adjust instruction to accelerate learning.
- Providing additional instruction and intervention tools for teachers to use in addressing skill gaps and accelerated learning.
- Using data to steer additional staffing and intervention resources to students with the greatest needs.
Teacher Highlight: From Service to Students
Jeffrey Woffinden's Journey to Teaching
In the world of computer science, where data and code reign supreme, Jeffrey Woffinden teaches his students by skillfully balancing experience and logic with connections and humor. After serving 25 years in the Air Force and working in the private sector, Woffinden joined the teaching staff at Liberty High School, where his coworkers and former students agree that he has an uncanny ability to weave his understanding and knowledge about a vast array of topics into his lessons. It’s a winning combination for his students, but to Woffinden, teaching simply feels like a perfect fit.
“Ever since I left the Air Force, I hadn’t felt I was where I should be,” Woffinden said. But now? “The personality of Liberty, and its students, staff and community, are a great match for me.”
About five years ago, Woffinden retired from his last position in the private sector. His wife, who works as an elementary counselor in a neighboring district, asked whether he might be interested in being a substitute teacher. For many years, Woffinden’s daughter always told him that he should teach history, teasing him about his age and saying that he has “seen so much of history.” Perhaps ironically, she now teaches history at Skyline High School.
And so, Woffinden started looking into the possibility of substitute teaching, but was quickly invited to apply for a full-time position at Liberty. On one recent morning, energizing music played as students arrived for class, and Woffinden greeted them with one of his typical introductory discussions. “It’s ‘International Skeptics Day,’ but I’m not sure I believe that …” he said with a grin. “It’s also ‘International Failure Day,’ which is just right for this class, because that’s exactly what computer programming means. You fail, but then you try again.”
Woffinden says that his time in the Air Force made him much of who he is today. “It gave me a purpose, a place to belong, and made me a part of something bigger than myself,” he said. “They taught me what was important and what was noise, how to set and achieve goals, how to see the bigger picture, how to lead, and so much more.” Woffinden spent 11 years working with space and satellite systems, six years working in base operations, four years in aircraft systems and four years in intelligence. He retired as a major, then worked for Lockheed Martin in Richland.
To read more about why Woffinden's real-world experience translates so well into his work as a CTE teacher, visit the news section.
ISD: By the Numbers
Enrollment Data Shows Stabilization, Increase at High School Level
Enrollment across the Issaquah School District increased significantly from the initial September count to the official October count, Chief of Finance and Operations Martin Turney said in a recent report to the superintendent. Notably, secondary enrollment is up about 92 students, primarily at the high school level.
Superintendent Heather Tow-Yick noted the data shows a different trend than what our district has experienced in the past couple of years. “I’m seeing some early signs of enrollment stabilizing. That is an important factor as we move into our next budget cycle as we start to behind-the-scenes look at our information about where our enrollment is,” Tow-Yick said.
The state gives districts funding based on the number of students enrolled and a number of other factors. Budget development for the next school year will be tied to the implementation of our three-year Strategic Plan, which calls for developing a transparent, equity-based budget framework to ensure alignment of funding to areas of highest student need.
As high school student enrollment increases, the district is dedicating additional resources to planning the next new high school. This work is being led by Julia Bamba, who is now the Principal of Secondary Innovation for the district. “We have some incredible opportunities in our school district as we move through this work," Bamba said. "I believe that the district is ready for change and innovation.”
Budget Expenditures: $387,020,530
- Classroom: 59.9%
- Classroom Support: 13.53%
- Special Education: 12.23%
- Other Grants & Programs: 7.44%
- Transportation: 3.73%
- Food Service: 2.15%
- Echo Glen: 1.02%
Budget Revenue: $370,554,674
- State Funding: 67.9%
- Local Educational Programs & Operations Levy: 16.35%
- Local Fees, Tuition, Gifts: 13.23%
- Federal Funding: 2.23%
- Other Agency Funding: 0.3%
A student plays at the Holly Street Early Learning Center playground, which was completed this fall and was funded using voter-approved construction dollars.
Thank You, Voters!
Thank you, voters, for your support of our local levies and bonds! Levy funding is a major revenue source for a number of programs, services and classroom support. Thanks to community support, our Capital Projects department recently completed the Holly Street Early Learning Center Playground and the Issaquah High School Turf and Track Replacement, funded by the 2022 and 2018 levies.
VOICE Mentor Program: Becoming a Mentor; How YOU can make an impact!
This year is the 20th anniversary of the VOICE in-school mentoring program! VOICE pairs caring adult or high school volunteers with Issaquah School District students for one-on-one, supportive relationships. We provide mentors for students K-12 at 26 Issaquah schools.
Mentoring creates critical connections between young people and caring adults who can help them feel seen, heard and valued. Mentors help youth develop skills such as self-confidence and self-advocacy which empower them to dream big and achieve their potential. If you or someone you know would like to help make a difference in a student’s life, please consider supporting a student by volunteering.
Land Acknowledgement, School Board, Leadership, More
Sylvia Aquino, Liberty High School - Class of 2025
Land acknowledgement
We acknowledge that we are on the Indigenous Land of Coast Salish peoples who have reserved treaty rights to this land, specifically the Snoqualmie Indian Tribe and Duwamish. We thank these caretakers of this land who have lived and continue to live here since time immemorial.
School Board
The School Board represents a continuing commitment to local citizen control and decision-making in education.
For a video series that explains the School Board, its roles and responsibilities, visit the School Board page.
Why am I receiving this newsletter?
The purpose of this newsletter is to highlight and communicate what is happening within the Issaquah School District with the entire community. This is a way to reach all residents in our district, including households that do not have school-age children. This newsletter helps showcase the programs, activities and operations that educate and support our students. We use bulk mailing lists to ensure the least expensive way to distribute the newsletter via postal mail.
Nondiscrimination Statement
The Issaquah School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups.
Stacy Cho Student Title IX, HIB Coordinator/Nondiscrimination Officer 425-837-7109 | ChoS@issaquah.wednet.edu
Noah Westerberg Section 504 Coordinator 425-837-7157 | WesterbergN@issaquah.wednet.edu
Leadership
Assistant Superintendent of Human Resources: Donna Hood
Chief Academic and Student Success Officer: Dana Bailey
Chief of Finance and Operations: Martin Turney
Executive Director of Communications & Digital Strategy: Lesha Engels
Executive Director of Elementary Education: Susan Mundell
Executive Director of Elementary Education: Melinda Reynvaan
Executive Director of Equity, Belonging and Family Partnership: Alaina Sivadasan
Executive Director of Finance: Moriah Banasick
Executive Director of Operations: Jason Morse
Executive Director of Secondary Education: Sherri Kokx
Executive Director of Special Education Sharine Carver
Executive Director of Teaching and Learning Services (TLS) Rich Mellish
Senior Advisor and Strategy Marcel Hauser