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Washington Elementary District honors 11 A-rated schools, principals outline strategies
Summary
District leaders and principals celebrated 11 A-rated schools and summarized the instructional practices that drove gains — targeted ELL supports, small-group instruction, data-driven planning and professional learning — while administration explained how letter grades are calculated.
The Washington Elementary School District recognized 11 A-rated schools during its Nov. 20 governing board meeting, and district leaders outlined how the ratings are calculated and which practices helped schools improve.
Assistant Superintendent Laurie Mora told the board that letter grades under the AASA model weight growth at 50%, proficiency at 30%, English-learners proficiency/growth at 10% and acceleration/readiness at 10%. She said the district now has 11 A schools and 18 B schools, placing 87% of district schools in the “excellent or highly performing” range and moving the district to an A–B letter grade.
Lakeview Principal Lindsey Larson credited focused instruction for English learners, intentional small-group instruction and purposeful data analysis for her school’s rise from B to A. “Our teachers bring a depth of experience, stability, and heart that anchors the Lakeview community,” Larson said.
Ironwood Principal Stacy Sali described steps that led to an A rating: improved Tier 1 instruction through structured collaborative planning, targeted EL supports including Lexia, and notable growth for students with disabilities; Ironwood serves 433 students, about 35% of whom are identified as students with disabilities.
Roadrunner Principal Courtney Melada said the school posted the district’s largest year-to-year point gain (13.3 points), credited professional learning structures and small-group instruction, and noted the school exited Targeted Support and Improvement (TSI) federal status.
District leaders said Manzanita remains unrated while the district appeals that school’s score; officials expect a state decision on the appeal in late January. The board took questions from members about growth versus socioeconomic differences and emphasized continuing to protect classroom instruction while pursuing further gains.
