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District reports spring gains in ELA and science; board hears tutoring outcomes and community‑funding support
Summary
District leaders presented 2024–25 state assessment highlights showing gains in ELA and science at several schools, discussed persistent middle‑grade math gaps, and summarized a tutoring program funded by community grants that produced measurable growth for participating students.
District data staff told the board that statewide changes to Smarter Balanced performance levels complicate simple year‑to‑year comparisons, but Eatonville showed measurable growth in several areas, notably English language arts (ELA) and science.
Sally, the district data lead, said the district combined performance categories differently this year after Smarter Balanced adjusted cut scores nationally. When district staff compared cohorts diagonally — following the same students from one grade to the next — they found progress: for example, a group that was 32% proficient in third‑grade ELA in 2024 advanced to 49% proficiency when that cohort took the assessment the following year.
Performance highlights included strong fifth‑grade science at elementary buildings and higher‑than‑average ELA scores at some schools. Staff flagged a drop in math proficiency from fifth to sixth grade and described this as a focal point for school improvement and transition work between elementary and middle grades.
The board also received results from the district’s tutoring program, which the district described as evidence‑based. Summary figures presented by staff showed the following outcomes from last year: - Columbia Crest Elementary: 24 students served in tutoring; 8 advanced to on‑grade‑level measures and 20 of 24 made growth in reading or math diagnostics. - Eatonville Elementary School: 53 students served, 16 reached grade level and 32 of 53 made measurable growth. - Warehouser (Weyerhaeuser?) and middle‑school summer programs: multiple sessions with students showing gains on fluency and diagnostic measures. - Eatonville High School: districtwide tutoring served about 178 students during the school year. An in‑school lunchtime model targeted students failing classes; 24 of 36 participating students reduced failing grades to passing.
Staff emphasized the tutoring program was supported by community grant dollars from the Joan Harnett Student Support Program (as referenced by staff), and that the funding allowed for expanded social‑emotional supports in addition to academic tutoring. Board members asked about student selection protocols, program attendance correlations with outcomes and plans to align K‑8 curriculum with middle‑school expectations.
Who said it: Sally (district assessment/data lead) presented the state data and cohort growth analysis. Tutoring program results were summarized by Tracy and other staff who administer the intervention programs.
Why it matters: Assessment and cohort growth data shape school improvement plans, curriculum decisions, and resource allocation. Tutoring results provide evidence staff can use to request continued community support or reallocate district funds.
What’s next: Principals will present school improvement plans at an upcoming meeting (noted by the superintendent); staff said they will report additional cohort data and a special report on students served, including special‑education participation.
