##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Diana Garcia]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [19800 Marine View Drive SW]{.underline}

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

[Normandy Park Washington 98166-4120]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 206 ) 433-2571]{.underline} Fax [( 206 ) 433-2468]{.underline}

Website/URL <http://www.hsd401.org/marvista/index.htm> E-mail
[garciad@hsd401.org]{.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 all information is accurate.

Date 2/1/04

(Principal's Signature)

Name of Superintendent\* [Dr. Joseph McGeehan]{.underline}

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

District Name [Highline School District]{.underline} Tel. [( 206 )
433-0111]{.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 [2/1/04]{.underline} (Superintendent's Signature)

Name of School Board Mr. Matt Pina

President/Chairperson

(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 [2/l/04]{.underline}

(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 2003-2004 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 1998.

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: [22]{.underline} Elementary
schools

[4]{.underline} Middle schools

[n/a]{.underline} Junior high schools

[5]{.underline} High schools

\_\_\_\_ Other (Briefly explain)

[31]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,161]{.underline}

Average State Per Pupil Expenditure: [\$7,225]{.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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **K**       29        35                     **64**       **7**                             

  **1**       42        29                     **71**       **8**                             

  **2**       37        36                     **73**       **9**                             

  **3**       38        33                     **71**       **10**                            

  **4**       32        24                     **56**       **11**                            

  **5**       35        37                     **72**       **12**                            

  **6**       33        40                     73           Other                             

                                    **TOTAL                                                   480
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [81.6]{.underline} % White

the students in the school: [2.7]{.underline} % Black or African
American

[2.7]{.underline} % Hispanic or Latino

[11.8]{.underline} % Asian/Pacific Islander

[1.2]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 7%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 15
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        24
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    462
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0519
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.194
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[.0062]{.underline} %

[3]{.underline} Total Number Limited English Proficient

Number of languages represented: [3]{.underline}

Specify languages: Korean, English, Vietnamese

9\. Students eligible for free/reduced-priced meals: [7]{.underline} %

[34]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [.035]{.underline} %

[17]{.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 [2]{.underline} Other Health Impaired

\_\_\_\_ Deaf-Blindness [12]{.underline} Specific Learning Disability

\_\_\_\_ Hearing Impairment [9]{.underline} Speech or Language
Impairment

[2]{.underline} Mental Retardation \_\_\_\_ Traumatic Brain Injury

\_\_\_\_ Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

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

Classroom teachers 19 1

Special resource teachers/specialist 4 1

## Paraprofessionals 3 2

> Support staff 9 2
>
> Total number 36 6

12\. Average school student-"classroom teacher" ratio: 23

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96          96          96          96          96

  Daily teacher attendance 96          97          96          97          97

  Teacher turnover rate    16          .08         .04         17          17

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Provide a brief, narrative snapshot of the school.

Marvista Elementary is a suburban school about 10 miles south of
Seattle, Washington, serving 472 students, K-6. Our mission, *Educate
All Children and Expect Excellence,* drives our efforts to meet the
needs of all students. Coming from diverse socioeconomic and ethnic
backgrounds, the students at Marvista reflect a cross-section of
American society. Included in our student population are 58 students
(12%) from outside our school or district boundaries who have elected to
attend Marvista. Our school is configured to serve kindergarten students
with both half-day and full-day programs. Three self-contained
classrooms serve each grade level, first through fourth. Five multiage
classrooms serve fifth and sixth graders. Music, physical education,
library and reading specialists enrich each grade level.

Teachers at Marvista bring rich and varied training and experience to
the classroom setting. For example, some of our teachers have experience
in self-contained special education, special-education resource
programs, speech and language programs, counseling, and bilingual
education. Our teachers have been honored with awards such as the
National Science Foundation Presidential Award for the Teaching of
Elementary Science, chosen as Teacher of the Year for the South King
County ADD/ADHD Association, selected for participation in the Bill &
Melinda Gates Foundation Teacher Leadership Project, and held membership
on the National Faculty Goals 2000.

