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Vancouver School District reports steady early-learning enrollment, expands preschool services and evaluations
Summary
At a Feb. 17 study session, district staff reported early-learning enrollment and assessment results, showed increases in targeted special-education evaluations, and described a community-preschool model that brings district services into neighborhood preschools while limiting out-of-district service delivery.
Kendra Yamamoto and colleagues told the Vancouver School District Board on Feb. 17 that early-learning enrollment and assessment data show both areas of progress and ongoing needs. Yamamoto reported current TK enrollment at about 248–250 students (compared with 252 last year), Kindergarten Jump Start at 917 participants this year (down from just under 1,000), inclusion preschool at 103 (down from 128), and a new community preschool cohort of 14 this year.
Erin Torrey described WA Kids (the Washington kindergarten inventory of developing skills) and TS Gold checkpoints used as observational whole-child assessments. Torrey said TK students showed “significant growth” across six domains — especially language, cognitive and mathematics — and that 73 kindergarten students met at least five of six WA Kids domains for kindergarten readiness this fall.
Sonia Hanschar and the Early Childhood Evaluation Center said the district is on track to complete approximately 250 special-education evaluations for preschool-age students this year, covering transitions from birth–3 services and initial 3–5 evaluations. Hanschar cited partnerships with ESD 112, Strive Northwest and EOCF for referrals and noted that when families’ children receive services out-of-district the district works to identify in-district ECAP or Head Start options and uses interagency referral forms to problem-solve.
Interim Executive Director of Special Services Katie Arcush said the district has reinitiated a community preschool model that places district-special-education staff inside neighborhood preschools to provide services in what the district considers the least-restrictive environment. She noted limits: district staff cannot travel to provide services outside Vancouver School District boundaries; instead staff partner with other agencies to identify in-district placement or support options when logistics present barriers.
Board members asked for a data breakout showing kindergarten readiness for children with prior TK experience versus those without; Torrey said the district has requested that data but has not yet received it and agreed it would strengthen advocacy if state TK funding were at risk. Members also raised early-identification concerns with pediatricians’ “wait and see” guidance; staff acknowledged a gap with medical referrals and said they will pursue stronger partnership and communications with pediatricians and other medical providers.
Next steps: staff will continue to produce disaggregated TK/kindergarten cohort analyses, maintain interagency partnerships for preschool evaluations, and explore outreach strategies to strengthen early identification through medical partners.
