91制片

91制片 Learning 2025 Lighthouse Demonstration System: WASHOUGAL SCHOOL DISTRICT

With its focus on social emotional learning, culturally responsive classroom management and equity, the Washougal School District in Washington unpacks what it means to be human and supported in a public education system in today鈥檚 divisive times.

Led by a superintendent with human resource management experience, Washougal educators and staff have worked hard to make school a place where students feel accepted and valued no matter their race, religion, gender identity or ability. The ongoing effort to build a culture of belonging, care and kindness is as essential as context and curriculum. It has borne fruit for adults as well as students.

鈥淚n a high-belief system you believe that each student deserves to be seen, known and valued and to have a future in the community, much like the one you would want for your own children,鈥� says Mary Templeton, the fifth-year superintendent of the 3,100-student Washougal district, located across the border from Portland, Ore.

鈥淲hen you have high beliefs in every child, you are stating your commitment to see their humanity first,鈥� Templeton adds.

Toward that end, the district, a designated 91制片 Lighthouse System, showcases an approach in which student discipline is restorative, not punitive; equity is both a visionary statement and aspirational goal; and every day for every student across all grade levels starts with a morning meeting.

鈥淲e鈥檙e living in a world that is quite divisive, where it鈥檚 almost impossible for adults to have a healthy dialogue when they have a difference of opinions,鈥� says David Cooke, principal of Jemtegaard Middle School. 鈥淚n Community Circles every morning, students work together, listen to each other鈥檚 opinions and learn from each other, and that gives me hope."

At Hathaway Elementary, children every day assess their color-coded 鈥渮one of emotional regulation,鈥� which ranges from green (for happy, calm, focused and ready to learn) to red (for angry or frustrated). 鈥淪tudents talk about the zone they鈥檙e in and what they need from their peers and teachers to support them throughout the day,鈥� principal Wendy Morrill says. 鈥淭hat鈥檚 a really valuable way to start the day.鈥�

Adult Development

But it鈥檚 not just the students who need a wellness check.

鈥淎s a superintendent coming through the COVID experience, you recognize staff too must be a focus of wellness,鈥� Templeton says. 鈥淚t鈥檚 not just about the child鈥檚 cognitive, social and emotional wellness. We can鈥檛 do the work that we aspire to do until every human being within the system feels a strong sense of purpose, support and energy to move forward.鈥�

Templeton launched her career in Washougal with strategic planning and a two-year commitment to staff development and training, where the adults confronted their implicit biases and learned to look at the business of schooling through the eyes of a diverse student body.

Earlier, as director of human resources for certified personnel in Spokane, Wash., Templeton worked with culturally responsive classroom management training modules created by the Washington Education Association. She followed suit in Washougal and the effort has paid off, Templeton says, noting the district鈥檚 graduation rate has risen from 74 to almost 90 percent over the past half dozen years.

鈥淲e鈥檙e making sure that we don鈥檛 just say 鈥榟i鈥� to students, 鈥榟ere鈥檚 a survey, tell us what you think,鈥欌�� Templeton says. 鈥淲e鈥檙e getting back to students and saying 鈥榳e heard you, we evaluated our system and we鈥檙e willing to make some hard decisions and adjustments because you鈥檙e telling us that some of the things we鈥檙e doing are not working for you.鈥欌��

Listening to learn extends to families and community interests as well.

Washougal鈥檚 decision to hire the district鈥檚 first-ever Spanish-speaking liaison coordinator has been a 鈥済ame changer,鈥� says Cooke, the middle school principal, noting the position has been filled by a community leader who volunteered for years as a liaison between school, home and community interests.

鈥淎ny conversation I have with a Spanish-speaking family or a student with special needs, it鈥檚 a learning experience for me to become a better principal,鈥� Cooke says. 鈥淎ssociating myself with Sandie Renner, our liaison coordinator, I can see through the appropriate lens.鈥�

Importance of Action

But hearing without acting carries little weight among students, and that鈥檚 where Templeton says the 鈥渟oggy chicken sandwich鈥� story comes into play.

鈥淭he kids told me, 鈥楧r. Templeton, the chicken patty sandwiches are awful,鈥� and that led to my big idea,鈥� the superintendent explains. 鈥淚 wanted to walk into the building and smell a fresh batch of cranberry and raisin cookies. When you go to grandma鈥檚 house for Sunday dinner, you walk in, smell the cooking and know you鈥檙e going to sit down and share a meal and a conversation. That鈥檚 what I was going for.鈥�

Washougal now employs 鈥渁 chef hired straight from the hospitality industry and he鈥檚 really good,鈥� Templeton says. 鈥淪taff participation in meals is up like 300 percent and scratch-made meals have become a symbol鈥� for building human connections in Washougal.

Linda Chion Kenney is a freelance education writer in Lithia, Fla.