##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mr. Roy
Adler\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [\_\_\_\_\_\_\_\_\_\_Pine Lake Middle
School\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_\_\_\_\_\_3200 228^th^ Avenue
S.E.\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Sammamish\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Washington\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_98075-9208\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_\_\_\_King\_\_\_\_\_\_\_]{.underline} State School Code
Number [3879]{.underline}

Telephone [(425) 837-5700]{.underline} Fax [(425) 837-5762]{.underline}

Website/URL: [www.plms.issaquah.wednet.edu]{.underline} E-mail:
[adlerroy@issaquah.wednet.edu]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: \_\_\_\_\_\_\_\_\_\_[Dr. Janet
Barry]{.underline}

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

District Name: [Issaquah School District]{.underline} Tel. [(425 )
837-7000]{.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 Mr. Mark Warner

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

(School Board President's/Chairperson's Signature

**PART I ‑ ELIGIBILITY CERTIFICATION**

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_13\_\_ Elementary schools

\_\_4\_\_ Middle schools

\_\_0\_\_ Junior high schools

\_\_3\_\_ High schools

\_\_2\_\_ Other -- Alternative High School, 9^th^ Grade Campus

\_22\_\_ TOTAL

2\. District Per Pupil Expenditure: [6823.48]{.underline}

Average State Per Pupil Expenditure: [7597.70]{.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\_\_ 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 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**       162       139         301

  **K**                                                     **8**       179       156         335

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       166       139                    305                                            

                                    **TOTAL                                                   941
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [81]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[0]{.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:
[3.66]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      13
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      21
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    34
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 929
                            the school as of October 1  

  **(5)**                   Total transferred students  .0366
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.66
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [2.8 %]{.underline}

Total number students who qualify: [26]{.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: [8.72]{.underline} %

[81]{.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. Do not add additional categories.

\_4\_\_Autism \_0_Orthopedic Impairment

\_1\_\_Deafness \_34_Other Health Impaired

\_0\_\_Deaf-Blindness \_33_Specific Learning Disability

\_0\_\_Emotional Disturbance \_7\_\_Speech or Language Impairment

\_2\_\_Hearing Impairment \_0\_\_Traumatic Brain Injury

> \_0\_\_Mental Retardation \_0\_\_Visual Impairment Including Blindness
>
> \_0\_\_Multiple Disabilities

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) \_\_2\_\_\_\_ \_\_\_0\_\_\_\_

Classroom teachers \_32\_\_\_\_ \_\_14\_\_\_

Special resource teachers/specialists \_\_0\_\_\_\_ \_\_\_7\_\_\_\_

Paraprofessionals \_\_0\_\_\_\_ \_\_\_8\_\_\_\_

> Support staff \_\_8\_\_\_\_ \_\_\_5\_\_\_\_
>
> Total number \_42\_\_\_\_\_ \_\_34\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[24.7:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  98.63 %     95.21 %     95.43 %     \-- %       \-- %

  Daily teacher attendance  90 %        88 %        89 %        N/A         N/A

  Teacher turnover rate     13 %        18 %        20 %        18 %        15 %

  Student dropout rate      0 %         0 %         0 %         \-- %       \-- %
  (middle/high)                                                             

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

**Part III. School Summary**

Pine Lake Middle School, located in Sammamish, Washington, is one of
four middle schools in the Issaquah School District. Opening its doors
as a junior high in 1974, it was converted to a middle school serving
grades six through eight in 1984. Completely renovated in 1999, the
school currently serves 941 students. Students come primarily from four
elementary schools: Discovery, Endeavour, Sunset, and Sunny Hills. For
grade nine, students move on to the new Pacific Cascade Freshman Campus
and then are split between Issaquah and Skyline High Schools for the
remainder of their high school careers.

PLMS has a long tradition of academic rigor, high expectations, and
outstanding results. We embrace a true middle school philosophy,
addressing the developmental needs of early adolescence while providing
a challenging and stimulating educational experience. Our mission is
straightforward: *At PLMS, staff, students, parents and community work
together to provide the best opportunities for learning.* Teachers
routinely evaluate the success of their students and effectiveness of
their instructional strategies. Our dedicated staff continually expands
its own knowledge and expertise, keeping our eyes on the prize: maximum
student performance. Our school's Continuous Improvement Plan (CIP)
keeps us focused on standards, data gathering, and identifying areas
that need improvement.

