A Commitment to District-Wide Well-Being: Goldendale School District and The Learner First - Final 2021-2022 Report

Key Takeaway: This report on Goldendale School District’s partnership with The Learner First professional development team, filled with heart-warming case studies, reminds us that creating meaningful student connections is the first step to creating transformative learning experiences. It reveals the profound potential of adapting pedagogical strategies to students' unique learning styles and incorporating their voices in lesson design, resulting in enhanced engagement and success. Educators will find inspiration and practical insights in these stories, spurring them to reimagine their own teaching practices and further empower their students. 

Criteria: Inspiring case studies for educators that reiterate the transformative value of SEL and holistic learning practices, engaging professional development resource

Title:  A Commitment to District-Wide Well-Being: Goldendale School District and The Learner First - Final 2021-2022 Report

Year: 2022

Author: Beth Hamilton, Matthew Kane, and  Joanne McEachen

Primary Author: Beth Hamilton, Executive Director USA at The Learner First: https://www.thelearnerfirst.com/about/

Summation and Insights:  Welcome to your journey through Goldendale School District and its professional development partnership with The Learner First educational consulting.  Get ready to delve into the stories of real students and educators who have redefined the classroom, igniting a passion for learning and setting a new standard for educational excellence.  This school district created a series of “Change Teams” that set new goals at the primary, middle, and high school levels geared toward approaching students holistically and incorporating SEL goals (Social and Emotional Learning) with state standards.  Starting with the idea that one small step can make a powerful difference, teachers identified one to two struggling students who they took the time to personally interview.  These interviews led to meaningful connections and inspired educators to create customized learning experiences that ended up benefitting the entire class! Read on for some powerful case studies.

Goldendale High School Case Study:

Mr. C's classroom was home to one of those students whose name is known throughout the school district, from primary school teachers to high school staff. Known for struggling with classroom behavior and emotional outbursts, the student was seen as disconnected from the learning process, impacting not only his education but also that of his peers.

However, Mr. C saw beyond these challenges. In sitting down with the student, he discovered a young man eager to learn but in need of regular affirmations and emotional management skills. This discovery changed their relationship: it was no longer about managing behavior but unlocking potential.

When it came time to design a new unit, Mr. C made a revolutionary decision. He enlisted the help of this student, whom he now saw as a Lead Learner, in planning and designing the lessons. Mr. C laid out the goals and objectives of the unit, brainstormed a list of learning activities, and then let the Lead Learner select which activities would be most engaging for the class as a whole.

This collaboration marked a turning point. The Lead Learner felt more respected, less 'attacked', and more understood by Mr. C. He started to see that his teacher truly cared about his success and began to feel pride in his contribution to the learning environment.  This student experienced a transformation that transcended the classroom through Mr. C’s dedication to empathy, understanding, and student-centered learning. 

Goldendale Primary Case Study: 

In Ms. A's second grade classroom, a particular student emerged as a unique challenge. Frequently distracted and prone to behavioral issues, this bright student risked being overlooked due to his struggles with engagement.  Though he sought out connections with Ms. A, his comments often veered wildly off-topic, raising concerns about his connection to the academic content being taught. After Ms. A conducted an interview with her student, she discovered that he was not just academically unsure, but also insecure in his social interactions, often assuming his peers didn't want to befriend him.

In an attempt to turn things around, Ms. A decided to delve deeper into the student's learning style and preferences. She discovered that he had an inclination for building and creating, a knack for technology, and a yearning for kinesthetic learning experiences.  Ms. A redesigned her lesson plans to cater to these preferences, breaking assignments into smaller, manageable segments and infusing more experiential and hands-on activities.  She also routinely placed him in small groups with other students who shared his interests. This tailored approach marked a significant shift in the student's engagement. He began participating more actively, collaborating with peers, sharing ideas, and completing work consistently. With increased self-worth, he also started to interact freely with his classmates, even joking around with them, a stark contrast to his earlier insecurities.  In the words of his delighted teacher, Ms. A, “In the end I saw this student on track with his peers in making connections and engaging in school with purpose, intentionality, and joy!” 

For more information on Goldendale School District and its partnership with The Learner First, including inspiring student case studies, check out our L.E.A.R.N. summation of their comprehensive 2019-2020/2020-2021 report. Each case study from the primary, middle, and high schools demonstrates how a “whole child” approach and personalized instructional design can radically improve student engagement and success.