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A Look Back at Captain Gray Elementary page 2

Your Pasco Schools

Putting students first to make learning last a lifetime.Celebrating academics, diversity, and innovation.

Annual Community Report

2014-2015

It is my pleasure to be among the first to wish you a very Happy New Year!

Greek philoso-pher Heraclitus is credited as being perhaps the first person to

note that “change is the only constant in life.” Here in Pasco, 2015 will be a year of big change, and there is much building and planning underway to make sure we transition smoothly into a new year for Pasco schools.

In August we will open three new and desperately needed schools: Curie and McClintock STEM elementary schools and the new per-manent home of Delta High School. Construction is on time and on budget at all three locations. You can even check on the minute-to-minute prog-ress of Delta through a live webcam (http://www.psd1.org/Page/5326)!

A team is also working diligently on the sixth grade transition and how we can make the change from K-5 and 1-5 schools to K-6 schools as smooth as possible for our students, families and employees. Even with the new schools, space is very tight.

Early in the New Year the board will be considering all of the feedback from our parents, community members, and employees as we look at revised boundaries for our eastside and cen-

tral Pasco elementary schools.

We appreciate your continued time, effort, and thoughtfulness in helping us determine what will be best for the children of Pasco. It really does take all of us working together to

offer the best education for our stu-dents.

Warmly,

Ryan Brault, Board President

Hello Pasco friends and families,

Ryan Brault, Board President

Pasco School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability, and provides equal access to designated youth groups. Questions regarding compliance, complaints, and/or reporting procedures may be directed to the school district’s Title IX/RCW 28A.640/28A.642 com-pliance officer Robin Hay, 1215 W. Lewis St., Pasco, WA 99301, 509-543-6700, or Section 504/ADA coordinator Tracy Wilson, W. Lewis St., Pasco, WA 99301, 509-543-6700. Nondiscrimination policies are available at www.psd1.org.

YOUR PASCO SCHOOLS is published by the Pasco School District Public Affairs Department as a community service to Pasco citizens. Questions and/or comments may be sent to Leslee Caul, Director of Public Affairs.

Pasco School District Board of Directors:Ryan Brault, PresidentScott Lehrman, Vice PresidentSteve Christensen, MemberSherry Lancon, MemberAmy Phillips, MemberAdriana Mendez, Student Representative Nayeli Cervantes, Student RepresentativeDaphne Gallegos, Student Representative

Superintendent: Saundra L. Hill

Editor: Leslee Caul

Designer: Annie Warren

Captain Gray Early Learning Center is home to ten sets of twins this year.

As we celebrate 130 years of the Pasco School District, we take a look back at the history of Captain Gray Elementary School, which currently serves 500 kindergarten students as Captain Gray Early Learning Center. Did you know:• The original Captain Gray

Elementary was built in 1949. The building was torn down and the current one built in its place in 1984.

• The school was named for Captain William P. Gray (1845-1929), a Pasco pioneer who served as a member of the first school board, an early Pasco mayor, and a Columbia River steamboat pilot.

• In 2000, Captain Gray Elementary became the Pasco High School Annex and was known as the “R” Wing for former PHS principal Ray Reynolds.

• In 2009, the launch of Chiawana High School reduced the student population at PHS, and the Annex was quickly transitioned once again, this time to serve five-year-olds.

• Today, the building is also home to the Parent Education Center, which offers classes to Pasco School District parents and their children.

• This year, ten sets of twins attend kindergarten there.

A Look Back at Captain Gray Elementary130 Years of Pasco Pride: Honoring the Past,

Celebrating the Present, Preparing for the Future

The original Captain Gray school building, seen in this undated photo, was built in 1949.

