先进的学习 和 Student Success Report

先进的学习 和 Student Success Report, 2017

• 描述性分析
• 有效措施简介
• 文献综述

This investigation includes a descriptive analysis of 先进的学习 (AL) programming, an inquiry into 实践 that support academic growth in AL students 和 a literature review. 调查结果表明，需要:

1. deeper project-based instruction;
2. differentiation techniques for mixed ability classroom;
3. use of common assessments to support instructional decision-making;
4. increased use of technology to support personalized, adaptive learning;
5. promoting inclusive school cultures 和
6. MTSS system that includes strategies for AL students.

区记分卡

区记分卡

这些是为2019-2024年地区策略计划所挑选的全地区关键绩效指标(kpi)的年度摘要, 西雅图卓越. These reports/School Board presentations cover st和ard views of each established student KPI, 重点关注我们的战略计划优先学生群体:非裔美国男性和远离教育公正的有色人种学生.

• 基线报告
• 第一年报告

Deepening 实践 for student 和 family voices

Deepening 实践 for student 和 family voices

学生, 这份简报和研究报告中概述的家庭和教育家共同设计过程来自正规买足球的App非洲裔美国人成就办公室(AAMA)的早期读写合作组织。. AAMA的早期读写协作(ELC)专注于两所小学，并开始在身份确认中以正义为中心的方法, culturally aligned learning environments, as defined by Black students 和 家庭. 研究报告和倡议简报作为一个过程手册，致力于探究周期和影响学生的教育工作者, 家庭, 和社区, 和 the research report documents findings, 实践, 和工作的产物.

• 实践研究报告
• Early Literacy Collaborative Initiative Brief

三年级阅读目标

三年级阅读目标, 2020

与三年级阅读目标中四个优先领域相关的倡议实施第一年的报告. In family 和 community engagement, findings from educator surveys address how staff are positioning 家庭 in their work. Practitioner capacity findings illustrate teacher perceptions of literacy integration 和 coaching. P-3 assessment portfolio findings detail educator assessment 实践 和 needs. The early learning pathways report illustrates educator 和 pre-K student experience 和 enrollment findings.

• Family 和 Community Engagement
• 从业者的能力
• P-3评估组合
• 早期学习途径

English Language Arts K-5 Curriculum

English Language Arts K-5 Curriculum, 2020

采用协作课堂中心(CCC)作为该地区K-5 ELA课程的多年实施研究的结果. Year one findings surfaced strengths, opportunities, 和 recommendations for program growth. Year two findings identified successes alongside growth edges in early literacy, 文化的相关性, 评估校准. 三年级的总结性调查结果侧重于教师对课程采用的经验，不包括由于大流行到来而导致的学生学业成绩.

• 三年级总结报告
• 第二年总结报告
• Promising Practices in K-5 English Language Arts Curriculum

教育家保留 和 Culturally Responsive Instruction

教育家保留 和 Culturally Responsive Instruction, 2020

本总结报告汇集了有关改进有色人种教育工作者的招聘和保留以及文化响应教学实践相关策略的调查结果, generated through a multi-year research-practice partnership between 正规买足球的App 和 the University of 华盛顿. Retention findings include district-level patterns over time, 正异常学校, 和 educator-reported retention factors, 和 culturally responsive teaching findings include educator self-report on their practice, 学校支持, 和指导.

我们的声音我们的愿景

我们的声音，我们的愿景，2021年

这份报告是在为期一年的社区参与努力之后，从黑人学生和家庭那里学习了有关系统改进的经验和建议. 学生和家庭为实现种族平等目标提供了见解，并为正规买足球的App非裔美国男性成就办公室的多年计划奠定了基础. The recommended improvements fell within four themes: Learning Environments, 课堂教学, 牢固的关系, 和 Family 和 Community Engagement.

Family Voice Strategies for Authentic Family Engagement in Survey

Family Voice Strategies for Authentic Family Engagement in Survey, 2020

This research brief supports the improvement of family climate survey processes to ensure centering the voices, 参与, 和 perspectives of 家庭 furthest from educational justice. Uplifting a co-designing process, this brief calls for leveraging the positionality of the family engagement team 和 CBOs, to develop 和 increase buy-in 和 engagement with the survey. 最后也是最重要的建议是规划资料分享和优先行动步骤，以便将家庭回馈纳入地区实践.

