##### *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. Wayne Massie]{.underline}

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

Official School Name [Horizon Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [2671 Thornton Road]{.underline}

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

\_\_\_[Ferndale]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[WA]{.underline}\_\_\_\_[98248-1769\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Whatcom]{.underline} State School Code
Number\*\_\_\_[4554]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 360 ) 383-9850]{.underline} Fax [( 360 )
383-9852]{.underline}

Website/URL [ferndale.wednet.edu]{.underline} E-mail
[wmassie@ferndale.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. Roger Lehnert]{.underline}

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

District Name [Ferndale]{.underline} Tel. [(360 ) 383-9207]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson

(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**

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

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 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: \_\_\_[7]{.underline}\_
Elementary schools

\_\_\_[2]{.underline}\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_[3]{.underline}\_ High schools

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_\_[\$7,599]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_\_[\$7,598]{.underline}\_\_\_\_\_\_

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

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

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

4\. [6]{.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 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**       77        99          176

  **K**                                                     **8**       110       107         217

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   393
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [76]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

[12]{.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:
\_\_[15]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      24
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

                            Number of students who      34
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    58
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 393
                            the school as of October 1  

  **(5)**                   Total transferred students  .15
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school[:
.02%]{.underline}

\_\_\_[6]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish, Ukranian, Aguacateco

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[49]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[191]{.underline}\_\_\_\_\_

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

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

\_\_\_[49]{.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.

\_\_[0]{.underline}­\_­Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[1]{.underline}\_Deafness \_[12]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[30]{.underline}\_Specific
Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_\_[2]{.underline}\_Speech
or Language Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> \_\_[1]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[1]{.underline}\_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]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[17]{.underline}\_\_\_
\_\_\_\_[10]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[6]{.underline}\_\_\_\_
\_\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_[10]{.underline}\_\_\_ \_\_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_[37]{.underline}\_\_\_ \_\_\_[17]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[18:1]{.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   93%         91%         91%         91%         91%

  Daily teacher attendance   95%         95%         95%         95%         95%

  Teacher turnover rate      15%         11%         18%         7%          \%

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

  Student drop-off rate      0%          0%          0%          0%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Horizon Middle School is one of two seventh and eighth grade middle
schools in the Ferndale School District. The district, located about
five miles north of Bellingham, Washington, is bordered on the west by
the Strait of Juan de Fuca and is approximately 15 miles south of the
Canadian border. The Lummi Indian Reservation is contained within the
district boundaries. The Ferndale community is a mixture of rural
farmland, industry, and a small city.

Horizon Middle School opened five years ago in a building designed to
promote project-based learning and a feeling of community. The community
passed a bond issue to construct this middle school with the intent that
a smaller learning community would promote increased learning. Our
district moved from one large middle school of over 800 students to two
smaller and more personal settings. The Ferndale community continues to
be supportive of the schools and our efforts to offer every learner a
high quality and well-rounded education. The building design integrates
wood from the northwest, rich colors, and an abundance of natural light.
The input gathered when planning the building was incorporated to
establish a learning environment that is esthetically pleasing while
being very practical in the use of space. Each of the four learning
clusters in the building has a flexible learning space shared by five
classrooms. This space is used for group projects, quiet work time, and
individual tutoring as needed. The school library is a focal point for
learning and holds an excellent collection of print material and a small
computer lab for student use as well as eight computer search stations.
Parenting information is available for our patrons there as well. Two
computer labs, one with a digital media filming and editing booth, are
centers for the use of technology in our school.

Currently, Horizon Middle School serves 386 students split between two
grades. Our student population is made up of a variety of socio-economic
and ethnic backgrounds. Presently (05-06), 45% of our student population
is eligible for free and reduced-priced meals. Native American learners
comprise 11.2 percent of the student population and Hispanic learners
about 10.3 percent. The core academic subjects are supported by a
selection of electives including: band, orchestra, choir, art, digital
technology, mechanical drawing/CAD, foreign language, and journalism.

The mission of our school is to be a community-oriented school working
with students and parents, to prepare every student to become a
well-rounded citizen with the academic tools needed to be a successful
learner. Horizon Middle School is dedicated to establishing high
academic standards, committed to nurturing positive relationships with
and between students, parents, staff and community while focusing upon
strategic instruction that is technologically rich, motivating, and
concept oriented. A master schedule structured around teaming helps to
accomplish the goals of promoting relationships and building a learning
community. The primary focus at Horizon is to improve instruction in
order to increase student capacity in the area of literacy. We believe
that all students will be more successful in every subject area if they
have the tools needed to read for comprehension and to write and
communicate effectively. Strategic instruction through smarter planning,
a focus on proven instructional strategies, and the effective use of
student assessment data to plan academic interventions is an ongoing
effort. The development of unit and course organizers in each content
area that reflect clearly what will be taught by the teacher and what
students will learn, helps to ensure that critical content is a focus
for instruction.

