News & Information
Bellingham School District students outperformed the state average of students who met and exceeded standards on the 2009 Washington Assessment of Student Learning (WASL) in almost every grade level and content area, according to results announced on Friday, Aug. 14.
Students who took the WASL in the spring will receive individual student WASL score reports mailed to their homes in mid-to-late September. High school students who participated in the August WASL retake will receive those scores in late October.
"It's important to remember that the WASL is just one of many measures of student achievement. Our staff members need many tools to determine what our students know. We are focusing on our response to the data -- how we meet students' needs," says Superintendent Ken Vedra. “As we move forward, we need to focus on individual needs of students and be prepared with flexible and effective instruction. Responses to individual student needs should be based on catching up for those who need to move to proficiency, keeping up for kids who are already proficient, and moving up for kids who have reached advanced areas in academics.”
During the 2009-10 school year, the district will continue implementing an aligned curriculum model that exceeds state standards to better prepare students for the district's graduation requirements and college, career and citizenship. The district will also work on math instruction, K-12 world language, early childhood education through full-day kindergarten, aligning middle/high school schedules, and providing a variety of school program options such as International Baccalaureate; Advancing Via Individual Determination (AVID); GEAR UP; arts infusion; Science, Technology, Engineering and Math (STEM) initiatives; and other support or enrichment opportunities. For more on the district's 2009-10 work priorities and progress, watch for the District Annual Report published this fall.
Similar to national and statewide trends, the district's WASL data also shows an achievement gap for Hispanic, special education and low-income students, some of the Bellingham community's fastest growing demographics. Numerous factors influence children's readiness to learn and begin school, including nutrition, shelter and language skills. These factors often result in starting gap differences for children. About 36 percent of district students qualify as low income, a number that continues to grow. As many as 72 percent of students at some district schools qualify for free and reduced meals.
All Bellingham School District staff will begin the school year with professional development on the Sept. 3 Learning Improvement Day. Staff will work throughout the year on consistency of instruction and to share best practices.
Bellingham School District, State WASL Scores
(Percent of students meeting or exceeding state standards)
| Grade/Subject | District 2009 | District 2008 | District 2001 | State 2009 | State 2008 |
| Gr. 3 Reading | 70% | 77% | -- | 71% | 70% |
| Gr. 3 Math | 69% | 77% | -- | 66% | 68% |
| Gr. 4 Reading | 75% | 77% | 77% | 74% | 72% |
| Gr. 4 Writing | 64% | 66% | 54% | 60% | 62% |
| Gr. 4 Math | 60% | 58% | 53% | 52% | 53% |
| Gr. 5 Reading | 80% | 81% | -- | 74% | 75% |
| Gr. 5 Math | 65% | 66% | -- | 62 % | 61% |
| Gr. 5 Science | 54% | 56% | -- | 45% | 43% |
| Gr. 6 Reading | 77% | 77% | -- | 72% | 69% |
| Gr. 6 Math | 60% | 57% | -- | 51% | 49% |
| Gr. 7 Reading | 68% | 68% | 52% | 59% | 63% |
| Gr. 7 Writing | 75% | 74% | 54% | 70% | 70% |
| Gr. 7 Math | 60% | 57% | 39% | 52% | 50% |
| Gr. 8 Reading | 73% | 72% | -- | 68% | 66% |
| Gr. 8 Math | 62% | 63% | -- | 51 % | 52% |
| Gr. 8 Science | 63% | 56% | -- | 51% | 48% |
| Gr. 10 Reading | 85% | 87% | 73% | 81% | 81% |
| Gr. 10 Writing | 91% | 90% | 55% | 86% | 86% |
| Gr. 10 Math | 56% | 63% | 51% | 45% | 49% |
| Gr. 10 Science | 47% | 52% | -- | 39% | 40% |
The 10th grade scores above represent last year's 10th graders who either took the WASL for the first time or who passed the high school WASL in previous years. High school students in the class of 2009 and beyond who took and did not meet standard on the WASL this spring had another opportunity to retake the test in early August for on-time graduation. They will receive those scores later this fall. The next retake opportunity is in spring 2010.
As part of their graduation requirements, students must meet standard on the high school state reading, writing and math assessments or through a state-approved alternative.
Please click here for a WASL history of the Bellingham School District dating back to 1997.
For school-specific WASL scores, visit http://reportcard.ospi.k12.wa.us/
'Adequate Yearly Progress'
According to the federal No Child Left Behind Act, all students nationwide must meet standards in reading, writing, math and science by 2014. As part of the “No Child Left Behind” (NCLB) Act of 2001, schools are considered to be making “Adequate Yearly Progress” (AYP) if they meet the targets established by the state and federal government in various categories.
WASL scores, graduation rates and attendance records are used to determine federal "Adequate Yearly Progress" (AYP) targets in Washington state. Schools must meet targets each year for "All Students," and in each category for students who are "American Indian, Black, Hispanic, White, Special Education, Limited English and Low Income." Schools and districts must have a minimum number of students in a category before it becomes a requirement for AYP. Missing the target in any one category causes a school or district not to make "Adequate Yearly Progress" overall.
The district made AYP in 52 of its 67 required categories. It did not make AYP in elementary for reading and math WASL for Hispanic students, students in special education, and low-income students. At the middle school level, the district made AYP in all of its required categories except in reading and math WASL for Hispanic students, students in special education and low-income students. At the high school level, the district made AYP in all of its required categories except in proficiency and participation in math WASL for low-income students. All district high schools, middle schools and four elementary schools missed one or more of the AYP targets in these areas. The AYP status of high schools may change based on WASL August retake results, which will not be available until October.
This was also the second consecutive year that the district overall did not make AYP, which means it is in Step 1 of School Improvement. Sanctions for not making "Adequate Yearly Progress" only affect schools and districts receiving federal Title I funding. The district has two Title I elementary schools that are affected for the 2009-10 school year: Alderwood and Birchwood elementary schools.
Alderwood Elementary made AYP in 17 of 21 of its required categories, an 81% success rate. The school did not make AYP on the reading assessment for Hispanic students and on the math assessment for Hispanic, low-income and limited English students.
Birchwood Elementary made AYP in 16 of 19 of its required categories, an 84% success rate. The school did not make AYP on the reading assessment for special education students and on the math assessment for special education and low-income students.
Because it is the second consecutive year that these schools did not make “adequate yearly progress” in these specific categories and they receive federal Title I funding, students are eligible to move to a designated school within our district that has not been identified for “School Improvement.” “School Improvement” status occurs when a school does not meet “adequate yearly progress” for two consecutive years.
"The WASL is a once-a-year assessment on which schools and students are rated," Vedra says. "As we work to improve student learning outcomes, it is important for us to develop and implement assessments that measure individual student growth and are aligned with our curriculum and state standards. Assessments must provide us with a continual picture of how our students are progressing on standards. These measures, along with the state assessment, should provide parents, students, teachers and others with a more complete picture on how well a student is learning. We do not always have that information now. We are working to develop these measures to assist our students' learning."
Beginning in the 2009-10 school year, the state is replacing the WASL with two new tests. To learn more, please visit www.WAtesting.com