District work groups outline professional learning, curriculum audit and standards-based learning progress; middle schools report early gains

Camas School District officials updated the board on a coordinated effort across three strategic-plan work groups to produce a district professional learning plan, conduct a curriculum audit and implement standards-based learning practices. School leaders said initial implementation at the middle-school level has increased consistency across classrooms and reduced student test anxiety while expanding retake or reassessment practices.

Work-group leads Lisa and Jen said the curriculum and professional learning teams have met five times and anchored their work on three research summaries: misconceptions around instructional materials, curriculum-based professional learning, and a district leaders' guide for developing a professional learning plan. That research informed three priorities this school year: conducting a curriculum audit, drafting a professional learning plan, and creating a professional learning survey for staff.

Why it matters: The district framed the work as part of its strategic plan to ensure high-quality instructional materials, aligned teacher supports and regular progress monitoring that ties to student outcomes. Board members were interested in how the work would be sustained amid budget pressures and how families could be made more aware of standards-based grading practices.

What the work groups reported: - Scope and membership: The two work groups include teachers, specialists and school leaders from elementary through high school and one PSE (paraeducator) member to date; leads said they are actively checking for missing perspectives.

- Measures and progress monitoring: The teams plan to track participation in professional learning, staff perceptions of learning relevance, levels of field/development infrastructure, alignment to curriculum and progress toward sustainable curriculum adoption. Jen said the groups aim to create reusable survey tools to report trends year over year.

- Deliverables and timeline: The teams listed three deliverables for the school year: a curriculum audit to define core versus supplemental materials; a district professional learning survey; and a draft comprehensive professional learning plan. The teams scheduled a half-day workshop in March to allow more time for the complex work.

Middle-school standards-based learning panel: A panel including Joy Garner (instructional equity support), Clint Williams (principal, Sky Ridge Middle School) and Mandy Busby (principal, Liberty Middle School) described how curriculum, professional learning and standards-based practices have been tied together on the ground.

- Classroom shifts: Panelists said teams have worked to align essential standards so students see coherent instruction across classes and grade levels. "Teachers have become more focused on the feedback they're giving students versus the score," one principal said, and panelists reported more consistent use of proficiency scales and multiple opportunities for reassessment.

- Student effects: Panelists described a reduction in student anxiety around assessments because students now have clearer paths for reassessment and improvement. At least one school uses an established reassessment day ("Win Wednesdays"), and teachers are piloting retake-request forms and structured reassessment practices.

- Professional learning and coaching: Joy Garner said her role includes one-on-one coaching, PLC facilitation, and co-facilitating training with program advisors (for example, CommonLit); she reported a sharp increase in staff requests for coaching and collaborative planning this year. Jen and Lisa said the work groups are using research-based elements (for example, curriculum-grounded professional learning and coherent learning sequences) to design training.

Board concerns and requests: Board members asked for clearer communication to families and students about reassessment/retake procedures and about how district leaders will maintain consistency between buildings. Several members requested a forthcoming summary the board can share with the public, and one suggested the board organize a listening session at an affected campus so members can hear student and family perspectives.

Next steps: The work groups will continue the half-day workshop in March, finalize a reusable staff survey, advance the curriculum audit, and prepare a draft professional learning plan. Panelists and leads said they would provide board members with materials and suggested timing for a May site visit or a parent/student listening session on program changes.

Ending: Board members thanked the panelists and work-group leads for the cross-level collaboration and asked staff to return with communication materials, clarity on reassessment practices, and updates from the March workshop; no formal board actions were taken at the workshop.