Parent support is an important component in the success of Marvista
Elementary. From fund raising to classroom volunteer activities,
Marvista parents volunteered an average of 6,115 hours at our school
during each of the last three years. Membership in Marvista's PTSA
exceeds 446, nearly 100% participation. Parent and PTSA-supported
programs include the Fine Arts Program for fifth and sixth graders,
allowing students to select from visual arts, band, orchestra, or
xylophone classes. The before-school advanced math classes, taught twice
weekly by parent volunteers, enrich the math experiences of fifth and
sixth grade students. School-wide Chess Club, before-school Spanish
classes, and after-school enrichment programs are additional examples of
PTSA supported activities for Marvista students. Many successful
fund-raising activities have enabled the PTSA to provide Marvista with
increased technology for each classroom, instructional materials, field
trips, playground equipment, and enrichment assemblies. Our students'
educational experiences have been enriched by our strong parent-teacher
alliances. On any given day, parents can be found tutoring individual
students, teaching art lessons, preparing instructional materials for
teacher use, supervising the playground and chaperoning field trips.

Our mission, *Educate All Children and Expect Excellence*, is reflected
in the tone and culture of the school. Marvista staff and parents expect
students to learn and achieve; these factors contribute to students'
academic success. Student behavior, both inside and outside the
classroom, is focused on respectful and responsible attitudes toward
themselves, other students, and adults. This safe and respectful
environment enables students to focus on learning.

### PART IV INDICATORS OF ACADEMIC SUCCESS

1\. Describe the meaning of the school's assessment results in reading
and math.

Marvista Elementary consistently performs at high levels on assessments
of reading across all

grade levels. Specifically at fourth grade, data from the *Washington
Assessment of Student Learning*

(WASL) illustrates that students consistently meet or exceed state
reading standards. During the last

five years, reading achievements on the WASL has ranged from 85.9% to
98.6% of students demonstrating reading proficiency. Of that group, a
significant number of students between 42.2% and 51.4%, have exceeded
state standards. Within the data from the WASL, it was clear that one
area that needed improvement was in the reading of information text. To
meet this need, Marvista took several steps. First, the staff adopted a
building-wide goal to increase student achievement in reading
non-fiction. Additionally, Marvista's librarian added many new
non-fiction titles to the school library at all levels. A third step
incorporated much more non-fiction into our reading instruction program
at every grade level. To supplement this, students were encouraged to
set non-fiction reading goals for independent reading as monitored by
*Accelerated Reader.* The emphasis placed on informational or
non-fiction text has been successful. Data from the 2002-03 WASL shows
that student achievement in this area has increased markedly.

At grades three and six, the *Iowa Test of Basic Skills* (ITBS) data
reveals student achievement in reading is consistently above the state
and district averages. Average student scores over the last five years
have been in the 70 to 78^th^ percentile range, while the state averages
are between the 53^rd^ and 58^th^ percentile. Examining the data, the
Marvista staff found that comprehension performance was somewhat lower
than vocabulary. To address this need, Walk to Reading, a model to
provide students with reading instruction at their skill level, has been
implemented. In addition, independent reading is being supported through
individual teacher-student conferencing. Through these conferences,
teachers are identifying needed strategies and supplying instruction
through mini-lessons to increase student reading comprehension.

In the area of math, information gained from the WASL at fourth grade
level indicates steady growth in student achievement over the past five
years. Two recognized areas of need were math communication and problem
solving. To address these needs, Marvista teachers formed cross-grade
level study groups to examine student work and instructional practices
in math. The product of this three-year effort was a K-6 seamless
continuum of instruction in problem solving and math communication. The
results have been excellent, as illustrated by 92.9% of all fourth
graders meeting the state standards in math last year.

Grades three and six are assessed in math using the ITBS. Again,
students performed above state averages each year. However, math
achievement at third and sixth grade was a reflection of building-wide
need for improved computational skills. To meet this need, each grade
level made modifications in their instructional program to include an
increased emphasis on computation as a companion to problem-solving and
other math strands. For example, students strengthen their math skills
with daily participation in *Accelerated Math* or other computational
programs as well as teacher conferencing and small group instruction.
This and other program modifications have increased the computational
skills of our students.

Marvista teachers strive constantly to improve student performance by
isolating areas of need and developing plans to address them. These
efforts have been rewarded. Student achievement at Marvista is
exemplary.

