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Washington School Board approves professional development plan for the year

WASHINGTON — The Washington Community School District school board approved a professional development plan for the school year, which set goals for each school building to focus on for the rest of the year.

According to a written outline documenting the goals, the plan was “developed based on student data and how to impact and improve [the school district’s] practice to increase student achievement.”

Each of the four buildings within the district has individualized areas specific to the needs of the students in each building. As a district focus is geared toward developing “a systems approach to problem-solving and common expectations,” as well as “implementing Profile of a Graduate” which included identifying the skills and traits the district hope each child will be able to gain in their time as a student.

Theresa Beenblossom also spoke at the meeting to update the board on her building’s plans for the school year. Based on the results of recent screeners, Beenblossom noted that 60.3 percent of the students at Lincoln are proficient in aReading and 46.3 percent are proficient in a Math. Beenblossom noted that she hopes to work with teachers to raise proficiency by 9 percent in reading and 5 percent in math by the end of the year. Beenblossom also noted that her school had 356 major office referrals last year and hopes to reduce that number by 20 percent to 285 major office referrals.

The principal highlighted responses to data from screeners and methods the school is implementing to increase proficiency in reading and math, which include continued tailored reading interventions for students as well as talking and practicing math with manipulatives, which includes using cubes to count and other physical objects to help students conceptualize and understand numbers. In terms of addressing behaviors, Beenblossom noted that Lincoln has been using Positive Behavior Interventions and Supports (PBIS), and is entering its third year under the system and hopes to continue to work with parents and faculty in understanding and utilizing the supports from PBIS.