Above: The school was rebuilt in 1984 and currently houses kindergarteners.Left: A classroom in the original school building, year unknown

District and State DemographicsData is based on October 1, 2014 enrollment counts

Pasco School District is committed to hiring the most qualified teachers for our students. The federal “No Child Left Behind Act” requires each Title I district to inform parents of their rights to learn more about their child’s teacher’s qualifica-tions. This law also applies to the paraeducator who may work with your child. If you would like more information, please contact the Em-ployee Services office at 543-6700. Pasco School District is an equal op-portunity employer in conformance with Title VI, Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990.

STUDENT ENROLLMENTOctober 1, 2014 17,016October 1, 2013 16,614

Percent increase over last year: 2.4% (402 more students)

NUMBER OF SCHOOLS20 District CampusesSeven elementary schools (K-5)Four elementary schools (1-5)One STEM elementary (K-5)One early learning center (K)Three middle schools (6-8)Two high schools (9-12)One alternative high school (9-12)One STEM high school (9-12)

EMPLOYEESLargest base employer in Franklin CountyTotal employees: 1,995 (not including subs)Certificated Staff: 1,123Classified Staff: 872Average monthly payroll: $12 MTeachers with advanced degrees: 65% National Board Certified teachers: 88

STUDENT DEMOGRAPHICS Pasco % State % (2013-14) Hispanic 70% 21%White 24% 58%African American 2% 5%Asian/Pacific Islander 2% 16%Other/Multiracial 2% 7%American Indian/Alaska Native <1% 2%

SPECIAL PROGRAMS Pasco % State % (5/14) Free & Reduced Meals 74% 46% Non-English Speaking or Bilingual Homes 57% NAEnglish Language Learners (ELL) 35% 10% Transitional ELL 18% NA Migrant (5/14) 7% 2%Special Education 13% 13%

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Increase 4.3 % 5.7% 5.8% 6.5% 7.3% 5.8% 4.5% 4.8% 5.1% 4.7% 3.2% 2.3% 3.9% 2.4%

October EnrollmentsOctober 2014 enrollment: 17,016

page 4

District and State DemographicsData is based on October 1, 2014 enrollment counts

The Pasco School District Board of Directors was among 17 Washington school boards named a 2014 Board of Distinction by the Washington State School Directors’ Association (WSSDA). Then Board President Sherry Lancon, Board Vice President Ryan Brault, members Steve Christensen, Scott Lehrman, and Amy Phillips, and student representatives Nayeli Cervantes, Daphne Gallegos, and Adriana Mendez were presented the award at the annual WSSDA conference in Spokane Nov. 20.

The annual Boards of Distinction program honors school boards that demonstrate effective use of the Washington School Board Standards, which promote research-based practices that lead to high levels of student and district achievement and help close the opportunity gap.

In 2009, the Pasco School District Board of Directors was named the WSSDA Board of the Year for “recognition of top honors for responsible school governance

as defined by the Washington State School Board Standards.”

“This award is a testament to our longstanding commitment to putting students first,” said President Lancon.

The Board submitted an essay and supporting evidence to demonstrate how it:• Promotes healthy relationships by

inspiring and empowering others.• Sets and communicates high

expectations for student learning, with clear goals and plans.

• Creates conditions for student and staff success.

• Holds schools and the District accountable for student learning expectations.

• Engages the local community and represents the values and expectations it holds for schools.

Applications were evaluated by an independent review panel.

Board members are, from left to right:

Pasco School Board Named State Board of Distinction

Board members pictured, from left to right, are: (back row) Superintendent Saundra Hill, President Ryan Brault, members Amy Phillips, Sherry Lancon, and Steve Christensen, and Vice President Scott Lehrman and (front row) student representatives Nayeli Cervantes, Daphne Gallegos, and Adrian Mendez.

In 2011, the state changed its process for determining graduation rates to the cohort method to comply with federal guidelines. The method used since 2004 is being discontinued. The cohort model tracks students as soon as they enter ninth grade. The state will report the 4 year and 5 year cohort rates based on the year

the student entered ninth grade and the year he/she graduates. Any student that

takes longer than five years to graduate will not be counted as a graduate in this method.Even in the new method, Pasco is meet-

ing our benchmark goals on the road to 100% graduation. Join us in this impor-tant work. Every student a graduate!

