- Washington School Improvement Framework
- WaKIDS
- Smarter Balanced Assessment/Interim Assessment Blocks
- Universal Screening
- Progress Monitoring Data
- Curriculum Based Assessments
- Student Mobility Data
- Discipline Referrals
- Panorama Survey
- English Language Proficiency Data
- Review of Student Plans
Contributing Factors in Areas of Strengths and Challenges
This year we will continue to have a focus on growth and using six-week data cycles to help support teaching and learning. We are in our third year of implementing this system (since the 22–23 school year) and have seen significant growth amongst students.
During the 2022–2023 school year we began meeting with each grade level team using six-week cycles. At the start of a cycle, all students participate in the district’s universal screener and teachers collaborate to create a goal for all students based on data. At the end of the cycle, staff meets to review student growth and make a plan for the next six-week cycle.
A majority of our primary teachers are participating in LETRS training, focused on the foundations of literacy. This helps teachers diagnose misconceptions and problems with reading skills and what students need in order to be successful readers.
A challenge we continue to face is chronic absenteeism and a high student mobility rate. Our mobility rate has stabilized somewhat over the last couple of years but is still a barrier to achievement. Our MLL population has changed as well. While Wildwood has always had several MLL students whose native language is Spanish, we have seen a substantial increase in the number of students coming to Wildwood speaking little to no English. Our MLL students this year speak 18 languages other than English at home.
We have supported our staff with supporting our students receiving MLL services by providing multiple professional learning opportunities. We continue to have new enrollment and are intentional with our class placements to ensure that students are supported at our school.
Alignment of School Vision and Equity Statement with Building Culture and Daily Practices
We worked during the 2023-2024 School Year to create an authentic vision and equity statement that embodies our work at Wildwood. All statements were voted on and agreed upon by staff. In the face of hardship or conflict, we look back to the vision and equity statements to make sure that the work we are doing is rooted in those beliefs.
Staff Demographics
- General Education Teachers: 17
- Developmental Preschool Teachers: 2
- Self-Contained Developmental Kindergarten Teachers: 2
- Transitional Kindergarten Teacher: 1
- Title/LAP Teachers: 3
- Resource Teacher: 1
- Specialist Teachers: 6
- Intervention Teachers: 5
- Para Educators: 22 (12 support self-contained programs)
- Building Administrators: 2
Using the most recent available data, from the 2022-2023 school year, our staff is 88.6% female and 11.4% male. Our staff identifies as 88.6% White, 2.9% Asian and 8.6% two or more races. 62.9% of our staff hold a Masters degree or higher and 8.6% hold National Board Certification. Our teachers have an average of 14.6 years of experience.
2023 Wildwood Elementary Overall Framework Score by Student Group
| Student Group |
Framework Score |
| All Students |
1.80 |
| American Indian/Alaskan Native |
N/A |
| Asian |
N/A |
| Black/African American |
N/A |
| Hispanic/Latino of any races(s) |
6.50 |
| Native Hawaiian/Other Pacific Islander |
N/A |
| Two or More Races |
6.80 |
| White |
6.05 |
| English-Language Learners |
3.68 |
| Low-Income |
4.72 |
| Students with Disabilities |
4.28 |
