‘Theory of Action’ defines student success at Nooksack Valley

Part theory, but mostly practical, the Nooksack Valley Schools’ “Theory of Action” directive leads the way the district approaches student learning. And it all comes down to an approach and mindset that places a focus on instruction.

The Theory of Action driving NV Schools offers both a mindset and practical blueprint for making “continuous improvement of the instructional core the key variable in student achievement,” says Mark Johnson, superintendent. By placing resources in improving instruction, NV Schools doesn’t rely on trendy programs to improve learning goals, instead working diligently to become better educators at every step, from paraeducators to teachers to administrators. 

The result gives Nooksack Valley Schools the highest student achievement results in the county — and compared to the state — in all four key areas: reading, writing, math and science. Across 14 different state assessment categories, Nooksack Valley is in the top-three in Whatcom County in every category. And this happens year after year, even when district demographics indicate student achievement would actually hover near the bottom of the county and below state averages. 

“Our demographic would suggest that by any measure of student learning and success, Nooksack Valley’s students would come in last in the county,” Johnson says. “Income level of the home is the number-one predictor of student success. We believe that our Theory of Action can mitigate poverty. We don’t use demographics as an excuse.” 

Where Nooksack Valley Schools puts a stake in the ground is on in-classroom action with what the district believes is the strongest teaching and support staff around. “We think instruction is the key variable,” Johnson says. “We aren’t a bouncing ball every school year with a new program, or at the whim of the board or superintendent, we have a consistent focus on improving instruction. Quality instruction and supports are the biggest cause and that is something we are very proud of.” 

The Theory of Action at Nooksack Valley, then, places a focus on staff collaborating on their continuous learning. The leadership team also puts importance on continuous learning as a responsibility and moral imperative. These mandates all aim to close opportunity gaps that prevent equal opportunities for learning and success. 

The Theory of Action approach allows teachers to focus on more than a test score, letting them press for growth and improvement in both teaching and learning. And that is why Nooksack Valley teaches the way it does. “We’re teaching for understanding and meaning, for discourse and critical thinking, for collaboration and teamwork,” Johnson says. “We believe that our instructional approaches are designed for success on high level standards and so much more.” 

By taking the team approach, teachers have more resources than simply themselves to work through issues or difficulties. Strengthening teams has a positive influence on culture and attitudes and improves success with students, the district says. 

With staff and teachers constantly reviewing progress and success in a variety of instructional areas, when teachers or administrators see slipping in certain areas, they can focus teacher teams to improve instruction in those areas. It is a nimble system that puts powerful instruction at the core of the day. Every day. 

“The danger is you get complacent,” Johnson says. “Our entire classified and certificated staff are committed to continuous improvement. Our culture will keep pressing to get better for our kids. We would not be getting the results we're getting without an outstanding staff."