District Graduation Rates: Beating the Odds

65%

71%

70%

74%

77%

77%

76%

10% 20% 30% 40% 50% 60% 70% 80% 90%

2011

2012

2013

2014

4 Year Cohort Graduation Rates

WA PSD

69%

70%

71%

76%

78%

79%

79%

10% 20% 30% 40% 50% 60% 70% 80% 90%

2011

2012

2013

2014

5 Year Cohort Graduation Rates

WA PSD

4 Year Cohort Graduation Rates

5 Year Cohort Graduation Rates

Snow make up days: January 26 and March 6 (if necessary)

Note: 2014 Washington state graduation data is not yet available

Graduation rates continue to grow District-wide. When looking at graduation rates broken down by three major ethnic groups, Pasco students often outper-form the state in both the 4 year and 5 year cohorts. Note: 2014 data is not yet available from the state.

Graduation Rates Disaggregated by Ethnicity

4 Year Cohort 5 Year Cohort

4 Year Cohort 5 Year Cohort

4 Year Cohort 5 Year CohortWhite

Hispanic

African American

Marijuana is prohibited on all public school property. The passage of state law I-502 does not change the facts; cer-tain drugs, including marijuana, contin-ue to be illegal on school property and to anyone younger than 21 years old.

Marijuana can now be purchased in alternative forms including candy and baked goods. Be mindful of what your child has access to or brings home.

As a recipient of federal funds, the District is committed to maintaining a workplace and learning environment free from alcohol, marijuana, and illegal drugs.

Any student caught will be disciplined according to District policy and local law enforcement as required. Fines can also be doubled if the arrest occurs within 1,000 feet of a school facility.

Having a medical marijuana card does not mean a student, or an employee, or anyone for that matter, can bring mari-juana on school grounds.

If you or someone you know has a drug problem, visit http://warecovery-helpline.org or call (866) 789-1511 for help.

Marijuana Still Illegal on All Public School Grounds

Seniors Gain Business, Life Experience at 15th Annual EnterpriseSeniors from Chiawana, New Hori-zons, and Pasco high schools took part in the District’s 15th annual Enterprise Week at the TRAC in Pasco Dec. 1-5.

This in-depth, hands-on learning event provides students experience in the business world by assuming operations of an existing simulated business as well as developing a new product. Students have the opportunity to work as a team, to think critically, to build leadership skills, and to learn about busi-ness ethics and the free enterprise system.

Enterprise is a partnership between local businesses, the District, and Washington Business Week. The longstanding success of Enterprise is due in large part to the work of dedicated volunteers who serve as company advisors and judges.

Members from different teams work together on a team-building exercise during a break out training session for “administrative assistants” early in the week.

Chiawana High School Football Again Advances to State Playoffs

For the second straight year, the Chiawana High School football team advanced to the state championship playoff at the Tacoma Dome on Dec. 6. The Riverhawks, who clinched their first 4A state victory last year, worked hard to defend their title but ultimately fell to Bothell 24-14 for a second place finish.

Nate Murillo, center, makes a run against Bothell during the game Dec. 6. Photo by Amy Cazier

The Riverhawks enjoyed a practice session at the Virginia Mason Athletic Center, practice facility for the Seattle Se-ahawks. The Seahawks used Edgar Brown Stadium in Pasco as their practice facility early in franchise history.

Pasco School District Strategic Plan Goals1. Teaching and Learning Employ effective research-based strategies that meet state learning standards and hold employees and students accountable to high expectations.

2. Supportive EnvironmentCultivate relationships among all stakeholders to encourage respect, value diversity and ensure a learning environment where all students excel.

3. CollaborationIgnite and intensify meaningful partnerships that focus on learning and support student achievement.

4. Stewardship of ResourcesAlign and deploy the financial, physical, and technological assets necessary to support system-wide improvement to advance student achievement.