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

Assessment at Marvista is more than the Iowa Test of Basic Skills (ITBS)
in grades 2, 3, 5, and 6 and Washington Assessment of Student Learning
(WASL) given in grade 4. In addition to these state and/or district
mandated annual assessments, instruction at Marvista is guided by more
frequent measurements of student progress. Kindergarten and
first-graders are tested using the Dynamic Indicators of Basic Early
Literacy Skills (DIBELS). The MASI-R is used as an oral reading measure
in grade two. The Achievement Level Test of reading and math skills is
used to assist teachers in designing instruction to meet individual
needs for students in grades three through six. All three tests are
administered twice yearly, and the data from these standardized
assessments is examined in detail. For example, the WASL data reveals
student strengths and areas of need by strand. Last year, when the data
showed weaknesses in math measurement and computation skills, these
needs were addressed through program modifications at all grade levels.
Data from these assessments is examined by the whole school staff,
grade-level teams, and individual teachers to make adjustments in
instructional programming as needed.

The data gleaned from these formal assessments is coupled with more
frequent informal measures to guide instruction and learning. Also used
are instructional programs and teacher-created performance assessments
to monitor student progress. Student work is examined daily by teachers
to indicate further instructional needs. The states Essential Academic
Learning Requirements (EALRs) are the yardstick by which we measure
achievement.

**3. Describe how the school communicates student performance.**

Marvista communicates student performance in a multitude of ways with
the parents, students, and community we serve. The Marvista Elementary
School Annual Report is a reflection of this and outlines assessment
data, a summary of current work, and goals for the coming year. Other
publications include the school newsletter (*Marvista Update),* teacher
newsletters, and the Marvista Web site. The principal presents student
performance and assessment data to the parents annually through
publications and PTSA meetings. Each grade level conducts a curriculum
night in the fall, outlining academic programs for the year. Because of
the importance placed on the WASL, fourth-grade parents are invited to
participate in an evening presentation by teachers. Parents are provided
with information and suggestions for supporting their students. The fall
student-teacher-parent conferences for all grade levels communicate
current achievement and set student goals for the remainder of the
school year. Report cards with a narrative of teacher observations are
sent home three times a year. Daily communication is maintained with
parents through telephone contacts, notes, and e-mail as needed.
Teachers are available to confer with parents before and after school.
Marvista staff members believe that on-going communication with students
and parents is an important key to student success.

Student work is honored in many ways during the school year. Their work
is displayed and celebrated throughout the school and community.
Classrooms and common areas of the school are lined with bulletin boards
sharing student work with all. Consistently, student work is on view at
the local city hall and other venues in the community. Examples of
student work are published in the school newsletter. Monthly school-wide
assemblies feature student work and performances. We are proud of the
everyday accomplishments of our students.

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

Marvista staff members are willing and excited to share their successes,
expertise, and experiences with others. Recently, we welcomed a team of
educators from a neighboring district interested in learning about
Marvista's team collaboration, instructional strategies, and the role of
assessment in planning. Marvista teachers are frequently asked to be
trainers or instructors for district workshops in reading, math and
science. We are sought out for mentoring pre-service teachers from local
universities. Additionally, we receive requests to mentor high-school
students interested in teaching as a career.

Currently, we are engaged in literacy coaching in which a nationally
recognized educator is teaming with the principal and teachers to visit
every classroom in the school, observing instructional information with
neighboring schools for similar demographics whose educators seek our
ideas for instructional improvement.

We will continue to collaborate with other schools, sharing our
successes and instructional model. We have learned from experience that
this is beneficial not only to our visitors but also to the Marvista
staff as well. For example, our kindergarten teachers and their
counterparts from nearby schools have collaborated through on-site
visits to enhance the instructional program for all schools involved.
Our school welcomes visitors and invitations to go elsewhere to share
our successes.

### PART V -- CURRICULUM AND INSTRUCTION

1\. Describe the school's curriculum and show how all students are
engaged with significant

content, based on high standards.

Guiding Marvista's curriculum are the state Essential Academic Learning
Requirements (EALRs) and district Content Standards. Encompassing all
curricular areas, these dictate the content, understandings, processes,
and skills needed for student achievement at every grade level. Teachers
use these guides to design quality instruction and assess progress.

Our reading program focuses on skills, strategies, vocabulary and
comprehension. Believing that reading is the backbone of all education,
it is stressed in every subject area and supported with motivational
activities school-wide. Beyond our adopted materials, classes engage in
literature studies, and use materials associated with social studies,
science, and other curricular areas for enrichment and research
activities. It is evident that Marvista students value reading and are
actively engaged in learning to read. On any given day, many students
share reading with their class in book talks, visit our Reading Center
or library for quiet reading time at recess, and take *Accelerated
Reader* tests to document yet another successful completion of an
independent reading book. Marvista is a community of readers.