Within this rigorous environment, support for struggling students is
abundant. We offer after-school programs for reading and homework help.
Many teachers provide "homework hotlines" to help students keep track of
their assignments. We have developed humanities blocks (language arts
and social studies) with substantially lower class sizes for students
who need individualized help and support during the school day. Focused
reading classes serve students who have not met standards in literacy.
Study Skills is a year-long class to support students in their core
subjects. All of our teachers' grade books are on-line and available for
students and parents to check on missing assignments and assess
progress.

PLMS students work hard and play hard. We make the middle school years
fun and rewarding in many ways. Our active ASB shares in decisions
regarding assemblies and special events. Each trimester's "social"
includes dancing and sports activities for all grades. Creative
assemblies such as lip-sync and talent show (including a now nearly
famous staff band) are annual high points. Our after-school athletic
programs attract hundreds of students. Annual participation in spring
track alone rises as high as 300. Our chess team is award-winning; our
math team competes with steely determination, and our 2005 National
Geography Bee finalist finished seventh in the nation. Our music
programs contribute rich and lively learning and performance to the
school's tradition of excellence. Band, chorus, jazz band, and orchestra
all enjoy outstanding reputations---even beyond the state. Our
instrumental groups have earned annual invitations to perform at
Disneyland, and chorus was invited last year as well.

Parent involvement anchors Pine Lake's extraordinary achievement. For
the past several years, our PTSA has ranked as one of Washington's top
units with more than 100% membership (that means more PTA members than
we have students enrolled!). Parents volunteer enthusiastically for the
full spectrum of school activities from classroom helpers to athletic
timekeepers. Partnering with health/fitness teachers, they help produce
Pine Lake's annual Hoe Down---an exhilarating finish to square dance
instruction. Drawing more than a thousand students, siblings, parents,
and alumni, this foot-stompin' event is described by our police chief as
the largest shindig in the city. Our students even suggest we could make
the *Guinness Book of Records* for number of square dancers on a middle
school campus.

Collaboration strengthens every aspect of school life. Site Council
blends the perspectives of teachers and parents. Teachers exchange ideas
at grade level meetings every Friday. Regular team leader meetings solve
school-wide problems proactively. PLMS staff makes strategic use of a
two-hour late start every Wednesday to work together. Pine Lake parents
appreciate arena-style teacher conferences each fall and on-line
progress reports on their students every three weeks.

**Part IV. #1 Assessment Results**

Washington state seventh grade students have participated in the
Washington Assessment of Student Learning (WASL) since the spring of
1998. This standards-based criterion-referenced test requires students
to select and create answers that show their skills, knowledge, and
understanding in each of the Essential Academic Learning Requirements
(EALRs). Test questions challenge students to apply their understanding
in a range of question formats: multiple choice, short answer, extended
responses, essays, and problem-solving tasks. The test is untimed,
allowing students to demonstrate their full range of proficiency.
Various accommodations make the WASL accessible to nearly all students;
those who are not assessed through the WASL use the Washington
Alternative Assessment System (WAAS). More information about the state
assessment program can be found at <http://www.k12.wa.us/assessment>.

As the tables in part VII clearly indicate, despite performance scores
well above the state scores in 2000, Pine Lake students have continued
to post dramatic increases in the percentage of students meeting
standard each year. Pine Lake Middle School achievement results have
increased at a much higher rate than the state average. According to
Washington's Office of the Superintendent of Public Instruction (OSPI),
when comparing Pine Lake to other middle schools in Washington State
with similar demographics, Pine Lake is the highest performing school in
WASL Reading, Mathematics, and Writing.

While the Mathematics section of the WASL has proven most challenging
for all Washington State students, PLMS students show a steeper
trajectory of mathematics growth, well above the rest of the state. The
percentage of Pine Lake students meeting WASL math standards has
increased from 57.8% in 2000-2001 to 81.1% in 2004-2005. The subgroup
scores for PLMS show similar growth for both Asian and White students.
The trend for all students *Below* and *Well Below Standard* continues
to decrease. The reduction of students *Well Below Standard*, along with
Pine Lake's overall excellent results, clearly show that instruction at
PLMS reaches all learners. A special point worth celebrating: across the
five-year period reported here, the percent of students *Well Below
Standard* is down from 24.1% to 6.8%!