Understanding Transition to New State Assessments, RequirementsThe state officially adopted the new Washington state standards into law in 2011. The Smarter Balanced Assessment (SBA) exams were developed to assess the new state standards using the com-mon core framework. In spring 2015, the SBA will be used for accountability pur-poses for all schools. In states that have already transitioned to the SBA, scores have typically dropped approximately 40 percentage points in districts transitioning to the new exams. The same results are expected for Washington districts.

In 2014, the SBA exams were given to students in grades 3-8 as a field test, or trial, in place of the Measurements of Student Progress (MSP) reading, writing, and math tests. However, no individual student or school results were provided in 2014. High schools opted out of the SBA field test last spring.

Testing for Grades 3-8 In spring 2015, all students in grades 3-8 will take the SBA in mathematics and English Language Arts (ELA). Students in fifth and eighth grade will still take the MSP in science. These assessments are a requirement for accountability.

Graduation Requirements High school students generally must pass one math End of Course (EOC) exam, one science EOC, and the reading and writing High School Proficiency Exam (HSPE) tests or the ELA SBA exit exam to satisfy their state assessment requirements.

Math Requirements High school students must only pass a single math EOC in either algebra or ge-ometry, and they take this test the same year that they take the class. The math EOC is offered in January—as a retake

option only—and in May every year.

All students must take the eleventh grade SBA in math for federal accountability requirements, even if they have previous-ly passed an EOC exit exam. If a student has not yet passed an algebra or geometry EOC and they do pass the eleventh grade SBA, then they have satisfied their gradu-ation requirements. The math SBA is only offered during the spring.

English Language Arts Requirements Students who have previously passed a HSPE reading and writing have satisfied their graduation requirements. Only cur-rent eleventh (class of 2016) and twelfth grade students (class of 2015) are eligible to continue attempting the HSPE in read-ing or writing. The HSPE is offered in May and August annually.

Tenth graders will take the ELA SBA. If they pass, then they have satisfied their ELA graduation requirements. Nonethe-less, all students in eleventh grade will be required to take the ELA SBA for federal accountability purposes. For eleventh grade students who have not satisfied their ELA graduation requirements with the HSPE, this is an opportunity to satisfy those requirements.

Science Requirements This year is the first year students are required to have successfully passed a science EOC in biology. All tenth grade students (unless they have previously passed) will participate in the Biology EOC this spring.

Alternatives for Satisfying Graduation Requirements There are alternatives for students who need to demonstrate their skills in a different way: Collection of Evidence (COE), Certificate of Individual

Achievement (CIA), assessment waivers, and appeals. • COE: All students will have multi-

ple opportunities to take the state as-sessments to satisfy their graduation requirements. For those students who still need additional opportunities, the Collection of Evidence (COE) option is offered in algebra, geometry, biolo-gy, reading, and writing. The COE al-lows a student to work in a classroom on multiple tasks which demonstrate they have sufficient knowledge of the specific subject to satisfy graduation requirements. This work is collected over the course of a year and submit-ted to the state for grading. There are multiple COE collections per year helping to ensure students graduate on time.

• CIA: Students receiving special education services are eligible for the CIA and have the following op-tions depending on decisions from student’s Individualized Education Program (IEP) team: achieving a ba-sic score on General Assessment or COE, Off-Grade-Level Assessment, or Locally Determined Assessments.

• Assessment Waivers: A student who transfers from another state in the eleventh or twelfth grade may apply to receive a waiver of the assessment graduation requirement if they have previously passed another state’s high school exit exam.

• Awareness Level Waiver: IEP teams can pursue a waiver from further state testing for students with dis-abilities at extreme low levels of cog-nitive interaction.

• Special Unavoidable Circumstance Appeal: This applies to students in their twelfth grade year who have yet to meet standard on the HSPE, exit exam, or a state-approved alternative and experience a “special, unavoid-able circumstance” that precludes their ability to access a state-ap-proved assessment in twelfth grade.

