##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Marion Evenson]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Nooksack Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [3333 Breckenridge
Rd.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

Everson WA 98247-9264                 

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Whatcom]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_\_[4525]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(360) 966-3321]{.underline} Fax [(360) 966-7512
 ]{.underline}

Website/URL [www.nooksackschools.org]{.underline} E-mail
<marion.evenson@nooksackschools.org>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Mark Johnson]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Nooksack Valley School District]{.underline} Tel. [( 360
) 988-4754]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Steve
Jones]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_[3]{.underline}\_\_
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

\_\_[0]{.underline}\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_[0]{.underline}\_\_ Other

\_\_[5]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$8,860]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$9,333]{.underline}\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**       22        16                     **38**       **8**                             

  **1**       28        18                     **46**       **9**                             

  **2**       14        25                     **39**       **10**                            

  **3**       28        20                     **48**       **11**                            

  **4**       25        34                     **59**       **12**                            

  **5**       24        23                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   277
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of \_\_\_\_ [\_76]{.underline}% White

the students in the school: [\_\_\_\_\_\_2]{.underline}% Black or
African American

[\_\_\_\_\_17]{.underline}% Hispanic or Latino

[\_\_\_\_\_\_1]{.underline}% Asian/Pacific Islander

[\_\_\_\_\_\_4]{.underline}% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_[17]{.underline}\_\_\_\_%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      30
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      20
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 50
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 296
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided 0.1689
                            by total in row (4)         

  **(6)**                   Amount in row (5)           16.89
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[11]{.underline}\_%

\_\_\_\_[31]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_

Specify languages: [Spanish and Russian]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[48\_]{.underline}%

Total number students who qualify: \_\_\_\_[134]{.underline}\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_\_[13]{.underline}\_%

\_\_\_\_\_[37]{.underline}\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[8]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[19]{.underline}\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_[1]{.underline}\_Visual Impairment
Including Blindness

\_[1]{.underline}\_\_Emotional Disturbance
\_\_[7]{.underline}\_Developmentally Hdc/Preschool

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[12]{.underline}\_\_
\_\_\_[3]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[5]{.underline}\_\_\_
\_\_\_[4]{.underline} \_\_\_

Paraprofessionals \_\_\_[5]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_
>
> Total number \_\_\_[27]{.underline}\_\_ \_\_\_[12]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[23:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95%         95%         95%         95%         95%

  Daily teacher attendance  96%         96%         96%         96%         96%

  Teacher turnover rate     5%          7%          0%          6%          8%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school and include
a summary of the school's mission or vision in the statement.**

The Nooksack community is situated in a beautiful, rural setting
surrounded by farmland and is located north of Bellingham, Washington,
adjacent to the Canadian border. Nooksack Elementary School serves 276
students in kindergarten through grade five. Our student population
consists of a variety of ethnic and socio-economic backgrounds.
Currently, 48 percent of our student population is eligible for free and
reduced-priced meals and approximately 16 percent of our students are
English Language Learners consisting primarily of Hispanic and Russian
students.

Nooksack Elementary is a small, personalized school with caring and
dedicated adults who are focused on student success and a school that is
constantly looking for ways to improve. Classroom instruction is focused
on reading, writing, math, and thinking skills that are integrated with
the science and social studies curriculum. In our continuing efforts to
improve instruction and learning, we pay careful attention to in-depth
learning and higher levels of comprehension. All students benefit from
our Art, Physical Education, and Music programs. Our staff accepts the
responsibility for all students to achieve their highest potential while
developing the skills to be life long learners.

Nooksack Elementary has become a community center for art, music,
sports, club meetings, and family celebrations. Parents and community
fundraisers have provided many important additions to our building and
special programs for our students. Only a phone call is necessary to
bring the support of civic organizations for any need at our school. Our
community is proud of Nooksack Elementary School and our success can be
attributed, in no small measure, to their support.