WASL Reading performance shows a similarly steep growth trend. In
2000-01, 69.9% of PLMS students met or exceeded the standard; 30.1% were
*Below* or *Well Below Standard.* By 2004-05, 92.3% performed *At* or
*Above Standard*; only 7.1% scored *Below* or *Well Below Standard*.
This continuing, strong increase over the five-year period left only
0.9% of PLMS students *Well Below Standard*. By any measure---the high
percentage succeeding or the tiny percentage not responding---Pine
Lake's reading achievement is an example of remarkable student success
in our focused learning community.

PLMS teachers and administrators routinely use large-scale assessment
data, as well as classroom-based assessments, to design instruction. The
Continuous Improvement Plan identifies a school-wide SMART goal (an
instructional goal that is [s]{.underline}tudent-centered,
[m]{.underline}easurable, [a]{.underline}ttainable,
[r]{.underline}ealistic and [t]{.underline}ime-bound). With current
focus on writing, our CIP includes an action plan to engage the entire
school in strategic work to improve student writing. Reading,
researching, and identifying best practices are traditional professional
strategies that PLMS teachers use to increase their ability to
personalize learning for all students.

**Part IV. #2 Using Assessment Results**

Teachers use classroom performance assessments routinely, and each of
our departments develops common rubrics to standardize expectations for
student learning.

For standardized test data results, we follow a series of steps designed
to help identify significant trends:

-   We start by laying out the data in each category by grade level and
    by sub-groups.

-   We look for two or three-year trends in each category, identified by
    at least a 5% increase or decrease.

-   We share this data with all staff in settings that allow for review
    and discussion.

-   We formulate goals as directed by data trends and staff analysis.

Individual student test results help us place students appropriately in
a variety of academic settings, including math classes, advanced levels
of humanities, and state-funded remediation in reading.

Our three-year trend in WASL writing scores revealed an achievement gap
between girls and boys in writing, ranging from 9 to 17%. This analysis
has led us to a school-wide effort to close this gender gap in student
writing performance. The first step in our plan was an "All-School
Write," in which all students wrote to a single prompt, and trained
teachers strengthened their knowledge of standards through common
scoring of student work. Teachers analyzed the scored work to set
baseline data for long-term improvement efforts and begin developing
grade-level strategies to improve weaker areas. Our review of research
pointed to the importance of motivational strategies for boys in the
writing process. Therefore, our writing prompts are now "boy friendly,"
and our teachers actively consider when to use same-gender or
mixed-gender writing groups. A second All-School Write is scheduled for
later in the school year; all of our teachers will share in the scoring.

**Part IV. #3 Communicating Assessment Results**

PLMS students and parents receive assessment data for self-review in
multiple ways:

-   Every three weeks, using a software program called *Basmati*,
    teachers prepare on-line progress reports for students and parents.

-   Students receive mid-trimester progress reports with current grades
    every six weeks. Parents of students in danger of failing at
    mid-trimester receive those reports in the mail.

-   Students receive trimester report cards every twelve weeks.

-   All standardized test data is mailed home.

-   Each fall, parents attend arena-style parent-teacher conferences.

-   Teachers and the administration share overall test data with parents
    each fall during Curriculum Night and distribute supportive
    pamphlets explaining in plain language how to interpret test data.

-   Parent conferences with individual teachers, counselors, and
    administrators, as well as full staffings with teacher teams and
    families, occur before and after school whenever needed.

-   Our school newsletter shares highlights of activities related to
    identified assessments and goals.

-   Our CIP is presented in face-to-face, conversational style meetings
    with our school board, where they are able to better understand our
    data and ultimately support our efforts to maximize student
    learning.

-   Similarly, our leadership team meets face-to-face with our Site
    Council, which is comprised of staff and parents, and PTSA to review
    PLMS test data and improvement plans.

-   Student Learning Plans are developed for students not meeting
    seventh grade WASL standards in one or more areas. Beginning this
    year, parents will receive letters outlining the school's
    instructional strategies to help students meet standards. Staff will
    monitor progress and partner with students and parents as needed for
    student success.

