[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6671661,"mediaKeyId","2154700-6a663cf65249b40d400228b471a012ec","parentId",2154700,"title","Battle Ground High School highlights Tiger Time intervention, freshman success pilot and assessment changes","audioSeconds",795,"startMs",2985065,"endMs",3780325,"viewUrl","/Search/View?dp=1&key=2154700-6a663cf65249b40d400228b471a012ec&start=2985&end=3780","thumbnailUrl","https://assets.pipeline.soar.com/2154700-6a663cf65249b40d400228b471a012ec/thumbnail_2985065.jpg","articleUrl","/articles/6671661/Washington/Battle-Ground-High-School-highlights-Tiger-Time-intervention-freshman-success-pilot-and-assessment-changes","mediaUrl","https://secure.pipeline.soar.com/6671661-793f749f104ccc444352518ce412f84d/orig.mp4?Expires=1770646513&Signature=T3sZ23MJQPbRf1PGn1k5DiIar4NgQktnNZeVlSEtgp~C9ALt4ZVRnErUbT6Kz5zkSAi0WwZRUvHYzdXsQ3c66-JUhmhbPhWVLY2j-ShyLDMJ~Woc4mUlBNEHvTazEEYIkYKHEEbzGw8eSAMrjPNHuea0M9GlnkxtkdMFFIK69WVpUZk9jaBn76vuGblWoP5ckHF7WCZuTgLbx5cCsDEWOXgxz88B-K4Xpdny6jfz9j-HSJjLqpr56TEMQ60fngDMYO7aEY5qNit328VY1SsC9ee0VYY50029TGMC-W6OYP8mdrDtuQIWM6YSFCfEk3JQIefaTVaB6EktKUg5X3JK8w__&Key-Pair-Id=KUT5TJCACFTXG","author","Battle Ground School District","date","2025-01-27T00:00:00Z","article","Heather Ichimura, principal of Battle Ground High School, and assistant principals described an instructional shift focused on intervention and tighter assessment alignment during the district's school improvement plan work session.

Ichimura told the board the school's staff used a fall diagnostic to \"quiet the noise,\" then implemented systems to address chronic tardies, single-period absences and cell-phone disruption so teachers could concentrate on instruction. She said staff developed a common approach to intervention—called Tiger Time—and a four-point formative self-assessment rubric to help students signal when they need reteaching rather than waiting for a grade to indicate failure.

Why it matters: School leaders said the changes are intended to improve on-track and graduation metrics by shifting effort from reactive makeups to proactive reteaching and by creating predictable intervention structures for students and teachers.

Tiger Time and metrics: Ichimura presented Tiger Time data showing staff recorded 12,636 Tiger Time student checkouts from the start of the year through the presentation; about 600 of those scheduled students did not attend their assigned intervention. Of the checkouts, 3,835 were classified as \"flex\" (maintenance; students with C\u0010s or better who earned choice privileges) and 8,401 were \"focus\" (students needing intervention). The school also runs clubs during that block.

Formative practices and PLCs: Assistant principals described a push to align classroom assessment with Smarter Balanced test rigor. Ichimura and staff said teachers are using interim formative assessment blocks (F IAB) and released Smarter Balanced items to reduce the gap between classroom instruction and state assessments. A science PLC used cross-district collaboration and revised assessment practices after noticing static, low-informative assessments; the team moved toward standards-aligned, unit-based assessments to better target reteach sessions.

Freshman success and teaming: Assistant Principal Bethany Wilson described a new Freshman Success class, launched the same day as the presentation, targeting an initial cohort of 21 ninth-grade students who attend at least 70% of the time but who are failing one or two core courses. The school plans master-schedule and teaming changes in future years so teams of teachers can share prep time and coordinate interventions for cohorts of students.

Assessment context: District staff clarified statewide changes in how Smarter Balanced levels are interpreted: the state is moving away from a strict pass/fail framing and treating level 2 as foundational grade-level achievement (not strictly nonproficient). That change affects how proficiency rates are reported and how school goals are set; staff said recalculating using the new framing changed some percentages cited in school plans.

Discipline and culture: Ichimura emphasized staff efforts to create \"collective commitments\" and to surface tensions so the staff can identify and fix systems. She said teacher responses show growing staff trust and that the interventions are producing measurable teacher engagement; survey results on questions tied to collaboration and trust averaged about 81.8% strongly agree/agree in November, up from earlier figures.

Next steps and board follow-up: The school will continue monitoring Tiger Time attendance, refine the rookie Freshman Success pilot and report back to the board. Leaders said they will use PLC time and waiver days to refine classroom engagement measures and focus on high-quality instruction. No formal board actions were taken during the presentation.