Our mission is to *[Ensure the Success of All Students]{.underline}.* In
our efforts to achieve this mission, we recognized that significant
changes were essential in the very nature of the school experience for
both students and teachers. Our school team gained trust and respect
over time as we shared the responsibility for leadership and student
achievement increased. For the past five years, the Nooksack Valley
School District participated with the Bill & Melinda Gates Foundation to
promote positive changes for improved student achievement. The Gates
Foundation provided resources to fund training for administrators and
teachers at Harvard and Stanford Universities and other specialized
training institutes around the country. This training provided a vision
of how schools and classrooms are organized and function for all
students to achieve at high levels. The staff at Nooksack Elementary has
focused on professional development that includes extensive
collaboration for aligning curriculum with the assessments and
identifying successful teaching strategies for the more intellectually
demanding learning requirements. Changes in our beliefs about teaching
and learning have resulted in more attention to each individual
student's learning and have noticeably changed the instruction in our
classrooms. We look forward to continued improvements in our shared
vision that [all]{.underline} students will meet the Washington State
standards.

In the Fall of 2004, the Washington School Research Center from Seattle
Pacific University released a study that examined why Nooksack
Elementary School, along with schools in ten other Washington School
Districts with similar demographic data, had a high percentage of fourth
grade students reaching the state standards in reading, writing, and
math. The resulting report, "From Compliance to Commitment," listed the
following "*common* *characteristics of effectiveness in these ten
school districts:"* 1) focusing on instruction, 2) using data to inform
and assess, 3) aligning the system to support the efforts in the
classroom, 4) narrowing the focus of the teaching and learning agenda,
5) ownership for student learning, 6) distributing leadership, 7) a
collaborative organizational environment, 8) focusing on adult learning,
9) and trust and relationship building. It is our belief, which is
supported by the "From Compliance to Commitment" report that these
efforts resulted in school improvement and higher state assessment
scores.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Describe the meaning of the school's assessment results.**

Washington Schools' demographic data and assessment results are listed
on the Washington Superintendent of Public Instruction web site:
www.k12.wa.us. Nooksack Elementary School met all areas included in the
Adequate Yearly Progress for the last two school years.

While the assessment information is important for monitoring progress
and curriculum planning, the important meaning of the data allows us to
maintain a school chart that lists all students not meeting the
standards at each grade level. We direct our efforts toward individual
students and ask ourselves, "What else will it take for success?"
Individual learning plans are written collaboratively for these students
and the principal, classroom teachers, and support personnel review
these plans frequently to discuss progress and make adjustments.
Powerful instruction and careful attention to individual needs have
resulted in an increase of 25 percent in reading, 36 percent in writing,
and 36 percent in mathematics of the students meeting the standards
since the school opened seven years ago.

The Washington State Assessment System (WASL) focuses on the Essential
Academic Learning Requirements (EALRs), which are Washington's content
standards, and provides broad achievement indicators for the state,
districts, schools, and individual students. The WASL currently is
comprised of a series of criterion-reference tests in reading, writing,
and mathematics. The test includes multiple choice, short constructed
response, and extended constructed response items. Performance standards
for the assessments have been set by the state using an item mapping
technique.

Nooksack Elementary fourth grade reading scores (WASL) for 2003-04
showed 94 percent of the students met the standard. Within that group,
70 percent of the students exceeded the state standard and no student
was rated significantly below standard. The disaggregated data indicates
the achievement gap for socio-economic status and ethnicity was reduced
during the past three years. The fourth grade math scores (WASL) for
2003-04 showed 88 percent of the students met the state standard. Within
that group, 77 percent of the students exceeded the standard and only
two students rated as significantly below the standard. The fourth grade
writing scores (WASL) showed 88 percent of the students met the state
standard. Within that group, 76 percent of the students exceeded the
standard and only two students rated as significantly below the
standard.

The Iowa Tests of Basic Skills (ITBS) at grade three is the
norm-referenced component of the statewide testing program. These
measures assure that the state collects achievement information about
the basic skills that provide the foundation for the application and
problem-solving skills found in the state's Essential Academic Learning
Requirements. Trend data for third grade students has increased 18
points in National Percentile Rank for reading and increased 23 points
in National Percentile Rank for mathematics since the 1998-1999 school
year.