Utilizing the *Step Up to Writing* program as our primary source of
writing-instruction strategies enables students to engage in interesting
and varied writing projects. The writing process is stressed as students
work from the pre-writing stage to a completed and published work. The
conventions of writing, spelling, grammar, and punctuation are
emphasized in daily mini-lessons, followed by writer's workshop
activities as students engage in creative writing. Peer editing and
sharing are vital elements of the writing experience at Marvista.
Writing is valued and shared in many ways, through assemblies, hallway
bulletin boards and school newsletters.

While our adopted math curriculum, *Investigations,* is new this year,
the core of our math program remains a student-centered, hands-on,
multi-faceted approach to math instruction. Every day students engage in
interesting, experiential math activities such as cooking projects in
kindergarten, integration of math into the arts, and use of
manipulatives to demonstrate and visualize concepts. Every classroom has
an ample supply of math manipulatives and resources that are used daily.
Added to the regular school day, Marvista offers twice-weekly
advanced-math classes for intermediate students. Facilitated by a
teacher, these classes are taught by volunteer parents, many of whom
hold advanced degrees in science or math. Students at Marvista benefit
from a math program that draws from not only the adopted materials but
from teacher collaboration focusing on inclusion of math communication
skills, problem-solving skills, and vocabulary.

Content areas, including science and social studies, are taught through
an integrated approach. Reading, writing, communication, the arts, and
many other skills enhance the curriculum in these areas. As an example,
our third-graders study immigration. Within this unit each student
researches his/her own family history, prepares a presentation and
display, and the entire third grade performs a program including music,
drama and art centered on the theme of immigration. Science receives
similar integrated instruction, such as the science-fair presentation
for grades 5 and 6. The sixth-graders also have a yearlong study of
environmental education, including spending one week at Camp Waskowitz,
our school district's outdoor camp.

All students participate in a variety of fine-arts and music programs.
Primary students give musical and dramatic performances, while
intermediate students select from orchestra, instrumental band, visual
arts, and xylophone ensemble programs in our arts-block period. The arts
play a vital role in the education of all students at Marvista.

2\. Describe the school reading curriculum.

*Open Court 2000,* published by SRA, was adopted by the district and is
used school-wide as the core for our reading instruction. Comprehensive
in scope, this program includes explicit phonics instruction, reading
skills and strategies for fiction and non-fiction, spelling, and writing
extensions. The scope and sequence for *Open Court* is closely aligned
with the state Essential Academic Learning Requirements. *Accelerated
Reader* has been a supplemental program component for five years. This

program supports reading at the student's independent-reading level, in
both fiction and nonfiction. To maximize the benefit of both *Open
Court* and *Accelerated Reader,* all teachers have received specific
training in workshops.

Students receive at least 90 minutes of reading instruction daily,
supplemented with independent reading monitored by *Accelerated Reader,*
teacher read-alouds, and projects. Students performing below-grade level
receive an additional 30 minutes of instruction each day from our
Reading Specialist. This intervention begins in kindergarten to ensure
that all students will be reading at or above grade level by third
grade. Student engagement incorporates literature circles, exploration
of supplemental materials such as *Time for Kids, Washington Studies
Weekly,* and *National Geographic Explorer.*

*Read Naturally* and *The Six Minute Solution,* both reading fluency
programs, are incorporated into reading instruction. These and other
materials supplement reading instruction contributing to developing
successful readers. Reading folders for all first-graders facilitate the
home-school connection for reading development. Our school Reading
Center supports students with additional reading instruction and
teachers with materials for use in their classrooms. To maintain
progress, our school offers summer reading opportunities for our
youngest readers. District summer school is recommended and encouraged
for those reading below grade level.

Reading achievement at Marvista is motivated by a variety of activities
and events throughout the year. As an example, our school library is
open to families one evening each month and once per week during the
summer for unlimited checkout of books. The library also sponsors
reading incentives each year. This year our reading-incentive program,
*Read A Million Words,* is a great success. Our school is striving to
read 1 million words or more as monitored by the *Accelerated Reader*
independent-reading program. Many students have already reached their
reading goal.