Building character in students is an important aspect of a positive
school climate and a theme for every month is a way to focus on
character traits. Themes such as respect, responsibility, goal setting,
perseverance, and tolerance are all included in our daily and monthly
readings in the character development program. Using the principles of
*Love and Logic* in our school-wide discipline program is a common sense
way to deal with the daily choices our students make.

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

**1. Assessment Results:**

Seventh grade students in the State of Washington take the Washington
Assessment of Student Learning (WASL) each spring. The WASL focuses on
the Essential Academic Learning Requirements (EALRs) that are the
state's content standards. This criterion-referenced test, the WASL, is
designed to enable learners to demonstrate their knowledge, skills, and
understanding in each of the state's content standards of reading,
mathematics, writing and science. Test items range from multiple choice
and short answer responses, to more extended responses, essays, and
problem-solving tasks.

Washington State Schools' assessment results and demographic data are
reported on the Washington Superintendent of Public Instruction web
site: [www.k12.wa.us](http://www.k12.wa.us/). Horizon Middle School met
the criteria for Adequate Yearly Progress in 2004-05.

WASL scores are reported in two ways so student achievement can be
charted and the data measured against a standard. First, raw scores are
converted into standard scale scores ranging up to 600. Consistent
information about cognitive difficulty is provided in this manner. A
standard set at 400 always represents the same level of achievement.
Using this scale, growth of student achievement can be charted and
observed over time because the standard stays consistent. The second
method groups the scale scores below 400 into levels of performance
represented as "Level 1" (well below standard) and "Level 2" (below
standard), while scale scores 400 and above represent "Level 3" (meets
standard) and "Level 4" (well above standard). School performance is
reported as the percent of students scoring within each level or the
percent of students meeting or exceeding the standard.

Reading scores for Horizon Middle School seventh graders showed that
81.8 percent met the standard on the WASL for 2004-05. This percentage
compares to 58.1 percent in 2003-04 and 47.4 percent in 2002-03. Within
the group meeting the standard in reading, 68.4 percent of the students
in the low- income category met the standard, up from 50 percent in
2003-04. The disaggregated data based on the last three years of testing
shows that Native American students have moved from 13.3 percent meeting
standard in 2002-03 up to 50 percent in 2004-05. Hispanic students have
shown similar gains from 31.3 percent in 2002-03 up to 68.8 percent in
2004-05. The WASL data shows that Horizon Middle School is well on the
way to reducing the achievement gap for the three groups mentioned
above.

The trends reported for math results over the last five years show that
Horizon Middle School has shown an increase of 32.7 percent in the
number of students meeting standard. In 2004-05, 62.4 percent met the
standard while in 2003-04, 44.3 percent met the math standard on the
seventh grade WASL. The state percentage for all students meeting
standard in 2004-05 was 50.8 percent. The percentage of Native American
students scoring at Level 3 and 4 has increased by 25.6 percent in five
years, and changed positively by 14.4 percent between 2003-04 and
2004-05 alone. Hispanic students have shown even greater gains. The data
shows that Hispanic students scoring at Level 3 or 4 has increased by
36.7 percent in five years. A 25 percent increase is noted between
2003-04 and 2004-05 for this subgroup.

Efforts at Horizon Middle School have focused on moving a higher
percentage of students into the "Met Standard" categories at Level 3 and
Level 4 each year. The low income, Native American and Hispanic
subgroups are areas of emphasis at our school in each of the tested
content areas of reading, math, writing, and science.

**2. Using Assessment Results:**

Assessment data from the WASL is used to plan instruction on a
school-wide basis in the content areas of reading, math, writing and
science. Staff members study the data in order for our school to
identify strengths and weaknesses that show in the sub-set and item
analysis breakdowns provided by the state. Trends over time and areas of
need are then taken into account when developing the school improvement
plans required by the district and the state. Teachers are also able to
identify areas of weakness and strength in their own classes so they are
able to make instructional decisions about areas to emphasize or to
instruct in a different manner.