Nooksack Elementary's third grade reading scores for 2003-04 showed
students rated at the 65^th^ national percentile in reading. Our
students were reported to have 89 percent scoring in the average and
high stanines. Only 11 percent of the students scored in the low
stanines as compared to the national norm of 23 percent. Third grade
math scores for 2003-04 showed students rated at the 73^rd^ national
percentile in math. Our students were reported to have 48 percent
scoring in the high stanines compared with 23 percent of the students
nationally and only 13 percent of the students in the low stanines as
compared to the national norm of 23 percent. Disaggregated data for the
ITBS is not available.

2.  **Show how the school uses assessment data to understand and improve
    student and school performance.**

Improving classroom-based assessment has been a building goal in our
School Improvement Plan for the past three years. All staff members have
participated in significant training on the six major components for
assessment. First, good assessment practices begin with students having
a clear understanding of the specific learning targets they are expected
to meet. Second, throughout a unit of instruction, students engage in
practice and risk-taking activities. The students use formative
assessments as they receive specific feedback that will help them meet
the learning targets. Formative assessments are assessments *for*
learning. Third, teachers use a variety of high quality summative
assessments with their students. Summative assessments are assessments
*of* learning that has already occurred. Fourth, students set goals,
reflect on their own learning, and communicate this understanding to
others. Fifth, grades are based on ample evidence that accurately
reflects a student's level of achievement in specific subjects,
performances, products, or skills. Finally, students are recognized as
being the primary users of assessment information and they regularly
participate in communication about their achievement. This training has
resulted in more differentiated instruction, increased student
achievement, and a shift to students taking more responsibility for
their own learning.

Each fall, Data Day is our staff's first opportunity to study the
assessment results for all grade levels. The purpose of this session is
to identify the students not meeting the standard and to review the
assessment results for improvement of instruction. District curriculum
committees also study assessment data to monitor student achievement and
make program changes. Electronic retrieval systems are readily available
for staff to access data information for program or student evaluation.

At the building level, assessment data is used to assign additional
support personnel, to design appropriate instructional goals, and to
provide continuous monitoring. When students need a formal evaluation,
the longitudinal assessment data and classroom-based performance
information are included in the report.

3.  **Describe how the school communicates student performance,
    including assessment data, to parents, students, and the
    community.**

Parents and staff believe connections and collaborative efforts are
vital for improved student achievement. This small town, rural setting
allows for special connections with our students' parents, extended
families, and friends by providing many opportunities to be involved
with their child's education in the classroom, volunteer programs, or
PTA sponsored events. Parent newsletters and other information are
distributed weekly in the family envelope to each household.
Interpreters translate newsletters, assist with conferences, and make
family contacts.

Nooksack Elementary School uses the district's standards based report
card to communicate student achievement three times a year. In addition,
progress reports are sent home at mid-trimester for parent review.
Student involved conferences are held in the fall with additional
parent/teacher meetings for students requiring more frequent
connections. Assignment notebooks and family envelopes are used
consistently to communicate about daily learning activities. Our school
web-site includes teacher e-mail addresses and daily parent/teacher
contact is encouraged. Teachers use various daily notes or phone calls
to reinforce parent/teacher/student reporting.

An annual Performance Report is available electronically and in written
form for parents and community members. This report provides information
such as demographics, assessment data, school mission statement, and
other pertinent information about our school.

Nooksack Elementary School assessment information is published in the
local newspapers, displayed prominently on a data wall in the foyer,
listed on the Washington Superintendent of Public Instruction web-site:
www.k12.wa.us, included on the Seattle Pacific University designed "Just
for Kids" web-site: www.spu.edu.net, and recorded on the district
sponsored data management system.

4.  **Describe how the school will share its successes with other
    schools.**

Nooksack Elementary has hosted a number of site visits for other schools
districts. Our staff developed visitor protocols in preparation for
school visits and to give visiting schools an opportunity to request
topics for discussion. During these visits, we highlight our
professional development opportunities, assessment philosophy, and
teaching partnerships. Our staff values these opportunities to share and
collaborate with other schools because it benefits both parties.

