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In order to effectively meet or exceed academic standards and provide targeted instruction designed to improve the achievement of all our students, Evergreen uses a Walk to Math and Walk to Read model for grades K-5. All of our students receive 60 minutes daily of math and up to 90 minutes daily of reading instruction in their main classrooms. Students are assessed regularly using building aligned common assessments. They are then placed in grade level ability groups and receive an additional 45 minutes of targeted, direct instruction at their level and appropriate to their needs. Students who are performing above grade level receive enriched opportunities to extend their learning. Students performing at grade level work in groups to apply a certain concept to different contexts. Our neediest students who are struggling with concepts work with our most skilled teachers in the smallest group sizes to remediate skill deficits and help students build their skills.

Describe specific programs in place to ensure that families are involved in the success of your school and students.

Parents, PTA and community groups such a Kiwanis, Jr. Achievement and Auburn Rotary volunteer to support our school and our students by tutoring, working in classrooms, career days, assemblies and much more. The support of all these community members directly impacts student learning and is an asset to our school.

Describe the most successful activity your school has initiated to strengthen ties to your community.

Evergreen Heights interfaces with its community to garner support for the needs of its students and families and to expand on its core belief that our students are a communal responsibility. This belief promotes many successful activities. Our PTA is critical to school improvement and work as a team with teachers to help facilitate a system of services from the financial support our computerized math and reading programs to helping needy families. Another community resource is Communities in Schools. This group works to provide financial support of our students as well as scholarships to Camp Auburn. The community and Evergreen Heights work together to provide wraparound services for the whole child.
Staff at Evergreen Heights has a sense of understanding and urgency to provide high levels of learning for all students

Describe your philosophy of school change or improvement.

School change and improvement is on-going and continuous.I passionately believe in shared leadership and look for strengths within staff to lead. Providing continual opportunity to cultivate leadership qualities, building a sense of efficacy and empowerment among staff, is a priority of mine. This emphasis results in increased capacity for substantial outcomes and trust. Staff members within the building provide professional development, design behavior interventions, write and implement common assessments, and support each other with all facets of educating our students. This philosophy promotes an acceptance of change and openness to do what's best for our students.

What are your school’s top two goals for the next year?

Our top two goals for the next year is implementing new Common Core State Standards and continuing to do what is best for our students.

What is the single most important factor in the success of your school that others could replicate?

In order to effectively meet or exceed academic standards and provide targeted instruction designed to improve the achievement of all our students, Evergreen uses a Walk to Math and Walk to Read model for grades K-5. All of our students receive 60 minutes daily of math and up to 90 minutes daily of reading instruction in their main classrooms. Students are assessed regularly using building aligned common assessments. They are then placed in grade level ability groups and receive an additional 45 minutes of targeted, direct instruction at their level and appropriate to their needs. Students who are performing above grade level receive enriched opportunities to extend their learning. Students performing at grade level work in groups to apply a certain concept to different contexts. Our neediest students who are struggling with concepts work with our most skilled teachers in the smallest group sizes to remediate skill deficits and help students build their skills.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.

There are many strategies that led to our success in student achievement, but the heart of what we do is an unwavering commitment to doing whatever is best for our children. For us that means staff collaboration focused on student achievement, standards-based instruction, research-based materials and practices, differentiation, and high expectations for us and all of our students.
Evergreen Heights’ staff is a cohesive collaborative team that deliberately bases their instruction on approved Common Core State Standards. Each year, grade level teams develop a curriculum calendar in math that provides a guideline for addressing the standards with core and supplemental materials. Teachers work in collaborative groups (Professional Learning Communities), not just to share the workload but to make the greatest impact in student learning.

Explain how Title I funds are used to support your improvement efforts.

Classroom teachers and Title I certificated staff work together to align curriculum to standards and to modify materials to meet the needs of our students. Title I staff have been instrumental in this process, not only in the creation of the materials, but also in the organization of those materials. Para-educators, funded by Title I, not only work with students under the direct supervision of certificated staff, but they organize data and prepare reports for teachers to use when making instructional decisions. All staff working together, sharing not only instructional resources but teaching strategies has increased achievement for all students.

Identify the critical professional development activities you use to improve teaching and student learning.

For the past two years, Evergreen Heights has teamed up with the University of Washington Tacoma (TELL project). The funds from this grant paired with Title I funding have allowed our staff to engage in regular systematic professional development to support our ELL population. The monthly trainings are designed to specifically meet the needs of our teaching staff. Furthermore, the UWTELL grant provides funding to release staff for training, coordinate in-class feedback and support staff members obtaining an ELL endorsement. Systematic, on-going, embedded professional development is the key to continued improvement.

Describe how data is used to improve student achievement and inform decision making.

Staff recognize the elements of good instruction and strive for ongoing improvement. Professional development is primarily on-site, intensive, collaborative and embedded in our common practice. Teacher teams use data diagnostically. The data is disaggregated and transparent. Standards are well defined and performance assessments are in place at all levels. This cycle is self-renewing and perpetual. Title I supports this system and makes it possible to deliver the interventions to the individual child which enables them to succeed.

Describe your school culture and explain changes you’ve taken to improve it.

The biggest change implemented to improve our culture is promoting teamwork. Evergreen Heights’ staff is a cohesive collaborative team. Each year the leadership team plans a summer retreat in Cle Elum. These retreats are designed for professional development and team building. It is an optional event with almost 100% participation. We spend time working together to design instruction, discuss a range of topics (PBIS, building safety, academic programs), and to have fun. . Throughout the school year, our social committee (with the support of the PTA) has staff gatherings, luncheons, social “get-togethers” and a variety of other activities. I believe students and parents feel our positive commitment to their well-being attributing to a positive climate. We have an active ASB with regular spirit days but more importantly, our ASB supports the community. We are a family!

• Category 2

  Selected in 2014

• Grades: k - 5
  School Setting: suburban
  Town Population: 0
  Student Enrollment: 540
  Student Demographics:
  

  Black/African American: 11.1%
  White/Caucasian: 43.1%
  Hispanic: 19.8%
  Hawaiian/Pacific Islander: 11.3%
  Asian: 14.4%
  Native American: 0%
  Other: 0%
  

  Teacher/Student Ratio: 1:25
  % Reduced Lunch: 62%
  % ELL Learners: 22%
  Founded: 1970
• PRINCIPAL:
  Anne Gayman
• CONTACT:
  5602 So. 316th Street
  Auburn, WA 98001
  253-931-4974
  agayman@auburn.wednet.edu