Mentorship Matters: Evaluation of Kingmakers of Seattle

Mentorship Matters: Evaluation of Kingmakers of Seattle, 2022

“西雅图造王者”(KOS)是一个以黑人教育为基础的指导项目，面向正规买足球的App(SPS)的初高中男孩和非裔青少年。. Participating students take a rigorous Black studies course, receive individual care coordination services, 和 receive mentorship 和 leadership development. 本文简要回顾了项目设计和初步评估，提供了合作项目评估中关于学生体验的初步发现.

• 程序简单
• 初步评估报告

Supporting On-Time Graduation from 9th Grade

Supporting On-Time Graduation from 9th Grade, 2020

文献扫描和历史趋势分析，为支持九年级学生按时毕业的早期预警指标系统(EWIS)的发展提供信息.

Graduation 和 Postsecondary Readiness Initiatives

Graduation 和 Postsecondary Readiness Initiatives, 2019

一项研究侧重于2018-19年高中重新规划计划，以提高按时毕业的学生比例，并提高学生的高等教育准备程度.

Implementation of Science Curriculum

Implementation of Science Curriculum, 2020

对小学科学(Amplify science)和中学科学(Amplify science和各种高中课程的采用)的教学材料进行为期四年的第一年研究的结果. 

• 基础科学报告
• 中学科学报告

中学数学课程

中学数学课程, 2020

These studies investigate the first two years of the 实现 of the middle school math curriculum, enVisionMath2.0. Using a combination of teacher surveys, 网站访问, 评估数据, 这些研究探讨了可以从这种实施中学到什么，为现在和未来的地区课程采用提供信息，以及这种教学材料的采用在多大程度上有助于改变实践，为学生成绩服务，消除机会差距.

• 第一年总结报告
• 第二年总结报告

多语言学习者 和 ELL Program Report

多语言学习者 和 ELL Program Report, 2019

A report co-developed by 研究与评价, central office staff 和 WestEd that examines strategies 和 outcomes for English Language Learners (ELL) within the district

双语沉浸报告

双语沉浸报告, 2017

This study examined the 实现 和 effect of the Dual Language Immersion (DLI) model. Implementation analysis findings identified 5 benefits: 1) written 和 oral communication in two languages, 2) greater appreciation for other languages 和 cultures, 3) enhanced career 和 employment opportunities, 4) improved academic outcomes for multilingual learners, 和 5) closing the opportunity gap for students of color.  影响分析结果显示，不同年级和学科对DLI学生的成绩有正向影响. 

• 执行概要
• 完整的报告
• 附录

Remote Learning Student “Pulse” 和 Climate Survey Report

Remote Learning Student “Pulse” 和 Climate Survey Report, 2021 Spring

本报告总结了2021年春季学校气候和远程学习调查的结果，该调查面向3至12年级的所有学生. COVID-19大流行导致的远程学习的转变使得与整个系统的学生定期登记变得比以往任何时候都更加重要, learning how they experience instruction, to then improve resources 和 instructional 实践. This survey 和 report focused on broad experiences 和 impacts of the p和emic, student access to (和 quality of) remote 和 hybrid instruction, as well as school climate 和 culture.

Remote Learning Student “Pulse” Survey Report

Remote Learning Student “Pulse” Survey Report, 2020 Fall

This report summarizes findings from the Fall 2020 remote learning survey –given to all students in grades 3 to 12, 所有的家庭, 和 all instructional school staff. The surveys included aligned topics for students, 员工和家庭:总体而言, how do you feel about remote learning this fall? 2) How does this compare to last spring? 3) In the last week, have you had any major challenges connecting to remote learning? 和 4) What would most help to improve your remote learning experience? 与2020年春季相比, most 家庭 和 school staff felt better about remote learning, 然而，学生的分类结果显示，非裔美国男学生和美国学生对远程学习的感觉不太好.

Student Climate Survey Practices for Schoolwide Impact

Student Climate Survey Practices for Schoolwide Impact, 2017

This report investigated districtwide climate survey 实践 from data use to 实现, 询问:在利用中期气候调查数据改善学校方面，出现了哪些成功的做法和确定的需求? 根据学生的回应率，对六所学校的学校领导进行了访谈。访谈的主要结果是，需要中央办公室提供额外的支持，将数据转化为全校改善的具体行动.

学校 of Promise 和 Multi-Tiered Systems of Support

学校 of Promise 和 Multi-Tiered Systems of Support, 2019

An examination of school-based, 多层支援系统(MTSS)的推行，以及中央办事处各小组为指定学校提供支援，以改善MTSS的推行工作. This mixed methods study summarizes “whole child” lens 实现 via district-provided tiered supports, 建立专业学习社区，注重高质量的教学，鼓励教育工作者考虑各种因素，包括学生的福祉, 学者, 和 more to increase student outcomes.