In our efforts to share our learning with other educators, our teachers
have presented on topics such as classroom based assessment and literacy
at regional conferences and workshops. Teachers have also worked as
consultants concerning topics related to school improvement. They have
written articles for educational journals, newsletters, and curriculum
documents. Nooksack teachers share within our school district through
curriculum committees, grade level meetings and studio teacher sessions.

Nooksack Elementary has a teacher education partnership with Western
Washington University. We consider this program mutually beneficial
allowing our staff opportunities to examine their own teaching
strategies while supporting teacher education students. A Western
Washington University Education Professor is assigned to our building to
provide follow-up classes and student evaluations.

At a recent Gates Foundation Meeting, the Nooksack Valley School
District presented a case study about our district's schools.
Participants from ten Washington school districts spent the afternoon
reviewing the information about teaching and learning in our schools. We
believe it is not only our professional responsibility to share valuable
information with others, but it is the key to continued improvement for
the Nooksack Valley Schools.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe the school's curriculum and show how [all]{.underline}
students are engaged with significant content based on high standards.**

Students, parents, and staff have gained confidence with improved
assessment results. Our most significant change was in our expectation
that [ALL]{.underline} students could reach high standards. We realized
it was difficult to reach the goals and getting there was very hard, but
achievable work. Previously under-performing students are now challenged
and helped to learn at higher levels regardless of their background or
circumstance.

Washington State Goals and Essential Academic Learning Requirements
provide common academic standards for all grade levels and guide our
district-adopted curriculum in the subject areas.

**Washington State Academic Goals:**

-   Acquire and use principles and concepts of equity, including the
    rights and responsibilities of self and others.

-   Read with comprehension, produce quality writing, and communicate
    effectively and responsibly.

-   Know and apply the core concepts and principles of health and
    fitness, mathematics, social studies, the sciences, and the arts.

-   Think analytically, logically, and creatively. Integrate experience,
    knowledge, and understanding to form reasoned judgments and solve
    problems.

-   Integrate core academic concepts and skills with life experiences;
    understand the importance of work and how personal performance,
    effort, and decisions directly affect career and educational
    opportunities.

-   Utilize information technologies to communicate, acquire, promote
    and apply information to produce high quality products.

-   

**Washington State Essential Academic Learning Requirements**

-   [Communication]{.underline}: Use listening and observation skills to
    gain understanding.

-   [Reading]{.underline}: Understand and use different skills and
    strategies to read.

> Our students will read different materials for a variety of purposes
> and understand the meaning of what is read. Students will ultimately
> set goals and evaluate their progress to improve their reading.

-   [Writing]{.underline}: Write clearly and effectively using the
    traits of quality writing.

> Students will write in a variety of forms for different audiences and
> purposes. They will understand and use the steps of the writing
> process to analyze and evaluate the effectiveness of their written
> work.

-   [Math]{.underline}: Understand and use number sense, probability and
    statistics, problem solving, mathematical reasoning, communication
    and connections to solve daily and life long problems.

-   [Science]{.underline}: Understand, observe, inquire, hypothesize,
    communicate, record and organize data.

-   [Social Studies]{.underline}: Will analyze and understand the
    history, civics, geography and economics of local community, state,
    national, and world cultures.

-   [Art]{.underline}: Understand and use elements, principles,
    techniques, function, style, presentation, individual development,
    problem solving, and communication through the visual and performing
    arts.

2.  **Describe the school's reading curriculum, including a description
    of why the school chose this particular approach to reading.**

Our selection of a balanced approach to reading instruction was the
result of a three-year study of our collective thinking and actions
about what are the best approaches for teaching reading. We reviewed a
broad base of research and examined our own teaching practices to
understand what children need and what teachers can do to meet student
needs. The outcomes of this process were written in a comprehensive
resource guide, "Core Understandings and Supporting Practices for
Literacy".

Our reading program includes four components that students need to
become proficient readers. Students need 1) choice in what they are
reading, 2) time to read independently every day, 3) a supportive
community for sharing responses, and 4) responsibility for their own
learning.