**Part IV. #4 Sharing Success**

PLMS shares its successes and expertise, in part, with a sense of duty;
in part, from a spirit of generosity. As a public institution, we
believe in being easily accessible as we support and receive support
from our own community and beyond.

Our district's Teaching and Learning Services Department organizes a
cadre of teacher leaders to work in various grade-level teams. These
leadership groups redefine our K-12 scope and sequence in keeping with
state grade-level expectations in each subject. District-wide, teachers
are piloting and assessing new curricula and making decisions that
result in new program adoptions. This collaborative sharing of what does
and does not improve learning generates a K-12 articulation that
benefits all students and staff.

Middle school administrators meet monthly. Agendas focus on what we do
and how we will approach new challenges together. This collaboration
continues to yield consistency and best practice.

Pine Lake nurtures young professionals and prepares district leaders. We
provide excellent student teaching experiences for many college students
each year. Our reputation draws frequent requests from prospective
classroom and administrative interns. We are now supporting a counseling
internship, and we have sent many excellent teachers to serve in
district leadership positions. One outstanding PLMS teacher now
coordinates language arts and health at the district level and one of
our special education teachers provides professional development in
secondary special education. Last year alone, PLMS produced three new
administrators, two hired internally and one to a neighboring district.

PLMS is pleased to host site visits of teachers, parents, and
administrators from other schools and school districts every
year---including a visit last year from a UK principal. Our staff's
creative dedication to improvement and high performance is contagious,
and their genuine enthusiasm for a true middle school philosophy
inspires visitors to the school.

**Part V. #1**

**Curriculum**: All PLMS students enroll in year-long language arts,
social studies, math, and science classes. Language arts and social
studies are the components of our two-hour humanities block. Several of
these blocks serve special needs and high performing students. Math
students are placed by ability level. All students take year-long
fitness/health. All students enroll in year-long electives (Spanish,
band, chorus, orchestra, study skills) or trimester electives (art,
video production, electronics, rocketry, culinary arts, basic
technology, web design, study hall, photography).

**Library Media Center:** As the hub of our school, our media center
keeps educational material of all types current and appropriate for the
curriculum. With continual, thoughtful purchase of newly published
titles and those requested by students and teachers, it is not
surprising that our circulation is the highest in the district.

**Social Studies:** Meeting state and district learning goals, our
social studies curriculum helps students master the skills and knowledge
to become effective world citizens. Integrated history, economics,
civics, and geography give students a solid understanding of past and
present. Students take on a variety of complex projects to hone their
critical thinking, analysis, and research skills.

**Science:** Pine Lake's Science Department strives to create life-long
learners who will explore their world through scientific investigation.
Students explore life sciences, physical sciences, and earth systems in
a curriculum that effectively spirals throughout sixth, seventh, and
eighth grades. Students engage in active investigations, scientific
inquiries emphasizing the scientific method, and written reporting and
real-world applications of classroom materials.

**Spanish: ** Meaningful communication in the target language, along
with appreciation and understanding of Latino culture, are the primary
goals of the first-year Spanish program.  Speaking, listening, reading,
and writing are equally emphasized in the context of the language.  To
meet the entrance expectations of the high school Spanish II program,
lessons are taught primarily in Spanish---preparing students to
communicate almost entirely in their new language to the instructor and
one another by year's end.

**Health/Fitness:** Students participate and find ways to excel at
creating life-long fitness regardless of physical abilities or
limitations. We emphasize growth as a team player and create the
supportive environment needed during this pre-adolescent developmental
phase. Health topics are taught with a variety of instructional methods
which include small group work, presentations, role play, simulations,
discussion, cooperative learning and inquiry.

**Web Design:** Using Microsoft FrontPage, students learn how to design
web sites to create powerful presentations that effectively communicate
their messages to an intended audience.

**Visual Arts:** Students learn the elements and principles of art
through various projects which may include drawing, calligraphy,
origami, animation, painting, and pottery. A popular after-school
pottery club is offered to all students so they can continue to explore
and create projects.

**Video/Woods/Electronics:** These classes emphasize practical,
age-appropriate projects and explorations. Students' creative efforts
are relevant; hands-on work is highly engaging, and students examine
possible futures in related vocations. Safety and proper use of tools
are important values in every project.

