17-18 Performance Report

School Information

Grades: K-6
Facility: Opened in 1951. Newly constructed school opened September 2004.

Highlights for 2017-18

  • Third, fourth and sixth grade scored above district average in English Language Arts and Math on the Smarter Balanced Assessment (SBA), the annual state testing
  • Third and sixth graders scored above state average for Math on SBA
  • Sixth grade scored above state average for English Language Arts on SBA
  • 71% of first graders, 69% of third graders and 69% of fifth graders were at benchmark on the Fountas and Pinnell Reading Assessment at the end of the 2017-18 school year.
  • 89% of kindergartners and 80% of first grade students met mastery on district assessments in math.
  • 72% of second graders met mastery on district assessments in reading.
  • Daily attendance rates stayed the same or improved during 7 of 10 months of school year from 2016-17 to 2017-18 school year.
  • Students with 10+ absences decreased by 8% and students with 20+ absences decreased by 14%.
  • 26% decrease in suspensions overall, with a 17% decrease in in-school suspensions and a 46% decrease in out-of-school suspensions.
  • Participation in Digital Leadership Corp to embed the use of technology into daily instruction
  • Implemented a Multi-tiered system of support by using student assessment data to address learning needs through intervention and enrichment in reading.
  • Taught strategies for shared reading and close analytical reading at all grade levels.
  • Developed a progressive attendance plan with students awards.
  • Continued implementation of RULER for social-emotional learning and support. All classrooms created class charters that identify positive feelings desired and how students can attain those at school, plus helping students learn to identify and name their emotions through the Mood Meter and the Feeling Words Curriculum. All classrooms are teaching specific strategies help student self-regulate emotions. The main two strategies are taking a Meta-Moment and using the Blue Print for solving problems with peers.

Activities/Partnerships

  • Girls on the Run
  • Arts Corps partnership
  • Discovery Learning/Digital Leader Corp
  • PTSA:  (Carnival, Art Docents in all classrooms, Family Dance, Husky Hike, Field Trips, etc.)
  • Art and ceramics after school club
  • School of Rock (jazz ensemble)
  • Watch D.O.G.S.

Plans for 2018-19

  • Continue implementing a Multi-tiered system of support by using student data to address learning needs through intervention and enrichment in reading, math and social-emotional learning.
  • Professional development for teachers to develop complex and challenging tasks for student learning that embed writing, science, technology engineering, arts and math.
  • Increasing inclusion of special education learners and language learners into general education classrooms through co-teaching.
  • Continue developing and implementing a progressive plan to support improved attendance and decrease late arrival students.
  • Integrate structures and supports for Social-Emotional Learning:
  • Grade level family nights
  • Continuing all activities and partnerships

Invitation to Participate

Invitation to Participate

At Highline Public Schools, one of our four pillars in the district's strategic plan is parent and family engagement. In order to reach our strategic plan goals we will form partnerships with parents and families. Families and community members are encouraged to participate in school activities and in educating students in school, at home and in the community.

How District Funds are Invested

District Funds

HOW HIGHLINE DISTRICT DOLLARS ARE INVESTED (%)

Area

Percentage

Teaching & 
Learning

72%

Support
Services

16.1%

Central Admin

5.5%

Principal’s 
Office

6.4%

Source: Actual 2017-18 expenditures as of August 2018.

School Report Card