Nooksack teachers participated in extensive teacher training on Reader's
Workshop to become skilled at read-alouds, supported instruction during
shared and guided reading, word study for teaching phonics skills, and
independent reading for practicing skills and strategies. Teachers
arrange their classroom environments to provide a large area for
whole-group reading, and other settings for small-groups, partners, and
independent work. They organize reading materials in classroom libraries
that let students choose books at appropriate reading levels from a
variety of genres. In the classrooms, a "sense of community" provides a
supportive environment for sharing and promotes acceptance of diversity
and individualism. Accountable talk and partner reads are other ways for
students to practice communicating thinking and learning. Responding to
the concern for in-depth learning and higher levels of comprehension,
cognitive strategies were integrated into the reading program. Teachers
encourage families to engage in a reading partnership through classroom
based home reading programs.

On-going classroom based assessments and individual conferences are
important for gathering the insights necessary to design effective
personalized instruction. District grade level reading assessments are
administered at designated intervals to report progress to students and
parents.

**3. Describe one other curriculum area of the school's choice.**

At Nooksack, we believe writing and reading are essential partners in a
balanced literacy program. As in reading, we feel it is important for
teachers to model writing by integrating writing throughout the school
day in activities such as morning messages and daily news. Writing
instruction is taught in a Writer's Workshop model where teachers give a
short mini-lesson and then send students off to write independently.
Teachers hold conferences with individual students and give specific
instructions to support the learning. While the conferences appear to be
informal conversations, they are teaching interactions that are
carefully designed to improve student writing. At the end of the writing
period, students share their writing with a partner or the whole class.
This share session provides an opportunity to model revision as part of
the writing process. Cognitive strategies provide an important link
between reading and writing by teaching thinking skills and monitoring
for deeper understanding in literacy. Our efforts are always directed
toward gradually shifting the responsibility for learning to the
students so they become proficient and independent writers.

Students are encouraged to use a variety of genres, the six trait
writing process, and daily journals to practice the skills that have
been taught. Teachers also use whole group, small group, or
individualized instruction to provide the right support for each
student. Teachers assess progress and determine next steps for
instruction by conferring with individual students and more formal
writing assessments are

administered three times a year. Assessment information and various
writing samples are collected in student portfolios to show progress
over time.

**4. Describe the different instructional methods the school uses to
improve student learning.**

As a first step at Nooksack Elementary, we examined our assessment and
demographic data to identify common characteristics among students not
meeting the standards. We studied the life experiences and conditions
that research showed were associated with student achievement. Through
this study, we came to believe that the rigor of the curriculum was
important to all students and it was crucial to extend this instruction
to those who were struggling to succeed. In addition, we identified and
initiated the following efforts to improve the learning environment for
students identified as being in the achievement gap.

A large percentage of our students attend the district Center for
Children and Families prior to entering our school. The Center serves
special education and disadvantaged students from birth to kindergarten.
The Head Start Program is also part of the Center and serves at large
number of pre-school students.

The District Barriers to Learning Task Force identified resources and
skills to increase the capacity of the family, community, and school to
respond to student needs. Our home-school coordinator and counseling
programs set a climate for reaching out to students, encouraging their
attendance, and helping them view themselves as successful learners.
Health, physical, social-emotional, and other barriers are seen as
something that can be accommodated.

Everyone at our school, including office staff, cooks, custodians, and
teaching staff, must be committed to mentoring and supporting the
academic and social development of all students. High expectations are
translated to students as, "No excuses \-- You can succeed, even though
you've never done anything this hard before." All adults in the building
take responsibility for encouraging every student to raise their
personal aspirations so they have "pictures of hope in their heads" and
look to their future with promise.

Special programs are available to serve students with special needs such
as English Language Learners, Title 1, Special Education, and other
Remedial Programs. An extended day program provides academic support
after school, enrichment activities, and club meetings. Extended year
programs are provided during the summer.

Nooksack Elementary recognizes the importance of providing diverse
opportunities for all learners through special programs such as Math
Olympiad, sports activities, Young Authors, drama, dance, and music
events.