For more information, visit the Gradua-tion Alternatives page on OSPI’s website: http://k12.wa.us/assessment/Graduation-Alternatives/default.aspx.For questions about state assessments, contact Manager of Assessment Opera-tions Enid Flynn at (509) 416-7825 or your school’s principal.

Grade English/Lang. Arts Math ScienceGrades 3,4, 6, and 7 SBA SBAGrades 5 and 8 SBA SBA MSPGrade 10(or below for EOCs)(until Class of 2019)

ELA SBA exit exam

Year 1 or Year 2 EOC exit exam

EOC Biology exit exam

Grade 11 SBA SBAGrade 11 or 12 HSPE Reading and/or

Writing RetakeSBA=Smarter Balanced AssessmentMSP=Measurements of Student ProgressEOC=End of Course exams

HSPE=High School Proficiency ExamELA=English/Language Arts

2015 State Assessment Schedule by Grade

Understanding the Student Achievement DataThese definitions apply to the charts on the following page

English classification: Students from homes where only English is spoken.

English Language Learner (ELL) classification: Students who are not yet English proficient as determined by the state assessment, WELPA. They could also be newly arrived students.

Exited ELL classification: Students who

were non or limited English speakers, but have now learned enough English to exit the bilingual program under state law.

Non-English Home Language, Non-ELL classification: These students come from homes where a language other than English is spoken. When assessed upon entry, students were determined English proficient under state law.

An important way for Pasco to assess sys-tem-wide improvement is to review tenth grade scores disaggregated by English language proficiency. Tenth grade scores reflect student performance for the whole system from kindergarten through tenth grade. Carefully reviewing results broken out by levels of English proficiency pro-vides a more meaningful and relevant as-sessment of Pasco’s progress and lays the groundwork for solid decision making. The tenth grade disaggregated state as-sessment data are on the following page.

Since the state assessment exams are only provided in English, it makes sense

that Pasco students who speak English perform well on these tests and students who do not yet speak English do not. Fifty-seven percent of Pasco students come from homes where English is not spoken or is not the primary language. Data displayed in the charts to the right show that: • Secondary students who are newly

arrived from other countries, who do not yet speak English, perform poorly on the State assessments.

• Pasco students are closing the achievement gap in reading, writing and math by tenth grade.

Explaining the Disaggregated State Assessment Charts

Non-disaggregated state as-sessment results for tenth grade students from across the District are shown here by subject matter.

Every year, the District publishes state assessment data for grades 3-8. However, in 2014, elemen-tary and middle schools field tested the SBA in place of the MSP tests in math and English Language Arts. The SBA scores were not used for accountability purposes, therefore, there are no scores to report.

Tenth Grade State Assessment ResultsDistrict 10th Grade State Assessment Results

Disaggregated state as-sessment data show that the District is closing the achievement gap in read-ing, writing, and math. The District’s systemic focus on a standards-based curricu-lum, effective instructional approaches, and personal-ized learning is paying off in student achievement in all groups.

2014 State Assessment Highlights

• English-only, Exited ELL, and Non English-Home Language Non-ELL students performed above the state in math.

• Non English-Home Lan-guage Non-ELL students performed above the state in reading and writing.

• ELL students continue to face challenges when taking an assessment only offered in English. None-theless, these students continue to make gains in all areas.

Data indicate that a high percentage of Pasco students achieve rigorous state stan-dards by tenth grade, over-coming many challenges and obstacles on their journeys.