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

Our school's mission, *Educate All Children and Expect Excellence,*
guided us to select writing

as an area of emphasis in our curriculum. After a review of assessment
data several years ago, we determined it was necessary to look at ways
to help children become more capable writers. This led to implementation
of the *Step Up to Writing* program at all grade levels. To facilitate
this program, all staff members have participated in multiple
staff-development workshops to standardize the presentation of the
writing program to our students. As we worked with the program, we
recognized that it improves student performance in all curriculum areas
where writing is a component: reading, math, science, social studies,
and more. Narrative, expository, persuasive, and creative writing have
all dramatically improved through the use of *Step Up to Writing*
techniques. Further, we have seen increases in student organizational
skills, reading comprehension, vocabulary, and confidence in expressing
their ideas in writing. Teachers have embraced the program,
incorporating it into their teacher-created materials, using the
framework to add consistency to all areas of the curriculum where
writing is needed. Regardless of grade level, students at Marvista are
finding success in writing.

**4. Describe the different instructional methods the school uses.**

Instructional methods at Marvista are selected after assessing the needs
of the students we serve. This takes into account learning styles,
achievement levels, and prior experiences. As an example, our
intermediate students, grades 4-6, participate in a "walk to reading"
program designed to provide reading instruction and support focused
specifically on individual achievement levels and needs. Pre-teaching
and re-teaching are provided individually or in small groups as needed.
Many of our students are highly capable learners and for these students
our teachers provide activities appropriate to their needs. Methods
employed include reading buddies, cooperative learning activities,
technology-assisted learning, mini-lessons for small or whole group
instruction, literature circles, tutoring by student or adult
volunteers, role-playing activities, hands-on activities, and
experiential learning such as field trips, guest presenters, or the
week-long outdoor education program for our sixth-grade students.

Including all students in our instructional programs with learning
assistance is a key element of the educational experience at Marvista.
Our curriculum is adapted to meet the needs of all students, ranging
from special education to the highly capable.

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

achievement.

The staff members of Marvista Elementary are life-long learners. They
value learning as they

strive continually to improve the academic program of our school. Our
district offers a strong on-going professional-development program in a
variety of curricular areas. Marvista staff accesses these classes,
workshops, and seminars regularly. For example, monthly math workshops
are held to facilitate implementation of the new district curriculum,
*Investigations,* and teachers at all Marvista grade levels are
attending these workshops. Similar opportunities are available in
language arts, science, social studies, art, health and fitness, and
music. These are all well-attended by Marvista staff members.

Marvista teachers consistently initiate and seek out professional
development opportunities that best fit their goals and interests.
Examples include teachers attending Project Zero at Harvard University,
national conferences such as the National Council for Teachers of Math,
and state-sponsored training in implementing and scoring the WASL, the
fourth-grade assessment test. Nearly half of Marvista's teachers hold
Master's Degrees and several more are currently enrolled in university
programs to complete Master's Degrees. Staff sharing of learning and
expertise is a continual process at Marvista.

Within our school, professional development and collaboration are highly
valued. Marvista staff participated in a three-year effort that resulted
in a unified approach to math instruction, particularly in the areas of
problem-solving and math communication. As a result of this
collaboration, student achievement dramatically improved in these areas.
Presently we are utilizing the study-group model to focus on literacy,
emphasizing student engagement, read-aloud strategies, and analyzing
test data related to reading strands. We strive to link our professional
development activities to improve student performance.

Twice monthly staff-development opportunities allow teachers to work in
grade-level and cross-grade-level teams to share ideas and successes,
develop integrated thematic instructional units and learn from guest
presenters in specific curricular areas.

### PART VII ASSESSMENT RESULTS

Grade: 3

Test: Iowa Tests of Basic Skills (ITBS)

Edition/publication year: 1996 Publisher: Riverside Publishing

What groups were excluded from testing? Why, and how were they assessed?
None

Subgroup results are not reported due to the small number of students in
the categories.

