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Ready & Successful Schools 2017

Ready & Successful Schools 2017

Index and Glossary

Ready & Successful | Schools

Data Indicator Island San Juan Skagit Snohomish Whatcom State
K-12 enrollment, public schools 1 8,171v 1,875v 18,951v 109,968^ 27,223v 1,089,066v
Kindergarten enrollement, public schools 2 657^ 135^ 1,432^ 7,989^ 2,024^ 81,099^
Free & Reduced Lunch Enrollment 3 35% 33.9%v 51% 37% 40.3%^ 44%
Percent of students that are Transitional Bilingual – English Language Learners 4 2.8%^ 5% 14.6%v 10.8%^ 6.8%v 11%
Percent of incoming kindergarteners READY in all 6 areas of development, fall 2016 5 48.9%^ 62.1%^ 41.6%^ 46.5%^ 50.5%^ 47.4%^
Percent of incoming kindergarteners NOT ready in any area of development, fall 2016 6 4.4%^ 7.7%^ 5.7%v 3.8% 2.9%^ 5.3%v
Percent of children w/ IEPs who were functioning within age expectations at the end of perschool 7 59.4%^ 57.4%v 51.9%^ 59.4%v 61.8%v 53.6%v
Students from low-income households who graduated high school in four years 8 84.3%^ 76.6%^ 69%^ 74.2%^ 67.6%^ 69.4%v
Districts in the region that accepted PreK-K Transition Reports out of total number of districts 9 3/3 3/4 5/7 12/14 7/7

Source: Northwest Educational Service District, July 2017.For more information about the Kaleidoscope Play & Learn program or to download the NW Play & Learn booklet, go to www.nwesd.org/northwest-play-learn.
Source:Northwest Educational Service District, July 2017.

1 Source: OSPI, Oct 2016; County Level

2 Source: OSPI, Oct 2016 count

3 Source: OSPI, Oct 2016 count Notes: The number and percent of students enrolled in public K-12 schools who applied for free or reduced price meals at their school. Data reflect only those enrolled students who applied as of October 1 of each year. These includes the number of students who applied and were eligible for free or reduced priced meals. These numbers do not necessarily reflect use of the service. The federal income eligibility guidelines are 135% FPL (poverty guide) for free school meals, and 185% FPL for reduced price school meals. Click here for the Guidelines

4 Source: OSPI, May 2016 count Notes: A student is considered eligible for the Transitional Bilingual Instructional Program if they meet the following two conditions: 1) the language used most often used by student in his/her place of residence (not necessarily by parents, guardians, or others) or the first language that the student learned, and 2) English skills are sufficiently lacking or absent as to delay learning.

5 Source: OSPI, Oct 2016 Notes: The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a process that helps to ensure a successful start to the K-12 experience. WaKIDS has three components: Family Connection welcomes families into the K-12 system as partners in their child’s education, Whole-Child Assessment gives kindergarten teachers information about the social and emotional, physical, cognitive and linguistic development of the children in their classrooms and Early Learning Collaboration, which aligns practices of early learning professionals and kindergarten teachers to support smooth transitions for children.

6 Source: OSPI, Oct 2016 Notes: The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a process that helps to ensure a successful start to the K-12 experience. WaKIDS has three components: Family Connection welcomes families into the K-12 system as partners in their child’s education, Whole-Child Assessment gives kindergarten teachers information about the social and emotional, physical, cognitive and linguistic development of the children in their classrooms and Early Learning Collaboration, which aligns practices of early learning professionals and kindergarten teachers to support smooth transitions for children.

7 Source: OSPI, Data included in the FFY 2015 APR Notes: Average of: % of preschool children with IEPs who demonstrate improved S/E skills + % of preschool children with IEPs who demonstrate improved knowledge & skills + % of preschool children with IEPs who demonstrate improved use of appropriate behaviors to meet needs.

8 Source: OSPI, State Report Card Notes: These are the percentage of the low income students who graduated in four years (a subset of the whole graduating class).

9 Source: PreK-K Collaborative Network, Northwest Educational Service District 189, July 2017 Notes: The Regional PreK-K Transition Report is a transitional document that shared between community PreK providers and kindergarten teachers, which represents a growing collaboration based on common professional development, shared expectations and aligned instructional approaches. The Transition Form is intended to maintain common understandings and shared practices (alignment) between PreK providers and K teachers established through joint professional development, to provide a means of communicating children’s developmental progress as they leave PreK and enter kindergarten, to help schools meet the needs of incoming students and to grow the number of PreK and K teachers working in collaboration.