Our school recognizes the need for active parent participation and
positive interaction between students, parents, and teachers. A Spanish
speaking interpreter hosts monthly family literacy events, translates
newsletters, and assists with conferences and family contacts. Parent
newsletters and other information are distributed weekly in the family
envelope to each household. Refurbished surplus computers are loaned to
eligible families giving those students access to computers in the home.
These activities enable the school community to have a connection with
our families and accomplish the task of supporting "whatever it takes"
for our students to be successful.

> **5. Describe the school's professional development program and its
> impact on improving student achievement.**

The Nooksack Elementary staff is a professional learning community
focused on classroom instruction as the most important factor in student
learning. Each staff member shares responsibility for adult and student
learning which creates a positive and cooperative school culture. Our
staff analyzes student achievement data and program evaluation
information to align our school goals for improving instruction with
specific professional development plans. Teachers are leaders in the
building and at the district level during curriculum meetings and staff
trainings using demonstration labs, reporting on conferences, and
teaching college classes on site.

All teachers attend summer and mid-year institutes that are focused on
major professional development goals. Collaboration sessions, led by
subject area coaches, are held throughout the year to demonstrate
teaching strategies and also provide coaching support while teachers are
practicing new methods. We use videotaped lessons and a common protocol
for teachers to self evaluate with the assistance of a coach, teaching
partner, or administrator.

Books, videos, and professional journals were selected for group
learning in study groups. Eleven early release sessions were scheduled
throughout the school year to allow time for district grade level
meetings, building discussions about relevant topics, and building
collaboration sessions. Teacher leaders are responsible for planning
agendas and follow-up reports.

Self-selected teaching partnerships have common planning times for
coordinating their lessons, looking at student work, and discussing
strengths and needs of individual students. Collaboration also includes
co-teaching and observing each other to help improve teaching. Weekly
staff meetings focus on teaching and learning, with "nuts and bolts"
topics provided in writing.

Staff members were involved in developing Teaching and Leading Standards
for our school district. These documents are used in a new evaluation
process that focuses on plans for instructional improvement and are
aligned with district and building professional development goals.

**PART VII - ASSESSMENT RESULTS**

Subject: [Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade
[4]{.underline}\_\_

Test: [Washington Assessment of Student Learning]{.underline}\_\_\_

Edition/Publication Year: [Revised Annually]{.underline}\_\_\_\_\_

Publisher: \_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                    94          83          68          73          75

  \% At or above Level 1 Below         100         100         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   100         96          100         98          100
  Standard                                                                             

  \% At or above Level 3 Meeting       96          82          68          73          76
  Standard                                                                             

  \% At or above Level 4 Exceeding     70          46          38          24          22
  Standard                                                                             

  Number of students tested            47          57          60          63          50

  Percent of total students tested     98          100         100         100         98

  Number of students alternatively     0           1           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           2           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Socio-economic                              \*                                  
  Status]{.underline}                                                                  

  \% At or above Level 1 Below         100         N/A         100         N/A         N/A
  Standard                                                                             

  \% At or above Level 2 Approaching   100         N/A         100         N/A         N/A
  Standard                                                                             

  \% At or above Level 3 Meeting       96          N/A         18          N/A         N/A
  Standard                                                                             

  \% At or above Level 4 Exceeding     62          N/A         9           N/A         N/A
  Standard                                                                             

  Number of students tested            27                      11          \<10        \<10

  2\. [Ethnicity (Asian, Black,                                                        
  Hispanic, Native Amer)]{.underline}                                                  

  \% At or above Level 1 Below         100         N/A         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   100         N/A         92          93          77
  Standard                                                                             

  \% At or above Level 3 Meeting       91          N/A         38          53          54
  Standard                                                                             

  \% At or above Level 4 Exceeding     64          N/A         31          7           0
  Standard                                                                             

  Number of students tested            11          7\<10       13          15          1

                                                                                       

  **STATE SCORES**                     74          67          66          66          66

  \% At or above Level 1 Below         100         100         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   95          94          95          95          95
  Standard                                                                             

  \% At or above Level 3 Meeting       75          66          66          66          65
  Standard                                                                             

  \% At or above Level 4 Exceeding     28          24          27          22          22
  Standard                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*The socio-economic status scores for 2002-2003 were computed based on
being schoolwide Title I. For all other years the subgroup was
identified based on free and reduced lunches.