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

+------------------------------+-------+-------+-------+-------+-------+
| READING                      | 2002  | 2001  | 2000  | 1999  | 1998  |
|                              | -2003 | -2002 | -2001 | -2000 | -1999 |
+------------------------------+-------+-------+-------+-------+-------+
| Testing Month                | March | March | March | March | March |
+------------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 70    | 75    | 76    | 75    | 76    |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students tested  | 54    | 72    | 74    | 73    | 72    |
+------------------------------+-------+-------+-------+-------+-------+
| Number of students in 3^rd^  | 54    | 72    | 74    | 73    | 72    |
| grade                        |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of total students  | 100%  | 100%  | 100%  | 100%  | 100%  |
| > tested                     |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students         | 0     | 0     | 0     | 0     | 0     |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of students        | 0%    | 0%    | 0%    | 0%    | 0%    |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES               |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 58    | 57    | 57    | 56    | 55    |
+------------------------------+-------+-------+-------+-------+-------+

Grade: 3

Test: Iowa Tests of Basic Skills (ITBS)

Edition/publication year: 1996 Publisher: Riverside Publishing

What groups were excluded from testing? Why, and how were they assessed?
None

Subgroup results are not reported due to the small number of students in
the categories.

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

+------------------------------+-------+-------+-------+-------+-------+
| MATHEMATICS                  | 2002  | 2001  | 2000  | 1999  | 1998  |
|                              | -2003 | -2002 | -2001 | -2000 | -1999 |
+------------------------------+-------+-------+-------+-------+-------+
| Testing Month                | March | March | March | March | March |
+------------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 79    | 77    | 85    | 76    | 81    |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students tested  | 54    | 72    | 74    | 73    | 72    |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students in      | 54    | 72    | 74    | 73    | 72    |
| > 3^rd^ grade                |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of total students  | 100%  | 100%  | 100%  | 100%  | 100%  |
| > tested                     |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students         | 0     | 0     | 0     | 0     | 0     |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of students        | 0%    | 0%    | 0%    | 0%    | 0%    |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES               |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 67    | 66    | 64    | 63    | 60    |
+------------------------------+-------+-------+-------+-------+-------+

Grade: 4

Test: Washington Assessment of Student Learning (WASL)

Edition/publication year: Revised Annually Publisher: Riverside
Publishing

What groups were excluded from testing? Why, and how were they assessed?
None

Subgroup results are not reported due to the small number of students in
the categories. Over the last five years, the free and reduced lunch
percentage has been between four and seven percent. The largest number
of students in any subgroup was nine.

On the Washington Assessment of Student Learning students are reported
by Level of Proficiency: Level 1 means below standard and the state
equates it to below basic. Level 2 means approaching standard and the
state equates it to basic. Level 3 means at standard and the state
equates it to proficient while Level 4 means exceeds standard and the
state equates it to advanced.

+--------------------------+-------+-------+-------+-------+-------+
| READING                  | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| Testing Month            | April | April | April | April | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Basic      | 1     | 98.7% | 98.7% | 98.4% | 98.7% |
|                          | 00.0% |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Proficient | 98.6% | 88.2% | 92.0% | 85.9% | 90.1% |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Advanced   | 51.4% | 46.1% | 45.3% | 42.2% | 44.4% |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 70    | 76    | 75    | 64    | 81    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 1     | 1     | 1     | 1     | 1     |
| students tested          | 00.0% | 00.0% | 00.0% | 00.0% | 00.0% |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0.0%  | 0.0%  | 0.0%  | 0.0%  | 0.0%  |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES           |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Basic      | 92.0% | 93.9% | 93.4% | 92.8% | 90.3% |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Proficient | 66.7% | 65.6% | 66.0% | 65.8% | 59.1% |
+--------------------------+-------+-------+-------+-------+-------+
| > At or Above Advanced   | 24.0% | 27.0% | 21.5% | 22.4% | 17.7% |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

Grade: 4

Test: Washington Assessment of Student Learning (WASL)

Edition/publication year: Revised Annually Publisher: Riverside
Publishing

What groups were excluded from testing? Why and how were they assessed?
None

Subgroup results are not reported due to the small number of students in
the categories. Over the last five years, the free and reduced lunch
percentage has been between four and seven percent. The largest number
of students in any subgroup was nine.

On the Washington Assessment of Student Learning students are reported
by Level of Proficiency. Level 1 means below standard and the state
equates it to below basic. Level 2 means approaching standard and the
state equates it to basic. Level 3 means at standard and the state
equates it to proficient, while Level 4 means exceeds standard and the
state equates it to advanced.

