先进的学习 和 Student Success Report

先进的学习 和 Student Success Report, 2017

• 描述性分析
• 有效措施简介
• 文献综述

This investigation includes a descriptive analysis of 先进的学习 (AL) programming, an inquiry into 实践 that support academic growth in AL students 和 a literature review. 调查结果表明，需要：

1. deeper project-based instruction;
2. differentiation techniques for mixed ability classroom;
3. use of common assessments to support instructional decision-making;
4. increased use of technology to support personalized, adaptive learning;
5. promoting inclusive school cultures 和
6. MTSS system that includes strategies for AL students.

区记分卡

区记分卡

These annual summaries of district-wide performance on Key Performance Indicators (KPIs) selected for of the 2019-2024 District Strategic Plan, 西雅图卓越. These reports/School Board presentations cover st和ard views of each established student KPI, with a targeted focus on our Strategic Plan priority student groups: African American Males 和 Students of Color Furthest from Educational Justice.

• 基线报告
• 第一年报告

Deepening 实践 for student 和 family voices

Deepening 实践 for student 和 family voices

学生, family 和 educator co-design processes outlined in this brief ​和 research report are from the Early Literacy Collaborative by 十大正规网赌软件’ Office of African American Achievement (AAMA). AAMA’s Early Literacy Collaborative (ELC) focused on two elementary schools 和 set out to center justice-focused approaches in identity-affirming, culturally aligned learning environments, as defined by Black students 和 家庭. The research report 和 initiative brief serve as a process manual for educators committed to cycles of inquiry 和 impact with students, 家庭, 和社区, 和 the research report documents findings, 实践, 和工作的产物.

• 实践研究报告
• Early Literacy Collaborative Initiative Brief

三年级阅读目标

三年级阅读目标, 2020

Reports from the first year of 实现 of initiatives associated with the four priority areas within the 3rd Grade Reading Goal. In family 和 community engagement, findings from educator surveys address how staff are positioning 家庭 in their work. Practitioner capacity findings illustrate teacher perceptions of literacy integration 和 coaching. P-3 assessment portfolio findings detail educator assessment 实践 和 needs. The early learning pathways report illustrates educator 和 pre-K student experience 和 enrollment findings.

• Family 和 Community Engagement
• 从业者的能力
• P-3评估组合
• 早期学习途径

English Language Arts K-5 Curriculum

English Language Arts K-5 Curriculum, 2020

Findings from a multi-year 实现 study of the adoption of Center for the Collaborative Classroom (CCC) as the district’s K-5 ELA curriculum. Year one findings surfaced strengths, opportunities, 和 recommendations for program growth. Year two findings identified successes alongside growth edges in early literacy, 文化的相关性, 评估校准. Year three summative findings focus on teacher experience of curriculum adoption 和 do not include student academic outcomes due to the arrival of the p和emic.

• 三年级总结报告
• 第二年总结报告
• Promising Practices in K-5 English Language Arts Curriculum

教育家保留 和 Culturally Responsive Instruction

教育家保留 和 Culturally Responsive Instruction, 2020

This summary report brings together findings addressing questions around strategies that are associated with improved recruitment 和 retention of educators of color 和 culturally responsive teaching practice, generated through a multi-year research-practice partnership between 十大正规网赌软件 和 the University of 华盛顿. Retention findings include district-level patterns over time, 正异常学校, 和 educator-reported retention factors, 和 culturally responsive teaching findings include educator self-report on their practice, 学校支持, 和指导.

我们的声音我们的愿景

我们的声音，我们的愿景，2021年

This report follows a year-long community engagement effort learning from Black students 和 家庭 about experiences 和 recommendations for systems improvement. Students 和 家庭 offer insights toward achieving the racial equity goals 和 lays the groundwork for the Office of African American Male Achievement multi-year plan in 十大正规网赌软件. The recommended improvements fell within four themes: Learning Environments, 课堂教学, 牢固的关系, 和 Family 和 Community Engagement.

Family Voice Strategies for Authentic Family Engagement in Survey

Family Voice Strategies for Authentic Family Engagement in Survey, 2020

This research brief supports the improvement of family climate survey processes to ensure centering the voices, 参与, 和 perspectives of 家庭 furthest from educational justice. Uplifting a co-designing process, this brief calls for leveraging the positionality of the family engagement team 和 CBOs, to develop 和 increase buy-in 和 engagement with the survey. The final 和 most important recommendation centers planning for data sharing 和 prioritizing action steps for incorporating family feedback into district 实践.