**Culinary Arts:** With personal responsibility, teamwork, and transfer
of practical skills to real life, students in this popular program plan
and prepare meals**.** Guest chefs from well-known Seattle area
restaurants inspire vocational interest and new ways of thinking. Safe
handling of food and equipment are special emphases, and parents love
the transfer of skills and knowledge to family settings.

**Band and Orchestra:** These programs are committed to preparing
students for lifelong enjoyment of the performing arts and the
possibility of a successful performing arts future. Students learn
musical terminology and instrumental techniques; they sharpen both sight
reading and prepared performance skills. Using selected methods books,
they learn melodic and rhythmic techniques for later application in
published music literature.

**Chorus:** Students learn and develop basic musicianship skills:
understanding music theory, vocal production and technique, and
performance practices. Students build individual and ensemble skills.

[]{.mark}

**Part V. #2b English**

Pine Lake Middle School's language arts curriculum is devoted not only
to preparing students for success in high school and life beyond, but
also to helping students discover the joys of reading and writing.

Students write often and maintain individual writing portfolios,
practicing a variety of modes. They compose pieces using the Six Traits
model of writing, and the writing process guides them from brainstorming
ideas to crafting a finished piece. Our students develop well-focused
persuasive and expository essays. Pine Lake Middle School students use
their analytical research skills to support opinions. By 8^th^ grade,
PLMS students have strengthened their writing of literary analysis,
research, poetry, narrative fiction, scientific and technical reports,
business letters, resumes, essays, and speeches.

Students are exposed to a wide variety of literary genres. They augment
assigned readings with books they choose to read throughout the year. A
well-stocked library of carefully selected books and a knowledgeable,
enthusiastic librarian inspire and reinforce our students' love of
reading. To maintain high interest and provide appropriate challenge,
our school uses Accelerated Reader software, which allows families and
teachers to track student reading progress.

Students who read below grade level are supported in many ways. Students
with significant reading delays receive specially designed instruction
through our Special Education Department. Struggling 7^th^ and 8^th^
grade readers may be enrolled in a small size language arts class which
reinforces basic skills. Any student needing extra help in reading may
also be enrolled in a Benchmark Enrichment Learning (BEL) reading class
as an elective. BEL delivers specialized reading strategies in all
academic subjects. Pine Lake Middle School also hosts after-school
tutorial sessions with trained, certified literacy coaches who offer any
extra help needed.

Pine Lake Middle School is dedicated to supporting students to become
excellent readers, writers, and communicators.

**Part V. #3 Mathematics**

The Pine Lake Middle School math curriculum supports our school's
mission. Our math staff provides an excellent learning environment with
clear supports, stimulates students' mathematical thinking and problem
solving skills, and promotes discussion as students work towards mastery
of the Washington State Grade Level Expectations (GLE's).

Students actively participate in constructing various problem-solving
strategies. In our integrated approach, students continuously build on
prior knowledge, applying it to the mastery of new concepts and
problems. The Math in Context (MiC) curriculum is used in 6^th^, 7^th^,
and 8^th^ grade while College Preparatory Math (CPM) is used for Algebra
1 and Geometry. In both of these carefully linked programs, teachers are
active learners, formulating new strategies to guide students to
increasingly complex learning goals. To master the Washington State
GLE's, students use technology, work collaboratively in teams, small
groups, or as an entire class; they use manipulatives to help visualize
the abstract and relate mathematical concepts to real life problems.

Pine Lake students demonstrate their reasoning and conclusions orally
and in writing. This may include graphs and graph interpretation, number
reasoning, data collection and interpretation, algebraic explanations,
geometric proofs and logic.

The Pine Lake Math Department works collaboratively to create fluid
lessons and assessments and rigorous and challenging curriculum. Our
math team uses differentiated instruction to challenge gifted students
at the same time they support those who are challenged. Our teachers'
commitment, growing range of strategies, and professional support for
one another contribute significantly to student success.