Closing the Achievement Gap Disaggregated 10th Grade State Assessment Charts

Percentage of Washington 10th graders meeting the

standard in 2014: Reading=82.9 Writing=85.6

EOC Math Year 1=58.3 EOC Math Year 2=53.3

10th Grade Writing State Assessment Results Disaggregated by English Language Status

10th Grade Math State Assessment Results Disaggregated by English Language Status

10th Grade Reading State Assessment Results Disaggregated by English Language Status

WA85.6%

WA82.9%

Legend: English ELL Exited ELL Non-English Home Lang, Non-ELL

Student enrollment in the Pasco School District has nearly doubled over the last 14 years with an average of 600 new stu-dents—enough to fill a school— entering Pasco schools each fall. This continued growth means space is a major issue, with nearly every school at or over capacity. In an effort to continue to meet growth challenges, the District is plan-ning for several major shifts, which will be in place when students begin classes in the fall of 2015.

Sixth Grade TransitionPlanning is underway for the transition-ing of sixth grade students to elementary schools. After the failure of the April 2011 bond to build a new middle school, a citizens task force recommended and the board approved keeping sixth grad-ers at elementary schools. Voters subse-quently approved a $46.8 million bond in 2013 to build three new elementary schools, which are less expensive to build than middle schools. Franklin STEM El-ementary School opened in August 2014, while McClintock and Curie STEM el-ementary schools are scheduled to open in August 2015.

Students currently in fifth grade across the District will stay at their elementary schools next fall, thus freeing up much needed space at middle schools and delaying the need to build another new middle school right away. “This is a cost

savings to tax payers,” says Superinten-dent Saundra Hill. But, even with the new elementary schools, space at the el-ementary level remains very tight.

Efforts to prepare for the recommend-ed grade reconfigu-ration started last year, and this fall a task force com-prised of representa-tives from across the District prepared recommendations based on discus-sion, research, and input received from administrators and

teachers. The group presented an initial set of recommendations to Superinten-dent Hill this winter. The sixth grade transition task force will continue as an ongoing committee to facilitate com-munication and monitor implementation, says Curie STEM Elementary Planning Principal Valerie Aragon.

“It has been a good collaboration be-tween our District, our unions, and our buildings to create a smooth transition,” says Aragon, who is spearheading the project. “The goal is that we take our time, that there is a process with collabo-ration and two-way communication.”

The task force’s recommendations and considerations center around broad cat-egories of potential impacts, such as instructional delivery, professional de-velopment for educators, assessment and grading, students’ social and emotional needs, and scheduling.

Boundary Changes, Sixth Grade Transition Ahead Due to Continued Student Growth

McLoughlin Middle School currently has more than 1,800 students. Keeping sixth graders at elementary schools next fall will reduce enrollment by about one third and free up much needed space.

Aragon says the question at the fore-front of the process is always, “What is best for kids?” She stresses that, while the first year of the transition process may be difficult, research shows schools that maintain sixth grade students at the elementary level have improved aca-demic results. “There are fewer social pressures, teachers and students already know each other, and there is a greater sense of community,” says Aragon.

Central and East Pasco School Boundary ChangesIn an effort to relieve overcrowding and to provide space for the transition of sixth grade students to elementary schools, a springboard proposal has been developed to set new school attendance boundaries which would affect students at Chess, Emerson, Frost, Robinson, Longfellow, Whittier, and Curie STEM elementary schools, and Captain Gray Early Learning Center.

Committee members recently presented the proposal to the Board of Directors, District employees, parents and the pub-lic in order to gather feedback and draft a final proposal, which will go before the board in the new year. As a result of input from patrons, the original proposal has been revised.

A variety of parameters were considered when drafting the springboard proposal including:• Relieve elementary overcrowding in

central and east side elementaries• Provide space for 6th grade at the el-

ementary• Expand STEM program offerings• Keep elementary schools under 900• Provide for additional space for

growth, if possible

• Open Curie for intermediate grades• Allow for opt-in families at Curie• Reduce travel time for students if pos-

sible• Maintain walkers as much as possible

and reduce bus transfers• Maintain programs in a central loca-

tion: Russian bilingual and Spectrum bilingual programs

• Lower K-1 class size

Under the springboard proposal or its first revision—which has been pre-sented to employees and families at each school—Captain Gray Early Learning Center would be converted to a K-6 STEM elementary school in order to maximize all the space available. Some other features include:• Curie STEM Elementary would serve

third through sixth grade students while Whittier Elementary would serve kindergarten through second grade stu-dents (from the same boundary), and

• most students would attend neighbor-hood schools.