Mentorship Matters: Evaluation of Kingmakers of Seattle

Mentorship Matters: Evaluation of Kingmakers of Seattle, 2022

Kingmakers of Seattle (KOS) is a Black education-based mentorship program for middle 和 high school boys 和 teens of African descent in Seattle Public School (SPS). Participating students take a rigorous Black studies course, receive individual care coordination services, 和 receive mentorship 和 leadership development. This brief reviews the program design 和 the preliminary evaluation provides initial findings about student experiences from a partnership program evaluation.

• 程序简单
• 初步评估报告

Supporting On-Time Graduation from 9th Grade

Supporting On-Time Graduation from 9th Grade, 2020

A literature scan 和 historical trend analyses to inform the development of an Early Warning Indicator System (EWIS) for supporting on-time graduation across 9th grade students.

Graduation 和 Postsecondary Readiness Initiatives

Graduation 和 Postsecondary Readiness Initiatives, 2019

A study focused on 2018-19 high school re-visioning initiatives to increase the percentage of students on-track for on-time graduation 和 improve student postsecondary readiness.

Implementation of Science Curriculum

Implementation of Science Curriculum, 2020

Findings from the first year of a four-year study of instructional materials for elementary science (Amplify Science) 和 secondary science (Amplify Science 和 the various adoptions for high school courses). 

• 基础科学报告
• 中学科学报告

中学数学课程

中学数学课程, 2020

These studies investigate the first two years of the 实现 of the middle school math curriculum, enVisionMath2.0. Using a combination of teacher surveys, 网站访问, 评估数据, these studies explore what can be learned from this 实现 to inform this 和 future district curriculum adoptions 和 to what extent this instructional material adoption contributes to shift 实践 in service of student achievement 和 eliminating opportunity gaps.

• 第一年总结报告
• 第二年总结报告

多语言学习者 和 ELL Program Report

多语言学习者 和 ELL Program Report, 2019

A report co-developed by 研究与评价, central office staff 和 WestEd that examines strategies 和 outcomes for English Language Learners (ELL) within the district

双语沉浸报告

双语沉浸报告, 2017

This study examined the 实现 和 effect of the Dual Language Immersion (DLI) model. Implementation analysis findings identified 5 benefits: 1) written 和 oral communication in two languages, 2) greater appreciation for other languages 和 cultures, 3) enhanced career 和 employment opportunities, 4) improved academic outcomes for multilingual learners, 和 5) closing the opportunity gap for students of color.  Impact analysis findings revealed positive effects on achievement for DLI enrolled students with variance by year 和 subject. 

• 执行概要
• 完整的报告
• 附录

Remote Learning Student “Pulse” 和 Climate Survey Report

Remote Learning Student “Pulse” 和 Climate Survey Report, 2021 Spring

This report summarizes findings from the Spring 2021 school climate 和 remote learning survey –given to all students in grades 3 to 12. The shift to remote learning caused by the COVID-19 p和emic made it is more important than ever to check in regularly with students across our system, learning how they experience instruction, to then improve resources 和 instructional 实践. This survey 和 report focused on broad experiences 和 impacts of the p和emic, student access to (和 quality of) remote 和 hybrid instruction, as well as school climate 和 culture.

Remote Learning Student “Pulse” Survey Report

Remote Learning Student “Pulse” Survey Report, 2020 Fall

This report summarizes findings from the Fall 2020 remote learning survey –given to all students in grades 3 to 12, 所有的家庭, 和 all instructional school staff. The surveys included aligned topics for students, 员工和家庭：总体而言, how do you feel about remote learning this fall? 2) How does this compare to last spring? 3) In the last week, have you had any major challenges connecting to remote learning? 和 4) What would most help to improve your remote learning experience? 与2020年春季相比, most 家庭 和 school staff felt better about remote learning, yet disaggregated student results revealed that African American male students 和 students of were less likely to feel better about remote learning.

Student Climate Survey Practices for Schoolwide Impact

Student Climate Survey Practices for Schoolwide Impact, 2017

This report investigated districtwide climate survey 实践 from data use to 实现, asking: What are emerging successful 实践 和 identified needs in the use of interim climate survey data for school improvement? Findings from interviews with school leaders at six schools selected based on student response rates The main findings that emerged from the interviews were a need for additional support from the Central Office to translate the data into concrete actions for schoolwide improvement.

学校 of Promise 和 Multi-Tiered Systems of Support

学校 of Promise 和 Multi-Tiered Systems of Support, 2019

An examination of school-based, Multi-Tiered System of Support (MTSS) 实现 和 the work of Central Office teams that provided support to identified schools for improving MTSS 实现. This mixed methods study summarizes “whole child” lens 实现 via district-provided tiered supports, establishments of Professional Learning Communities 和 concentration on high quality instruction that encourages educators to consider varying factors including students’ wellbeing, 学者, 和 more to increase student outcomes.