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Orting schools show growth under state framework; students with disabilities flagged as priority
Summary
Dr. Lee presented Washington School Improvement Framework data showing most district schools in the state's foundational/tier-one categories, strong middle-school growth percentiles and high dual-credit rates at the high school, while calling out proficiency gaps in math and persistent deficits for students with disabilities.
Dr. Lee presented the district's Washington School Improvement Framework results and told the board that none of the district's schools fell into the state's tier-two or tier-three categories. He said most schools landed in 'foundational supports' or tier one and highlighted areas of progress and continued focus.
"A lot of signs in our data show that the things the board has provided us are paying off," Dr. Lee said, citing improvements in student growth percentiles, particularly at the middle school. He told the board the high school has a notably high dual-credit participation rate and strong ELA results.
At the same time, Dr. Lee said proficiency in math and outcomes for students with disabilities remain areas that require concentrated work. He pointed to targeted investments, such as adding ML teachers at the elementary level, that have produced early results. Board members emphasized attendance and student agency as priorities that support proficiency gains.
Why it matters: The Washington School Improvement Framework aggregates multiple measures (proficiency, growth, attendance, graduation and dual credit) and places schools into tiers where additional state support is available for lower-performing schools. The district's position in the foundational/tier-one categories reduces the likelihood of state intervention while highlighting targeted groups needing extra services.
What's next: Dr. Lee and staff said they will present a clearer pathway and action steps at the board retreat and subsequent meetings, including social-emotional interventions and MTSS strategies targeted to students with disabilities.
