Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

Office Hours:

Monday-Friday: 7:30 a.m. - 4:30 p.m.

Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

You Are About To Leave the Highline Public Schools Website

You are now leaving the Highline website and will be redirected to a third-party application or website. This site may have advertisements or other content not necessarily endorsed or approved by Highline Public Schools. 


It is the goal of the Highline School Board to ensure that all schools prepare students to graduate with a high school diploma and ready to enter postsecondary education, a career, and the responsibilities of active citizenship. To further this goal, the district promotes and supports learning structures that create the conditions for students to be known by name, strength and need.

Purpose & Accountability for Results

  1. The primary purpose of intentionally designed learning structures is to raise student achievement for all students and close the achievement gap for school-dependent learners by implementing structures for building positive relationships among staff and students, adhering to high academic standards, and implementing academic assurances set forth by Highline Public Schools.
  2. All schools must identify measurable student outcomes and outline the method by which student progress in meeting the identified student outcomes will be measured. The measurable student outcomes must address equity and overall academic achievement, and will be outlined in each school’s Annual Action Plan.
  3. The district will use an evaluation process to measure and report parent and family, teacher, and student satisfaction for all schools.

Core Guiding Principles for Learning Structures
Optimal learning structures include several key principles. These principles, as outlined in this policy and sustained by the district, are the important contributing factors leading to the desired results.

Personalized Learning Environment: Every student is known by name, strength and need. Each student enjoys strong relationships with other students and a close, continuous relationship with one or more adults in the school community.  Students’ cultural background and experiences are respected and connected to the curriculum.  Emotional and intellectual needs are met. Every student has an adult advocate and, beginning in seventh grade, a High School and Beyond plan to support successful progress.

Implementation of Academic Assurances: Students are engaged in an ambitious, rigorous, and standards-based course of study and graduate prepared for post-secondary education and career. All students are provided equitable opportunities to learn and master challenging content, skills, and learning strategies. 

Student Voice and Participation: Schools ensure that students have significant opportunities to collaborate with school staff, exercise leadership, and make choices and decisions. Students have clear areas of input and participation and are actively involved in decisions regarding their classrooms, school, campus, and community.

Parent and Family Engagement: Families are recognized as partners in education. The partnership is driven by parent/family interests and school needs, and parents/families have an opportunity to participate in school programming and planning, including as integral members of each school’s family engagement team.

School Safety: School environments are maintained in a way to ensure that students and staff feel safe and welcomed. Safety & Security staff are integral to student success through creating positive relationships and actively supporting campus staff, students and visitors.

Curriculum and Assessment: The school community is engaged in a dynamic process of assessment, reflection and innovation to inform curriculum development and instructional strategies, meet student needs, and address achievement gaps. Teachers use formative and summative assessments as diagnostic tools to identify student needs and to improve instruction. Schools analyze and communicate assessment results to inform school improvement.

School Leadership Focused on Instruction: The principal and school leaders demonstrate and inspire an unwavering commitment to fulfilling the vision of the school among all members of the school community. The instructional leadership team has a schoolwide focus on student achievement; support for improving and enhancing school culture, teaching, and learning; and effective collaboration among school leaders, teachers, parents and families, students, and partners in the community.

Staff Collaboration: The culture of the school supports and promotes a culture of collaboration to improve instruction and student achievement. Effective learning communities feature continuous reflection and assessment of student work and teacher practice.

Partnerships with Organizations: Effective partnerships help keep the school in touch with the larger community and professional networks, enable it to capitalize on opportunities and resources that support student success and increase its sustainability.

Cross Reference:
Equity - Policy 0010
Family Engagement - Policy 0050
Lesson Plans - Policy 2023
Measuring Student Progress - Policy 2420

Highline School District 401
Adopted by the Board: 11.16
Classification: Discretionary