Erin Jones

1.  How old do you think she is?
 What do you think her race/ethnicity is?
 Where do you think she is from/where was
she raised?
 What language(s) do you think she speaks?
 What do you think her greatest
accomplishment is?
 What do you think her professional goals are?

2. Erin Jones
Assistant Superintendent for Student
Achievement, OSPI

3. Who are you? Who am I?

4.  Share your name, school, current role.
 What made you decide to pursue your
superintendent’s credentials?

5.  Take a step forward and raise your hand
every time you hear a statement that is true
for you.
 Debrief.

6.  Erin’s story

7. The numbers tell a story.

14. High school students fall into four enrollment categories:
(1) graduates, those who complete their education with a
regular diploma;
(2) dropouts, those who drop out of school for any reason,
finish their schooling with any credential other than a
regular diploma (e.g., General Educational Development,
or GED credential), or leave school and have an
“unknown” status;
(3) students who are continuing their schooling; and
(4) transfers/deceased, those who exit their school and/or
district and confirmation of enrollment in another
educational facility is received or, those students who
become deceased during the school year.

15.  Annual Dropout rate – This is the total
number of students that drop out of school
from grades 9 through 12, divided by the
total number of students, less the number of
students that transferred out of the
district/school.
 More information about graduation and
dropout rates in Washington State can be
found online at:
http://www.k12.wa.us/dataadmin

16. 16,415 students dropped out in Washington State.
 9,841 Caucasian
 2,976 Latino
 1,371 African American
 847 Native American
 785 Asian
 124 Pacific Islander
 471 Unknown
http://www.k12.wa.us/dataadmin/

17.  Special education students
 Honors/advanced placement/IB students
 Students in foster care
 Students who are homeless
 Students who have health needs
 Students who participate in extracurriculars

18. And there are answers…

19.  Data – what we collect, how we organize, how we
provide access, and how we share data.
 Educators – the quality of the educators
(certificated and classified) who work with
students.
 Family/community engagement- the way we
partner with families and community
members/organizations.
 Student support – the way we support the
academic, physical, social-emotional, and cultural
needs of students.
 Transitions – creating a seamless continuum for
students from birth to post-secondary.

20.  Your district MUST provide access to more than
merely the data on School Report Cards (state
assessments, attendance, demographics, etc.);
 Your district must create ways to gather data
points around health and emotional well-being
as well, in a way that is accessible to educators,
students, and families.
 The data MUST be organized in a way that is
usable to people reading it.
 Educators must be given training on what to do
with data to create a better learning
environment.

21.  Every adult who interacts with our students
should be of the highest quality.
 Do you model how to engage/build relationship with
students from a variety of backgrounds?
 Do you model to others that EACH AND EVERY
student is capable of success, no exceptions?
 Do you strive to be excellent in all things?
 Educators (including you) need to be provided
with the training necessary to be successful with
today’s students.
 Literacy/language acquisition strategies
 Differentiated instruction
 We need to create an environment in which
educators are respected for the difficult work
they are expected to do.

22.  For every statement you hear that is true for
you, give yourself a point
 Tally up your total points
 Wait for further instructions

23.  How do you communicate with educators in
your district that engagement must go beyond
PTA and parent-teacher conferences?
 How do you help families understand the public
school system BEFORE they enter it?
 How do you model for all educators (including
educational leaders) that all families are an
asset for children and must be partners in
education?
 How do you plan to determine what assets your
community has that could serve children?

24.  Schools need systems to determine a way to
support the diverse academic needs of
students (RTI is one suggestion).
 Every school/district should have a resource
guide for educators and families to connect
students to necessary support systems.
 Students need connections to adults outside
the classroom (children who are most
successful have 3 adults in their lives who
believe in them).
 Students with unmet “needs” have a difficult
time being successful in the classroom.

25.  Go to the corner that best describes your
response to the scenarios given.

26.  Families need to be given resources to
understand the expectations of the public
schools system so they know how to prepare
their students for success.
 School districts need to collaborate with early
childcare providers and higher ed to ensure
smooth transitions from one system to another.
 Districts need to have a plan for alignment of
curriculum from one level to the next within
building and from school to school.

27. Center for the Improvement of Student Learning

28.  “Let’s Talk About It”
 “Your Child’s Progress”
 “Eliminating the Gaps”
www.yourlearningcenter.org

29.  Center for the Improvement of Student Learning
(CISL)
 Phone: (360) 725 – 6503
 E-mail: cisl@k12.wa.us
 Website: www.yourlearningcenter.org