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Issaquah Valley named prestigious School of Distinction

Issaquah Valley Elementary is celebrating a repeat win in an elite category—being named a 2012 School of Distinction after earning the title in 2011 also.

Tuesday, February 5, 2013

Issaquah Valley received the distinction for being one of the 5 percent highest improving schools in the state for increased reading and match achievement over the past five years. Only 96 other schools in Washington earned the award.

“Congratulations to Issaquah Valley and to everyone who makes up that learning community," said Issaquah School District Superintendent Steve Rasmussen. “It takes the hard work of everyone—students, staff, and families—coming together to keep students reaching new heights of achievement year after year.”

Schools of Distinction are awarded by the Center for Educational Effectiveness (CEE). School of Distinction Award from The Center for Educational Effectiveness (CEE), the Association of Educational Service Districts (AESD), the Association of Washington School Principals (AWSP), Phi Delta Kappa-Washington Chapter (PDK-WA), Washington Association of School Administrators (WASA), Washington State Association for Supervision and Curriculum Development (ASCD), and Washington State School Directors’ Association (WSSDA).

Specifics of the methodology used to determine 2012 winners are summarized in the following bullets:

  • Three grade bands are used for calculation: grades 3, 4, and 5 for elementary schools, grades 6, 7 and 8 for middle or junior high schools, and grade 10 for high schools. A school must have data in two of three grades to be considered for that band. Data source is the OSPI reported data from the data downloads section of the state report card.
  • For grades 3 to 8, the 2012 performance is defined as the “Reading/Math Level Index” and must meet the minimum threshold: at or above the state median for the grade band. For 10th grade, OSPI is no longer publically reporting the Reading/Math level index results. CEE used High School Proficiency Exam for Reading and combined End-of-Course Math results (including students who passed the exam as 9th graders in 2011) to obtain a valid measure for 2012 10th grade performance.
  • The performance measure is calculated using the Measures of Student Progress (3rd, 4th, 5th, 6th, 7th and 8th grade) and for 10th grade, the High School Proficiency Exam in Reading and the End-of-Course exams in Math.
  • Using data from 2007 through 2012 provides six data points that identify five improvement steps.
  • A school may be considered in multiple bands. E.g. a K-8 school would be eligible in both elementary and middle/junior high bands. Alternative learning environments are considered independently in each of the 3 grade bands (subject to the same minimum performance threshold as all schools in the grade band).
  • A school must have data in at least three of six years to be considered, one of which must be 2012.
  • "Improvement" is defined as the slope of linear trend over the five years.
  • The number of schools comprising 5 percent is based on the number of schools at each grade band with valid 2012 data.

“These schools demonstrate that significant improvement is occurring all across our diverse public schools,” said CEE President Greg Lobdell.

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