The face of education is changing in Evergreen Public Schools.

We are in the midst of a district transformation to ensure equity, access, and personalized learning for all students.

As our district transitions to a relevant 21st century curriculum, our focus is on professional development. Our anchor document describes the Essentials of Personalized Learning in Evergreen Public Schools.

Washington School Improvement Framework

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State, School, & District Report Cards

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District Vision: 

Students will graduate prepared for personal success in their choice of career and/or post-secondary education, committed to contribute to the common good and motivated to continue the pursuit of knowledge throughout their lives.


2017 Policy Updates

In August 2017, the Evergreen School Board adopted new Policies which include the following:

Academic Achievement

Students will think critically and creatively, and be able to analyze, evaluate, and synthesize complex ideas from multiple perspectives. They will achieve academically at a personally challenging rate, demonstrating literacy and learning in all academic, career-focused and elective subjects.


Students will understand, model, and advance the interconnectedness of individuals, cultures, communities and their environment. They will know and practice the duties, responsibilities, and rights of citizenship in a democratic society; demonstrate cultural competency; be respectful and compassionate; understand how to advocate for change; and be good stewards of their environment.

Social and Emotional Development

Students will integrate skills, attitudes and behaviors to deal effectively and ethically with tasks and challenges, demonstrating collaboration, adaptability, communication skills, problem-solving, and self and social awareness.

Learning Environment

Student learning environments must be equitable, personalized, flexible, responsive, safe, respectful and conducive to effective learning, maintaining a climate and culture that is characterized by support and encouragement for high achievement for all students.  All policies and procedures regarding discipline will be restorative in nature, collaboratively developed, appropriately communicated to students and parents, and enforced consistently using reasonable judgment.

Instructional Program

Instruction will offer equitable, personalized, and challenging learning experiences for all students to achieve. Students will have opportunities to develop talents and interests in their areas of interest, utilizing new and innovative programs to personalize learning in order to meet the needs of students of various backgrounds, cultures and abilities. Students will have equitable access to district technology, resources and information.

“The biggest room in the world is the room for improvement.”

-Helmut Schmidt

District Priority

The district’s priority is to “accomplish measurable student growth through personalized learning experiences that ensure access and equity for all students.”


Project Based Learning / Personalized Workshop Model

A system of interconnected learning that intentionally builds to uncover worthy ideas, answer big questions, and create projects for a real life audience and purpose. Each workshop consists of daily formative assessments (makes) that scaffold and lead to the larger project (make).

  • All teachers use the workshop model as a vehicle to ensure that students are working on rich, authentic projects and tasks that are meaningful and interesting to each individual student.

  • All teachers integrate priority standards and essential skills into personal learning workshops.

  • Learning Labs at Residency Schools model personalized learning experiences through the use of the Workshop Model.

  • Sheltered Instruction, an approach which authentically integrates language and content learning, is intentionally folded into the Personalized Learning Workshop with the dual goals of providing access to mainstream, grade-level content and to promote the development of academic English language proficiency for all learners.

  • Within the workshop, technology tools are leveraged to deepen and personalize learning experiences.


In order to ensure equity and access, all schools will establish a foundation through assessing and addressing practice relative to the four Seeds of Hope from Building a Culture of Hope:

  • Sense of Optimism

  • Sense of Belonging

  • Sense of Pride, Self Esteem, and Self Confidence

  • Sense of Purpose

Seeds of Hope will be assessed through Panorama Surveys

All schools will address equity and access on their school improvement plans and will implement an action plan that includes steps to improve school culture through building a culture of hope that intentionally supports members who are culturally diverse or underrepresented.

All schools will conduct an annual review of disaggregated discipline data. In response to the data, schools will assess, plan or initiate strategies for implementation of each:

1. Positive behavioral intervention strategies and support

2. Restorative Practices

3. Mindfulness and Social Emotional Learning

4. Cultural Competence

Secondary schools will complete an annual review and planning process around disproportionate representation in course and program enrollment. 

Diagnostic Assessment System

  • Each student’s progress is regularly evaluated and assessed, and informs instructional decisions to promote student success.

  • Students are partners in monitoring and managing their own success, and participate in making key instructional decisions.

Professional Learning Communities (PLCs)

  • Members collaborate to ensure learning design is aligned with desired outcomes (priority standards and essential skills).

  • Members design rich tasks, lessons and assessments in order to provide personalized learning experiences for students.

  • Members examine instructional practices and student work in order to improve outcomes.

  • Members are encouraged to initiate new ideas and innovations that will personalize experiences and move students forward in their learning.

Principal Leadership

  • All Evergreen principals will align their School Improvement Plans with the District Improvement Plan

  • School Professional Development will align with School Improvement Plans and the District Improvement Plan

  • Principals will be focused on closing the achievement gap at their schools through implementation of the above district strategies that support personalized learning.

  • Principals will work closely with coaches and teacher librarians to ensure priority standards, essential skills and technology are integrated into personal learning experiences.

Student-Centered Instructional Coaching

  • Instructional Coaches provide job-embedded professional development by working with PLCs and in classrooms to facilitate application of personalized learning and to refine instruction in order to ensure that students are being met at their point of need.

  • Instructional Coaches works with teachers to focus on / model strategies that directly impact student learning and increase student achievement.

“We are in the midst of a district transformation to ensure equity, access, and personalized learning for all students”


District Performance Indicators

The Evergreen Public Schools will engage all students in personalized learning experiences and increase its graduation rate through achievement of the following:


Goal 1

Grades K-3 ALL students will be proficient or higher in READING at the end of grade 3, as measured by the state assessment.


Goal 3

Grades 9-12 ALL students will graduate with the skills to be world competitive.


Goal 2

Grades 4-5 ALL students will be proficient or higher in MATH at the end of grade 5, as measured by the state assessment.


Goal 4

Close the achievement / opportunity gap between subgroups and ALL students.

District Turn Around Plan and Principles

Turnaround Principle (P2-C)

Provide for high-quality professional development for instructional staff that focuses primarily on instruction.

Turnaround Principle (P4-A)

Incorporate strategies grounded in scientifically-based research that will strengthen instruction in core academic subjects.

Turnaround Principle (P3-A)

The district will allocate resources to support additional learning time for students and staff in schools required to implement turnaround principles.

Turnaround Principle (P7-A)

Providing ongoing mechanisms for family and community engagement.

How to File a Citizen Complaint

OSPI has a process in which citizens can file a complaint.

13501 NE 28th Street  |  P.O. Box 8910  |  Vancouver, WA 98668
Phone (360) 604-4000  |  Fax (360) 892-5307  |  Office Hours: 8:00 am - 5:00 pm
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