[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6100993,"mediaKeyId","2810614-2c753a2018c637ef41ff2679b5903af3","parentId",2810614,"title","Communications team credits timing and messaging for enrollment, engagement gains; levy passes","audioSeconds",426,"startMs",3697305,"endMs",4123535,"viewUrl","/Search/View?dp=1&key=2810614-2c753a2018c637ef41ff2679b5903af3&start=3697&end=4123","thumbnailUrl","https://assets.pipeline.soar.com/2810614-2c753a2018c637ef41ff2679b5903af3/thumbnail_3697305.jpg","articleUrl","/articles/6100993/Washington/Communications-team-credits-timing-and-messaging-for-enrollment-engagement-gains-levy-passes","mediaUrl","https://secure.pipeline.soar.com/6100993-24c7744fab3d9c4bd9472e4f7eae7403/orig.mp4?Expires=1771150511&Signature=kw0kv0udTz6WxrHpE~iYi8-6Kkjxl-lJDvjYyUn4-lrAsRPT2K7QqQY6hps6sKvtaZosb3e8pNHxeSjudl6umHTxduhIaq9WVDpWfyoSeeZ6PkcMvBJoaWRl7y3Dyzq7uAdQFYqFHmqmN1JR486FnwpnaI6AZi2~0ouFlvqfBaAwKhHT3mNft4O11e3TYFlzOY3dFdDC4tna6zbXuc5Y~3cZjB1z4~JOsE5CAtbd3ZfzCEuueUJKYREgirwzyl4ArGo71dr~t9K3gNdQXCQIRDeo5dmBt59nVo6dxZmJMYwq1k~iJmpgSukYbGBHZRlKRw0GvG9U3ma3B4olUsliUQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Vancouver School District, Washington","date","2025-03-28T16:58:00.517Z","article","The Vancouver School District presented a progress update March 25 on communications and family engagement, reporting growth in app adoption and email updates, improved kindergarten enrollment numbers after shifting outreach timing, strong turnout at targeted hiring and community events, and a passed capital levy.

Communications director Jessica (last name not stated) told the board the district has moved parents toward the district app (ParentSquare) and updated contact information: staff reported about 220 more parents have downloaded the app, 207 more parents’ email addresses were updated, and 50 more parents enabled app notifications. The communications team emphasized timing and audience research—shifting kindergarten outreach later into spring when parents are more ready to make enrollment decisions—and said those timing changes coincided with 200 more kindergarten registrations at the same point this year than last year despite a shorter enrollment window.

Jessica also described targeted adjustments to outreach and collateral. For example, a redesigned classified-hiring fair flyer emphasizing “same day job offers” and “no experience required” drew 213 attendees, 73 interviews, and 67 contingent job offers during the event. Communications staff said translated materials and automatic translation features in ParentSquare have improved access for multilingual families; staff are also using translators for higher-stakes meetings (IEPs, behavior/attendance meetings) rather than spending translator time on routine notices.

On district outreach for choice-program lotteries and community events, Jessica reported a better geographic mix of applicants for choice programs and full or near-capacity attendance at family reading events and resource fairs. She also noted the district ran a public information campaign about the capital-levy measure and that it passed with nearly 54% approval.

Board members asked about ParentSquare features and notification fatigue; staff said the platform’s digest setting and principal coaching on when to send alerts help manage push-notification volume. Staff acknowledged some data gaps—for example, free-and-reduced-lunch identification may undercount families who do not submit forms—and said they will work with other departments to examine additional measures.","mediaType","Video","parentTitle","VPS Study Session 03/25/25","oneSentenceSummary","Vancouver School District communications staff reported increased app adoption, more kindergarten enrollments, improved attendance at community events, stronger outreach for multilingual families, and said the district's capital levy passed with about 54% approval.","taxTitle","Vancouver School District, School Districts, Washington","taxId",65133,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6100999,"District reports gains in highly capable identification; work underway to expand services and teacher support",381,1858159,2239740,"/Search/View?dp=1&key=2810614-2c753a2018c637ef41ff2679b5903af3&start=1858&end=2239","https://assets.pipeline.soar.com/2810614-2c753a2018c637ef41ff2679b5903af3/thumbnail_1858159.jpg","/articles/6100999/Washington/District-reports-gains-in-highly-capable-identification-work-underway-to-expand-services-and-teacher-support","https://secure.pipeline.soar.com/6100999-09c975bb9ce903d52bbdae56202b6e05/orig.mp4?Expires=1771150511&Signature=AkBDcIrVt9mnBZ-X3f3LlXY1Y81NUhejCAJdXmHQ7YwJ3qg0bwfHfUWKf1C0KalHXANW5Fez5vWScSPvl1fxEqUoh5Cgz-v6PGckvyX5I2fBPwQAjrzbz-cRO4bbKdOZDjYCs0pE6O643Ftvf13AW-fENkGWepK~odXzXUujWjfHBYghjuhDpzQYJ7L9QzYe1~WT~6ft0DVIBJ1vo7UIE12kmhbo5rfPICv3drxVaRsm7ve1TFYGtUgyU4jffpRwQrpcJraaPkzqBH9Wbg7eiQ-O4y-0XjB0ZpLUenr~2FBm--czaEvj7g6QyI7jOpCU5J7fBYejsqmVkJ0kepSwTA__&Key-Pair-Id=KUT5TJCACFTXG","District staff told the Vancouver School Board March 25 that identification of highly capable students has moved closer to proportional representation and that the district is working to expand services and teacher supports so identified students receive sustained services.