Subject: \_\_\_\_[Mathematics\_\_\_\_]{.underline} Grade:
\_\_\_[4]{.underline}\_\_\_

Test: \_\_[Washington Assessment of Student
Learning]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year: \_\_[Revised Annually]{.underline}\_\_\_\_\_\_

Publisher: \_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                    88          72          59          61          70

  \% At or above Level 1 Below         100         100         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   96          91          85          87          88
  Standard                                                                             

  \% At or above Level 3 Meeting       90          72          59          61          73
  Standard                                                                             

  \% At or above Level 4 Exceeding     77          60          33          39          27
  Standard                                                                             

  Number of students tested            48          57          61          62          51

  Percent of total students tested     98          100         100         100         96

  Number of students alternatively     0           1           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           2           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Socio-economic                              \*                                  
  Status]{.underline}                                                                  

  \% At or above Level 1 Below         100         N/A         100         N/A         N/A
  Standard                                                                             

  \% At or above Level 2 Approaching   96          N/A         73          N/A         N/A
  Standard                                                                             

  \% At or above Level 3 Meeting       85          N/A         27          N/A         N/A
  Standard                                                                             

  \% At or above Level 4 Exceeding     70          N/A         0           N/A         N/A
  Standard                                                                             

  Number of students tested            27                      11          \<10        \<10

  2\. [Ethnicity (Asian, Black,                                                        
  Hispanic, Native Amer)]{.underline}                                                  

  \% At or above Level 1 Below         100         N/A         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   91          N/A         77          73          69
  Standard                                                                             

  \% At or above Level 3 Meeting       64          N/A         54          27          38
  Standard                                                                             

  \% At or above Level 4 Exceeding     55          N/A         8           13          8
  Standard                                                                             

  Number of students tested            11          7\<10       13          15          13

                                                                                       

  **STATE SCORES**                     60          55          52          43          40

  \% At or above Level 1 Below         100         100         100         100         100
  Standard                                                                             

  \% At or above Level 2 Approaching   84          81          80          73          69
  Standard                                                                             

  \% At or above Level 3 Meeting       60          56          52          43          41
  Standard                                                                             

  \% At or above Level 4 Exceeding     32          27          25          20          19
  Standard                                                                             
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*The socio-economic status scores for 2002-2003 were computed based on
being schoolwide Title I. For all other years the subgroup was
identified based on free and reduced lunches.

Subject: \_\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_ Grade:
\_\_[3]{.underline}\_\_\_\_

Test: \_[Iowa Test of Basic
Skills]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year: \_\_[1996]{.underline}\_\_

Publisher: \_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 65   | 56   | 55   | 58   | 59   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 56   | 42   | 52   | 58   | 59   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 98   | 98   | 93   | 98   | 95   |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Asian                   | 2    | 0    | 0    | 0    | 0    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 2\. Black                   | 1    | 0    | 0    | 0    | 0    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 3\. Hispanic                | 4    | 9    | 6    | 9    | 9    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 4\. Native American         | 1    | 2    | 0    | 1    | 3    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+

Subject: \_\_[Mathematics]{.underline} Grade: \_\_\_[3]{.underline}\_\_

Test: \_\_[Iowa Test of Basic Skills]{.underline}\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year: \_\_[1996]{.underline}\_\_

Publisher: \_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 73   | 85   | 71   | 75   | 69   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 56   | 42   | 55   | 58   | 59   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 98   | 98   | 98   | 98   | 95   |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Asian                   | 2    | 0    | 0    | 0    | 0    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 2\. Black                   | 1    | 0    | 0    | 0    | 0    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 3\. Hispanic                | 4    | 9    | 6    | 9    | 9    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+
| > 4\. Native American         | 1    | 2    | 0    | 1    | 3    |
|                               | \<10 | \<10 | \<10 | \<10 | \<10 |
+-------------------------------+------+------+------+------+------+