**Part V. #4 Instructional Methods**

The success of Pine Lake students grows organically as teachers in all
disciplines embrace the challenge and benefits of research-proven
instructional methods. Using a variety of instructional strategies to
engage students, teachers target each student's strengths and needs.
Math classrooms use the scaffolding of *Understanding by Design* to
build deep understanding of math concepts. Students work in small,
cooperative groups and frequently use manipulatives to build
understanding. Science teachers use an inquiry-based model to create
hands-on investigations with real life applications. Students see
science in action. In language arts classes, writing is guided by
targeted instruction on topics that build understanding in all academic
areas. Elective class choices embrace the whole child and give students
a variety of high interest areas to pursue. Because they experience
"best practices" in classroom instruction, PLMS students excel on both
the WASL and classroom-based assessments.

Classroom learning opportunities are enriched by offerings in the
library and at Homework Club. The PLMS library boasts the highest
circulation of any library in the Issaquah School District. Students
have access to information technologies, up-to-date reference material,
and a highly trained library team that collaborates with students and
staff. Giving students opportunities to learn problem-solving and
research skills hooks them on relevant learning. The Homework Club,
staffed with two classroom teachers and an educational assistant, shows
students how to organize and complete work on time. By carefully
building this supportive learning community, PLMS has learning
opportunities for a wide range of learners.

Highly qualified Educational Assistants (EA's) work alongside Special
Education teachers to deliver differentiated and specially designed
instruction. Through individualized and small group strategies, students
with unique needs are accelerated through challenging material.

**Part V. #5 Professional Development**

Much of our recent professional development has centered on the adoption
of new curricula, integration of technology into all classrooms, and
development of meaningful, school-wide improvement plans.

We are implementing new math and science programs this year. Staff
receives periodic training from program vendors and developers teamed
with district curriculum leaders. Staff participated in pilot programs
and represented PLMS on district committees charged with making
adoptions. Selection criteria required teachers to match new materials
to our state standards and grade level expectations. Training occurs
during the summer months, after school, and on weekends. Our social
studies and health teachers are now involved in new adoptions processes
for next year.

We have made great strides in integrating technology into all subjects.
Our district provides summer training for teachers (Issaquah Technology
Project) -- an intense week-long experience in a retreat setting in
eastern Washington. Two thirds of our staff has completed this training,
and eleven will attend next summer. Participants explore and learn
district adopted productivity software to understand its application to
their curriculum. Teachers create classroom curriculum that seamlessly
integrates use of technology into teaching of the Washington Essential
Learnings and into student learning.

Our staff took part in intensive training about how to gather and
analyze student performance data and build a school-wide improvement
plan driven by data. Teams and departments have identified learning
targets, explored research, and identified strategies to meet learning
targets. Strategic staff training is a regular part of monthly staff
meetings, department meetings, retreats, and Learning Improvement Day
(non-student day) professional development.

**Part VII Assessment Results**

**Table 1 -- Grade Level:** 7^th^ Grade, Pine Lake Middle School

**Test**: Mathematics, Washington Assessment of Student Learning (WASL)

**Publisher:** Riverside

2004- 2003- 2002- 2001- 2000

2005 2004 2003 2002 2001

Testing month April April April April April

**School Scores** 81.1 78.1 68.6 62.4 57.8

\% above standard 50.8 42.2 46.6 39.1 36.2

\% at standard 30.3 35.9 22.0 23.3 21.6

\% below standard 11.5 15.0 16.8 14.3 16.7

\% well below standard 6.8 6.2 12.9 21.9 24.1

Number of students tested 321 304 304 275 282

Percent of total students tested 99.4 99.3 98.4 98.6 N/A

Number of students excluded 2 2 5 4 N/A

Percent of student excluded 0.6 0.7 1.6 1.4 N/A

Subgroup scores (N\<required American Indian, Black, Hispanic, Special
Education)

(NA=Limited English, Low Income)