Dr. Jennifer Brown Sanders and staff reported that 84 fifth graders and about 194 second graders were newly identified or under review in the current cycle; together those cohorts add about 278 students to the pool under review. Among newly identified fifth graders, staff said 61% were White and 39% were identified as races other than White, improving proportionality toward the district mix. Gender balance for newly identified students is roughly even, reversing a prior male over-identification. Staff also reported a notable increase in multilingual students identified for highly capable services: 6% of newly identified fifth graders were multilingual (up from under 1% previously). Twice-exceptional identification also rose: among the newly identified cohort, 12% had IEPs, up from under 1% historically.

Staff credited the district’s changed identification procedures—including use of the Naglieri Nonverbal Ability Test and attention to learning-growth metrics such as WIDA scores and i-Ready growth rates—for surfacing multilingual and twice-exceptional students who previously went unrecognized. Dr. Brown Sanders said the district is focusing next on providing services, not only identification: purchases of Mindset Mathematics materials for K–6, math manipulatives, and targeted professional development are intended to help teachers use “low-floor, high-ceiling” tasks and differentiation strategies. Instructional coaches funded through the highly capable budget are being used as an initial train-the-trainer model.

Board members asked about equity and access, including transportation to intensive programs (Truman) and how cluster grouping is being communicated to principals. Staff said invitations to intensive high-cap programs are based on need as determined by assessments and teacher rating scales and that transportation is not provided; families are informed during informational nights. On cluster grouping, staff said some principals and teachers still view grouping as tracking and that the district is working through messaging and pilot implementations; 10% of elementary instructional coaches are currently funded by the highly capable budget to support rollout.

Staff acknowledged continued gaps, notably among students eligible for free and reduced-price lunch (31% of newly identified vs. 45% districtwide) and said they will analyze additional measures to better capture need. The presentation included a three-year timeline of planned supports, continued evaluation of the Naglieri and single-subject identification methods, and proposals to increase middle-school PD and to pilot a dual-language intensive highly capable class in 2026–27.","Vancouver School District reported increases in identification rates for highly capable students—especially multilingual and twice-exceptional students—and outlined plans for expanding teacher professional development, cluster grouping, and program supports across grades.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6101003,"District reports reductions in exclusionary discipline; Jason Lee middle school credited for restorative work",801,336400,1137949,"/Search/View?dp=1&key=2810614-2c753a2018c637ef41ff2679b5903af3&start=336&end=1137","https://assets.pipeline.soar.com/2810614-2c753a2018c637ef41ff2679b5903af3/thumbnail_336400.jpg","/articles/6101003/Washington/District-reports-reductions-in-exclusionary-discipline-Jason-Lee-middle-school-credited-for-restorative-work","https://secure.pipeline.soar.com/6101003-ad9c1a9f17390fccfb1f26930d28c6a7/orig.mp4?Expires=1771150511&Signature=cMda1tUHvnIV0GPn53tU5Adx0DXOOmiBd~99wa50t1mBsxJ4rQEKZbBYuxjQ0JLAwsfGcvCTRWS~NrH0bMIcznlMc0Sl4kV5ia9Ftj0HTdD0kZKyxJVdXdaAHmdV~ZDld2gnB17baYd29pLu8c02AFIgAjJ8D2ttSxoh0Zpq~O9GW4QEM6CfaJ5IaJG1Ksi7bq4kuTwwGE9QVyOn-D2uaZb7qEkyk6aGEwbs-8yUmot~VXKoFzSoCu79cAY6ALCvf80iQice-UJAK~yuWALFy9LygoDFKU~iYS7zlSQhpOPmInu-PYo~WUt-ensKO4axxeXZjsCbst0dN2n75AyA1Q__&Key-Pair-Id=KUT5TJCACFTXG","The Vancouver School District presented data March 25 showing a drop in exclusionary discipline and narrower disparities for several student groups after the first 120 days of the school year compared with the first 120 days of the prior year.

Executive Director Janelle Ephraim told the board the district’s measurable outcome is to reduce disparity in exclusionary discipline between student groups by 10% and increase restorative practices by 20%; district staff said the data show progress toward that goal. The district measures “exclusionary risk” as the percentage of students subjected to exclusionary discipline at least once during the school year and compares exclusionary days per 100 students to track disparities.

Ephraim said the district saw reductions in exclusionary risk for several groups: Native American students from 9% to 5%, Black students from 11% to 10%, Hispanic/Latinx students from 5% to 4%, and Asian students from 2% to 1%. Staff reported an 18.5% reduction in racial-group disparity in exclusion days per 100 students, and a 48.2% reduction in the disparity between students receiving special education services and those who do not. The district also flagged areas needing additional focus, including students experiencing homelessness and continuing disproportionate exclusion for students with IEPs.