Markham Elementary ExpansionMarkham Elementary School is currently undergoing a four-phase expansion, which will allow for seven additional portable classrooms, to accommodate student growth. Construction includes the installation of a new septic system, drilling of a new well, and the installa-tion of new plumbing and pumps. The school’s current single portable will be replaced with a double classroom por-table, and three more double portable buildings are expected to be added and opened for the 2015-16 school year. In the following year, some adjustments to the office area and current kindergarten classroom are being considered.

Adequate Yearly Progress (AYP) is one of the cornerstones of the federal No Child Left Behind (NCLB) Act, which was signed into law in 2002. In Wash-ington, it is a measure of year-to-year student achievement on the state assess-ment in reading and mathematics.

In July 2012, the U.S. Department of Education granted Washington a condi-tional waiver from NCLB requirements. The decision created a new set of require-ments, Annual Measurable Objectives (AMOs), for schools and districts, and AYP was no longer applicable.

However, the state’s waiver ended with the 2013-14 school year, and the District will once again be required to report AYP status for 2014-15 in addition to the AMOs. To view individual school AYP status broken down by student subgroup as well as the progress of each individual school and the District as a whole toward meet-ing requirements for student progress toward state and national goals, please visit school report card web sites (below).Note: Schools that opted into the SBA field test will draw their assessment data from 2011, 2012, and 2013 to determine AYP status for 2014-15.

http://www.psd1.org/Page/3717 Angelou Elementary Schoolhttp://www.psd1.org/Page/3718 Captain Gray Early Learning Centerhttp://www.psd1.org/Page/2146 Chess Elementary Schoolhttp://www.psd1.org/Page/3719 Chiawana High Schoolhttp://www.psd1.org/Page/2062 Emerson Elementary Schoolhttp://www.psd1.org/Page/2089 Frost Elementary Schoolhttp://www.psd1.org/Page/2645 Livingston Elementary Schoolhttp://www.psd1.org/Page/1987 Longfellow Elementary Schoolhttp://www.psd1.org/Page/3720 Markham Elementary Schoolhttp://www.psd1.org/Page/3722 McGee Elementary Schoolhttp://www.psd1.org/Page/3721 McLoughlin Middle Schoolhttp://www.psd1.org/Page/1098 New Horizons High Schoolhttp://www.psd1.org/Page/1703 Ochoa Middle Schoolhttp://www.psd1.org/Page/3723 Pasco High Schoolhttp://www.psd1.org/Page/3724 Robinson Elementary Schoolhttp://www.psd1.org/Page/1537 Stevens Middle Schoolhttp://www.psd1.org/Page/3725 Twain Elementary Schoolhttp://www.psd1.org/Page/1916 Whittier Elementary School

Adequate Yearly Progress (AYP)

The District will be convening the Pasco Facilities Task Force between January and April. The task force is comprised of a broad range of parents, patrons, and community members who will review existing facilities and property, community growth, and instructional program needs. The task force will recommend priorities and timelines for District facilities and will also make recommendations for an extended long-term facilities plan. Applications for the task force are being accepted until Jan, 12, 2015 and can be found on the website, www.psd1.org.

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Pasco Facilities Task Force Seeks Volunteers

Title I and Title III of the Elementary and Secondary Education Act (ESEA) include English Language Learners (ELL) in the state accountability system and require states to set performance targets referred to as Annual Measurable Achievement Objectives (AMAOs) for English lan-guage proficiency. Under section 3122(a)(3), Achievement Objectives and Ac-countability, the AMAO’s for English language proficiency must include:

• AMAO-1: Annual increases in the number or percentage of children making progress in learning English,

• AMAO-2: Annual increases in the number or percentage of children at-taining English proficiency, and

• AMAO-3: The number or percent-age of students meeting AYP targets in the reading and math ELL cells on the state assessment given only in English. (see chart below).

