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Sultan School District leaders cite gains for multilingual students and increased focus on PLCs and benchmarks
Summary
District elementary leaders reported improved multilingual/EL progress, growth in math scores and continued PLC work; officials noted a state attendance data upload error last year and described new supportive mainstreaming for ML students across schools.
Elementary leaders and curriculum staff told the board that Sultan School District is seeing measurable growth in English-language learning and math outcomes and outlined ongoing work to use assessment data to drive instruction.
Presenters said the AVID program and PLC (professional learning community) structures are supporting reading and math gains. They noted work with I-Ready diagnostics, Benchmark Assessment System (BAS) one-on-one reading checks and Smarter Balanced assessments. School leaders said the district's multilingual (ML/EL) program shifted to a supportive-mainstream model that places an ML teacher in each school to collaborate with classroom teachers on language-proficiency scaffolds.
Officials highlighted progress after a weak year tied to a state assessment change: one presenter said Sultan Elementary exited 19% of ML students and had 51% progressing in the most recent reporting period, with a fourth-grade cohort exiting more than 40% of ML students. The speakers credited targeted instructional practices and PARs working directly with ML students.
Staff also cautioned that last year's attendance figures on the state report card were distorted by a district data upload error that artificially depressed reported rates; OPI acknowledged the issue and the district said it is monitoring corrections.
District leaders invited board members to attend PLC observations and school visits to see instruction and interventions in action and said they will continue monthly updates to the board on assessment and intervention progress.
