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South Whidbey principals report gains in ELA, modest math improvements as district weighs next steps
Summary
District principals presented end‑of‑year school improvement updates. High‑school ELA SBAC proficiency rose from 74.3% to 90%, administrators credited a new ELA curriculum and teacher alignment; math proficiency improved modestly. Board members stressed SEL and belonging as drivers of academic growth.
John Patton, the high‑school principal, told the South Whidbey School District board that the district’s English language arts SBAC proficiency rose sharply this year, from 74.3% to 90%. “That is amazing,” Patton said, and credited a new ELA curriculum and concentrated teacher alignment for the improvement.
Dr. Moshe, the superintendent, opened the end‑of‑year school improvement updates and framed the reports as a wrap of principals’ work and district‑wide trend data. Patton also reported incremental gains in math SBAC (SVAC), saying the pass rate rose from 38.6% to 44% this spring, and noted the state average was lower. “So, again, we saw a great improvement in math,” he said.
Board members pressed on context and causes. A director asked whether the SBAC is intended to track college readiness; Patton and others explained the test is a sophomore assessment tied to algebra and geometry proficiency, not a complete algebra‑II mastery measure. Board members and administrators repeatedly tied academic results to social‑emotional learning work: when students feel connected and safe, they are more likely to learn, one administrator said.
Principals also presented diagnostic and iReady data showing most students made at least one year’s progress and highlighted areas needing targeted interventions, such as geometry and informational‑text comprehension. Administrators described steps taken during the year—data‑driven staff meetings, targeted interventions, and outside adult mentoring—to identify students who lacked trusted adults and to assign supports.
Why it matters: the district’s ELA gain is a large, measurable uptick that administrators say reflects curricular change and instructional focus. The board heard that some gaps remain in math and comprehension and that staff will continue to refine interventions and diagnostic timing next year.
What’s next: the board will revisit school‑improvement goals at a July workshop and will vote on board goals later in July. Administrators said additional baseline trend data and summer planning work will shape fall SIP (School Improvement Plan) updates.
Sources: Presentation to the South Whidbey School District board; direct remarks from John Patton, Dr. Moshe, and board members during the June business meeting.