Ending: The presentation concluded on schedule and the board moved to its next item on the agenda; district staff said the full set of school improvement plans will be presented for approval at the February 10 board meeting.","mediaType","Video","parentTitle","Battle Ground School District - Board of Directors Special Meeting - Jan 27, 2025","oneSentenceSummary","High school leaders described modifications to discipline and intervention systems, a four-point formative self-assessment rubric, a Tiger Time attendance and intervention program with more than 12,600 checkouts this year, and a targeted freshman-success class for students failing core courses.","taxTitle","Battle Ground School District, School Districts, Washington","taxId",13034,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6671666,"Battle Ground Virtual Academy reports rapid growth, flags staffing and audit work ahead",2888,26765,2915035,"/Search/View?dp=1&key=2154700-6a663cf65249b40d400228b471a012ec&start=26&end=2915","https://assets.pipeline.soar.com/2154700-6a663cf65249b40d400228b471a012ec/thumbnail_26765.jpg","/articles/6671666/Washington/Battle-Ground-Virtual-Academy-reports-rapid-growth-flags-staffing-and-audit-work-ahead","https://secure.pipeline.soar.com/6671666-192d2fc0a8b1d2335e210e241a86ec5b/orig.mp4?Expires=1770646513&Signature=VDJtmR1FrlDYOxoGm52xnCTZqBY29s2aeBIoAhI4jEz1uTOJx1q6zK~xs2ZraMEzhrENOB0khSz3z-ftuTXLWnKOPnBBFdTHfpJrtFVbdljMA3jasX~q9Fpb6f7~Dh1Pwu8NWT~LYhKl2ZQnVA9mBo1om~bZvUi9eD7LA4V2yL5ea1P8cXRuOQjGnJBdrzdoEe4d-jOZehOB5LyNq01IpamT59hh4XhfsXXFAEKC9~~dyB0mLr8tDBUGIWoxft3KRBe0dJ2BUEO-Cu69GwBssqdc4kSlr6A-bil2rdSgBYP824y2Bn4X2lOvzhGFgZ86GxTftmPSjs3U5O2mJTKE-g__&Key-Pair-Id=KUT5TJCACFTXG","Matt Stanfill, principal of Battle Ground Virtual Academy, told the Battle Ground School District board on the district's afternoon work session that BGVA's enrollment has climbed from about 195 students a year ago to roughly 710 as of the presentation, including 438 full-time students.

Stanfill said BGVA is planning to graduate about 90 students this school year and described a wide range of student needs served by the program, from students recovering from suicide attempts to NCAA Division I–level applicants. \"BGVA removes academic barriers while maintaining academic academic integrity to help still students learn and thrive,\" Stanfill said.

The matter matters because the district must review and annually approve school improvement plans as a condition of receiving state basic education funding, and because BGVA's growth affects district staffing, budgeting and program oversight. District staff and board members spent much of the discussion pressing on how the school can sustain growth while maintaining services and complying with forthcoming audits.

Background and scale: Stanfill said BGVA previously operated under River HomeLink, then separated and has expanded rapidly in its second year as a stand-alone option. He told the board the program attracted students from other districts and out-of-district enrollments have brought approximately $2,500,000 into the district so far in the current period. Stanfill said the school serves the full K–12 range and includes special education services and multiple learning platforms to meet different student needs.

Students served and outcomes: Stanfill described students who require alternative arrangements, including students in juvenile facilities and students who are homebound due to anxiety. He also described students pursuing competitive athletics and college applications. He said BGVA uses four different learning platforms to tailor instruction and reported a cohort of seniors projected to graduate.

Accountability and licensing: Stanfill said the school resubmitted an application for a multi-district license (a statewide approval administered through OSPI, the Office of Superintendent of Public Instruction) after missing approval by one point the prior year. He said the application window closes July 31 and district staff expect results later this school year. He also said BGVA will undergo an accreditation audit for past-year operations and acknowledged the program's prior recordkeeping (attendance and compliance) had relied on ad hoc spreadsheets; the school has implemented a new data system called School Data in preparation for the audit.

Staffing and capacity: Board members and staff asked about the program's ability to hire teachers and the effect of growth on other district schools. Stanfill and district staff described weekly staffing coordination meetings to match interest lists, teacher availability and course loads across BGVA and traditional district schools. Stanfill said some teachers at the program previously carried very large numbers of distinct preparations (he cited examples up to 19 preps) and the district has been working to rebalance assignments; he said a current teacher example had as many as 11 preps. District staff emphasized the need to limit BGVA enrollments when staffing capacity is constrained to avoid underutilizing teachers at Battleground High School or Prairie.

Assessment and accountability data: District staff clarified that the state's recent guidance on Smarter Balanced performance levels affects interpretation of proficiency rates: levels 3 and 4 remain college- and career-ready measures, level 2 is now treated as foundational grade-level achievement (not strictly \"nonproficient\"), and only level 1 is considered nonproficient under the clarified guidance. Using that reinterpretation raised BGVA's math and ELA percentages when recalculated; the point was raised during the board's questions about the math goal.

Next steps and board follow-up: Board members and staff agreed to place BGVA on an upcoming board meeting agenda for a fuller update. Stanfill and staff said they will continue weekly staffing meetings, monitor audit readiness, and await the multi-district licensing decision. No formal board action or vote on BGVA occurred during the work session.

Ending: The session paused for a short break after BGVA's presentation; the board then proceeded to a separate presentation by Battle Ground High School. The district said the full set of school improvement plans will be brought to the board for approval at a future meeting on February 10.","Leaders told the Battle Ground School District board the K–12 online program has grown to about 710 enrolled students and expects about 90 graduates this year; administrators described the school's mix of high-need students, $2.5 million in newly enrolled funding, an upcoming audit and staffing constraints tied to further growth.","actionData","errors"]

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Battle Ground High School highlights Tiger Time intervention, freshman success pilot and assessment changes

Battle Ground Virtual Academy reports rapid growth, flags staffing and audit work ahead