To see all AMAO results for each school, visit the WELPA tab on the school report card sites listed on the previous page.

SCHOOL Met READING Proficiency/Participation

Met MATHProficiency/Participation

Angelou Elementary Yes NoCaptain Gray ELC NA NAChess Elementary No NoEmerson Elementary No NoFrost Elementary No NoLivingston Elementary No NoLongfellow Elementary No NoMarkham Elementary No YesMcGee Elementary Yes YesRobinson Elementary No NoTwain Elementary No YesWhittier Elementary No NoMcLoughlin Middle School No NoOchoa Middle School No NoStevens Middle School No NoChiawana High School No NoNew Horizons High School NR NRPasco High School No No

Annual Measurable Achievement Objectives (AMAOs)

No indicates the school did not meet all three AMAOs due to consortium total. Yes indicates district met all three AMAOs due to consortium total. NR indicates number of students is less than minimum required. NA indicates no students in this category.

AMAO-3 Results for 2014 by School

The Pasco School District Board of Directors has es-tablished a long-running re-cord of fiscal responsibility. Moody’s Investment Ser-vice continues to award the District with high marks for fiscal accountability. The District earned its highest ever rating, a rating of Aa3, in 2013. The State Audi-tor’s Office and the Office of the Superintendent of Public Instruction (OSPI) have identified the District as an example of best fiscal practices across the state.

The District receives the majority of its funding from three sources: state per pupil allocation, state and federal grants, and lo-cal property taxes. With the student population growth, along with the District’s capital project budget, the District’s budget has increased over the past several years in spite of

millions of dollars in cuts from the state.

Despite this growth, Pasco still has one of the lowest per pupil assessed values in the state, making it difficult for local taxpayers to fund their share to sufficiently build and operate schools. To partially compensate, the state provides Pasco with additional operating funds if and only if Pasco voters pass a local levy ap-proving a replacement tax every two years or approve a capital bond to build schools. These are called levy equalization funds and state match funds, respec-tively.

The District ran and passed a levy in February 2014; the state provided approxi-mately $13.3 million for 2013-14 and $14.3 million for 2014-15. The District will run another levy in February 2016; it will

replace the one approved in 2014, which expires in 2016. The state will also provide approximately $37.8 million in state match dollars to help build three new elementary schools, about 62% of the total cost.The state has also provided 85% of the funding for the construction of Delta High School. Pasco will not use any bond funds for Delta.

Approximately 20% of the District’s funds come from these local levy dollars and levy equalization funds. State basic education dol-lars account for approxi-mately 52% of the budget, and state and federal grant monies make up approxi-mately 26% of the budget. Throughout the year the Board of Directors moni-tors the District’s budget and expenditures. Learn more on the Budget 101 page at www.psd1.org.

Pasco School District Annual Budget Information

2014-15 Approved Expenditure Budgets

General Fund $177,981,210Debt Service $12,046,385ASB $4,579,186Transportation $1,420,000Capital Projects $70,258,242

Total $266,285,023

Teaching Activities 59%(Teaching, Extra-Curricular) Teaching Support 11%(Library, Counseling, Safety, Health Services)

Principals & School Offices 6%

Other Support Activities 18% (Nutrition, Transportation, Insurance, Utilities, Technology) Central Administration 6.5%(District Administration, Support Staff, Technology and Supplies)

Fiscal Year 2013-2014 General Fund: Expenditures by Activity

Fiscal Year 2013-2014 General Fund Revenue by Source

State Grants16%

State per Pupil Allocation

52%

Local Taxes & Levy Equalization

22%

Other Sources<1%Federal Grants

10%