1 Asian

\% who met standard 90.6 86 65.7 71.1 55.2

\% above standard 66.0 60.5 45.7 44.7 41.4

\% at standard 24.5 25.6 20.0 26.3 13.8

\% below standard 7.5 11.6 20.0 10.5 17.2

\% well below standard 1.9 2.3 14.3 18.4 27.6

Number of students tested 53 43 35 38 29

2\. White

\% who met standard 80.8 77.9 69.4 62.4 58.5

\% above standard 49.2 40.6 48.1 39.7 35.6

\% at standard 31.5 37.3 21.3 22.7 22.9

\% below standard 12.3 14.9 15.9 14.8 15.7

\% well below standard 6.2 6.4 12.8 21.0 24.2

Number of students tested 258 247 253 225 232

**State Scores**

\% who met standard 50.8 46.4 55.2 51.8 43.4

\% above standard 24.0 19.3 26.7 24.8 20.3

\% at standard 26.7 27.1 28.5 26.9 23.1

\% below standard 20.2 22.0 24.0 26.9 28.4

\% well below standard 27.3 29.7 19.4 20.0 26.8

**Table 2 -- Grade Level:** 7^th^ Grade, Pine Lake Middle School

**Test**: Reading, Washington Assessment of Student Learning (WASL)

**Publisher:** Riverside

2004- 2003- 2002- 2001- 2000

2005 2004 2003 2002 2001

Testing month April April April April April

**School Scores** 92.3 86.3 82.2 74.9 69.9

\% above standard 66.9 54.4 48.9 31.2 35.8

\% at standard 25.4 31.9 33.3 43.7 34.0

\% below standard 6.2 12.7 15.5 22.2 25.9

\% well below standard 0.9 1.0 1.3 1.8 4.3

Number of students tested 320 307 306 276 282

Percent of total students tested 99.1 100 99.0 98.9 N/A

Number of students excluded 3 0 3 3 N/A

Percent of student excluded 0.9 0 1.0 1.1 N/A

Subgroup scores (N\<required American Indian, Black, Hispanic, Special
Education)

(NA=Limited English, Low Income)

1 Asian

\% who met standard 94.3 88.4 88.6 81.6 65.5

\% above standard 83.0 69.8 48.6 34.2 31.0

\% at standard 11.3 18.6 40.0 47.4 34.5

\% below standard 3.8 11.6 8.6 18.4 20.7

\% well below standard 1.9 0.0 2.9 0 13.8

Number of students tested 53 43 35 38 29

2\. White

\% who met standard 91.5 86.4 81 73.8 70.8

\% above standard 64.2 52.8 49.2 31.0 36.0

\% at standard 27.3 33.6 31.8 42.8 34.7

\% below standard 6.9 12.4 16.7 22.7 25.8

\% well below standard 0.4 1.2 1.2 2.2 3.4

Number of students tested 257 250 255 226 236

**State Scores**

\% who met standard 69.0 60.5 47.9 44.5 39.8

\% above standard 38.9 29.5 19.3 14.2 16.8

\% at standard 30.1 30.9 28.6 30.4 23.0

\% below standard 22.0 29.3 36.4 39.9 41.7

\% well below standard 7.3 8.2 13.3 13.2 15.6

**Table 3 -- Grade Level:** 6^th^ Grade, Pine Lake Middle School

**Test**: Reading, Iowa Tests of Basic Skills (ITBS)

**Publisher:** Riverside

Scores are reported here as percentile ranks

2004- 2003- 2002- 2001- 2000

2005 2004 2003 2002 2001

Testing month April April April April April

**School Scores** 76 76 74 75 74

Q4 (76^th^ to 99^th^ Percentile) 52 54 50 51 53

Q3 (51^st^ to 75^th^ Percentile) 36 33 35 33 32

Q2 (26^th^ to 50^th^ Percentile) 10 10 13 12 9

Q1 (1^st^ to 25^th^ Percentile) 2 4 2 4 5

Number of students tested 289 328 307 306 281

Percent of total students tested 100 100 100 100 100

**Table 4 -- Grade Level:** 6^th^ Grade, Pine Lake Middle School

**Test**: Math, Iowa Tests of Basic Skills (ITBS)

**Publisher:** Riverside

Scores are reported here as percentile ranks

2004- 2003- 2002- 2001- 2000

2005 2004 2003 2002 2001

Testing month April April April April April

**School Scores** 76 78 80 81 79

Q4 (76^th^ to 99^th^ Percentile) 52 53 57 63 58

Q3 (51^st^ to 75^th^ Percentile) 27 29 29 24 26

Q2 (26^th^ to 50^th^ Percentile) 15 13 9 11 10

Q1 (1^st^ to 25^th^ Percentile) 5 5 5 2 5

Number of students tested 288 324 305 306 280

Percent of total students tested 100 98 99 100 100