The board heard a school-level case study from Jason Lee Middle School. District presenter Andre (staff member) said Jason Lee reduced racial disparity in exclusionary days by 61.3% and reduced the disparity for students receiving special education by 90.7%. Jason Lee restorative justice specialist Julia Carstensen described practices used at the school, including pre-restorative interviews, weekly “foundations” social-emotional lessons, student representation through a student council, an academic-prep class for sixth graders, restorative circles in special-education settings, and a RISE alternative-learning program partnered with community organizations.

Julia Carstensen said restorative work often happens before discipline is imposed: “When there is like tension or conflict … this is happening before discipline occurs, or is needed. So when there's tension between individuals, they'll work with me and really identify, separately. We call them pre restorative interviews.” Carstensen said those interviews and community-building lessons have contributed to reduced incidents; she told the board Jason Lee saw a 43.2% decrease in reported incidents of hate and bias this year.

Board members asked how the district balances keeping the school community safe with restorative practices when behavior escalates. Carstensen and Janelle Ephraim said restorative processes aim to distinguish incidents that require exclusion from those that can be addressed through repair and learning; Ephraim noted the district still uses exclusion when safety requires it. No formal policy changes or votes were recorded in the study session; the presentation was framed as progress monitoring.","Vancouver School District presented comparative data showing declines in exclusionary discipline and disparities for several student groups and highlighted Jason Lee Middle School’s restorative-practices program as a model that produced larger reductions.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6101007,"Vancouver School Board thanks Superintendent Dr. Jeff Snell, begins interim-superintendent planning",104,39210,143819,"/Search/View?dp=1&key=2810614-2c753a2018c637ef41ff2679b5903af3&start=39&end=143","https://assets.pipeline.soar.com/2810614-2c753a2018c637ef41ff2679b5903af3/thumbnail_39210.jpg","/articles/6101007/Washington/Vancouver-School-Board-thanks-Superintendent-Dr-Jeff-Snell-begins-interim-superintendent-planning","https://secure.pipeline.soar.com/6101007-3541113e60c0beb98cc5bc88d666a379/orig.mp4?Expires=1771150511&Signature=R1~rAe-YXO14tnmIc785efqZE0hy6KcoBG4mPeT8LH4a93i4pChSzIyTxh05FCPkutdgrHgK1FUJfpdGaw7vJNkoJ9m65y1c8Fybvtx31o7~y9yvv3omMn0-v4VFxn-ey-UBXpd5V3ytxkldYrjCdxNt6Kyu-eWe8SAQGeTvN4p1HYPV9R1TM8VoAhTWrOlT9MkQFmpCFxuoEVFcoiUrJtg3LZevbD0betlsmH1TbvIz9fPeeFs-BXwLOh3BgwWxA1sCY~Wc-6fonZTKcKttY050g-QuYim-MecygvSVHOnKFGGobIm-8S7R7h3jf1bKparsylCiy~vq8c1NqmTngQ__&Key-Pair-Id=KUT5TJCACFTXG","The Vancouver School District Board of Directors on March 25 read a statement thanking Superintendent Dr. Jeff Snell for his leadership and said it will begin steps to appoint an interim superintendent for the 2025–26 school year.

The board said the district will “take initial steps to support a smooth, stable, and student centered process as we prepare for a leadership transition,” and that it will share more details about the process and timeline when those plans are more fully developed. The board added that its “top priority is to continue the work already underway, particularly around our vision of a graduate and our shared commitment to every student's success.”

Director Decker read the message into the public record: “The Vancouver Public Schools Board of Directors extends our deepest gratitude to Doctor Jeff Snell for his leadership, unwavering commitment, and heartfelt service to the students, staff, and families of our district.” Decker said the board will “take deliberate steps to build a process that is thoughtful, inclusive, and grounded in the belief that strong public schools are built through strong community gathered partnerships.”

During the announcement, board members said the district will prioritize stability and continuity for students and staff during the transition. Superintendent Dr. Jeff Snell thanked the board for the recognition and said he appreciated the board’s “thoughtful approach” to securing district leadership.

The board did not offer a timeline for when an interim superintendent would be named beyond saying it expects to appoint an interim for the 2025–26 school year and that details on the permanent-hire process will be shared once they are developed. No formal motion, vote, or staffing action was recorded in the study session minutes; the board characterized the session as progress monitoring and said it would provide further information to the community as plans solidify.","The Vancouver School District Board of Directors publicly thanked Superintendent Dr. Jeff Snell for his leadership and said it will appoint an interim superintendent for the 2025–26 school year while mapping a timeline for hiring a permanent replacement.","actionData","errors"]

Article not found

Communications team credits timing and messaging for enrollment, engagement gains; levy passes

District reports gains in highly capable identification; work underway to expand services and teacher support

District reports reductions in exclusionary discipline; Jason Lee middle school credited for restorative work

Vancouver School Board thanks Superintendent Dr. Jeff Snell, begins interim-superintendent planning