+-------------------------+--------+-------+-------+-------+-------+
| MATHEMATICS             | 200    | 2001  | 2000  | 1999  | 1998  |
|                         | 2-2003 | -2002 | -2001 | -2000 | -1999 |
+-------------------------+--------+-------+-------+-------+-------+
| Testing Month           | April  | April | April | April | April |
+-------------------------+--------+-------+-------+-------+-------+
| # SCHOOL SCORES         |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above Basic     | 100.0% | 98.7% | 97.3% | 89.1% | 85.2% |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above           | 92.9%  | 82.9% | 82.7% | 70.3% | 56.8% |
| > Proficient            |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above Advanced  | 67.1%  | 60.5% | 57.3% | 39.1% | 21.0% |
+-------------------------+--------+-------+-------+-------+-------+
| Number of students      | 70     | 75    | 75    | 64    | 81    |
| tested                  |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| Percent of total        | 100%   | 1     | 1     | 1     | 1     |
| students tested         |        | 00.0% | 00.0% | 00.0% | 00.0% |
+-------------------------+--------+-------+-------+-------+-------+
| Number of students      | 0      | 0     | 0     | 0     | 0     |
| excluded                |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| Percent of students     | 0.0%   | 0.0%  | 0.0%  | 0.0%  | 0.0%  |
| excluded                |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| #                       |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| # STATE SCORES          |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above Basic     | 79.2%  | 78.6% | 71.8% | 66.6% | 64.6% |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above           | 55.2%  | 51.7% | 43.4% | 41.7% | 37.2% |
| > Proficient            |        |       |       |       |       |
+-------------------------+--------+-------+-------+-------+-------+
| > At or Above Advanced  | 26.7%  | 24.8% | 20.3% | 19.3% | 13.9% |
+-------------------------+--------+-------+-------+-------+-------+

Grade: 6

Test: Iowa Tests of Basic Skills (ITBS)

Edition/publication year: 1996 Publisher: Riverside Publishing

What groups were excluded from testing? Why, and how were they assessed?
None. Discrepancies between

enrollment and the number of students tested can be attributed to
absences.

Subgroup results are not reported due to the small number of students in
the categories.

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

+------------------------------+-------+-------+-------+-------+-------+
| READING                      | 2002  | 2001  | 2000  | 1999  | 1998  |
|                              | -2003 | -2002 | -2001 | -2000 | -1999 |
+------------------------------+-------+-------+-------+-------+-------+
| Testing Month                | March | March | March | March | March |
+------------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 70    | 78    | 78    | 75    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students tested  | 72    | 62    | 80    | 69    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students in      | 72    | 62    | 81    | 70    | N/A   |
| > 6^th^ grade                |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of total students  | 100%  | 100%  | 100%  | 100%  | N/A   |
| > tested                     |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students         | 0     | 0     | 0     | 0     | N/A   |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of students        | 0%    | 0%    | 0%    | 0%    | N/A   |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES               |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 55    | 54    | 53    | 54    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+

Grade: 6

Test: Iowa Tests of Basic Skills (ITBS)

Edition/publication year: 1996 Publisher: Riverside Publishing

What groups were excluded from testing? Why, and how were they assessed?
None. Discrepancies between enrollment and the number of students tested
can be attributed to absences.

Subgroup results are not reported due to the small number of students in
the categories.

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

+------------------------------+-------+-------+-------+-------+-------+
| MATHEMATICS                  | 2002  | 2001  | 2000  | 1999  | 1998  |
|                              | -2003 | -2002 | -2001 | -2000 | -1999 |
+------------------------------+-------+-------+-------+-------+-------+
| Testing Month                | March | March | March | March | March |
+------------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES              |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 72    | 75    | 78    | 79    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students tested  | 72    | 62    | 80    | 69    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students in      | 72    | 62    | 81    | 70    | N/A   |
| > 6^th^ grade                |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of total students  | 100%  | 100%  | 100%  | 100%  | N/A   |
| > tested                     |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Number of students         | 0     | 0     | 0     | 0     | N/A   |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Percent of students        | 0%    | 0%    | 0%    | 0%    | N/A   |
| > excluded                   |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES               |       |       |       |       |       |
+------------------------------+-------+-------+-------+-------+-------+
| > Total Score (Average NPR)  | 58    | 58    | 56    | 56    | N/A   |
+------------------------------+-------+-------+-------+-------+-------+