Learning Improvement Days and other professional development times are
used at our school to analyze assessment data for the whole school and
for individual students and classes. When students move into our school
as seventh graders, teachers are able to analyze data from the WASL
tests these students took as 4^th^ graders and then plan for instruction
that will meet the needs of the students and fill in any achievement
gaps the data might identify. Data of past students who take the grade
10 WASL is used to measure our effectiveness over time when compared to
these same students who were tested as 7^th^ graders. Measures of
Academic Progress (MAP), another computer-based assessment used in our
schools, provide teachers with data that helps to identify areas of
strength and weakness as well as being a fair predictor for WASL
success. The MAP data shows student academic growth over time since
students take this assessment yearly and in many grades twice a year.

At the building level, assessment data is useful to place students into
classes where more support personnel may be assigned. Individual learner
data is used to identify students that may need in-depth instruction in
reading or math to meet learning goals. This data is particularly useful
when developing interventions for students as required by the State of
Washington. The continuous process of data analysis provides information
that allows the building leadership and teachers to make instructional
decisions in a timely manner.

**3. Communicating Assessment Results:**

Each parent/guardian and student receives individual assessment results
for the WASL. The results break down the tests into sub-sets and an
explanation of the test and what it means is included with the results.
A direct mailing to the home is the usual means of communication, but
some parents receive the results directly at school during parent
meetings or at student/parent/teacher conferences. School results are
published in the local newspapers and in district publications, the
school newsletter as well on the school website. An annual school
performance report is prepared and distributed to the community. This
report includes funding information, building facility improvements,
staffing breakdowns, mission/vision statements and assessment data. An
explanation of the WASL data is explained to students by the counselor
and or administrators, frequently by teachers during conferences, at
student staffing for services, and when developing goals and
interventions.

Horizon Middle School reports student progress every six weeks with this
information being sent home. Individual teachers send progress reports
home as frequently as weekly to keep parents and students informed.
Report cards are mailed home twice yearly, since Horizon is on a
semester system. Parent/teacher/student conferences are scheduled each
fall and spring. Since our school moved to a teaming schedule many
individual parent conferences are arranged on an as-needed basis with
the entire team present. Every teacher has a phone and computer,
including an email address, that is an important means of communication
between staff and parents/guardians. Parents are provided with all the
phone numbers and email addresses of every teacher through the
newsletter and on the school website.

**4. Sharing Success:**

Horizon Middle School uses a great amount of collaboration with the
other schools in the district to share successes and strategies.
Administrators in our district participate in administrative study group
meetings each month to share instructional strategies, professional
development activities, and building data. Teachers from Horizon and our
feeder elementary schools collaborate on curriculum articulation and
discuss essential learning that students must have when transitioning to
middle school from elementary. Transition activities between Horizon and
Ferndale High School are also scheduled to help eighth grade students,
including a focus on career exploration and the development of a plan
for study at the high school level that is based upon identified
interests and academic work accomplished at the middle school level.
Western Washington University also collaborates with Horizon by
scheduling classes in our building for college students who are going
into the teaching profession. Literacy is the focus of study for these
college students, so they gain valuable experience as they work in
classrooms with our teachers and students on a regular basis focusing on
literacy instruction.

Sharing learning and working with other schools utilizing such
strategies as the Content Literacy Continuum (CLC) has been an ongoing
mission of Horizon Middle School. We have participated jointly in
workshops for the CLC and other trainings that have provided cooperative
learning opportunities for our teachers. An example was a workshop on
teaming facilitated by Kathy Hunt-Ullock that was attended by staff
members from Clearview High School. Another example was a Native
American Forum organized by Horizon that was open to school board
members, tribal members and educators from the entire school district.
This forum featured experts on Native American learning and literacy
from Western Washington University and Antioch University focusing on
strategies and techniques to decrease the achievement gap.

Members from the Horizon staff have presented our professional
development plan and key strategies at Gates Foundation Meetings,
Association of Washington School Principals' Summer Workshop, and to
other groups at Western Washington University and within the Ferndale
School District. The opportunity for in-depth discussions around
powerful teaching and learning along with the occasion to work with
other educators in our district and throughout the state is a
professional responsibility and a tremendous chance to share ideas and
learn from others.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

All students attending Horizon Middle School are enrolled in a program
that includes the core academic subjects of language arts, mathematics,
social studies and science. Each of these subjects is a whole-year
class. All students participate in one semester of physical
education/health. Eighth graders have one semester in a
computer/technology class. Seventh grade students are all scheduled into
a reading strategy class for one quarter and a study skills/support
class for one quarter. These seventh graders then take one semester of
physical education/health. Every student at Horizon is offered an
elective class chosen from many offerings. These choices include:
orchestra, band, choir, art, mechanical drawing/CAD, creative arts,
publications, digital technology, and creative writing. Our courses are
aligned with the state Essential Academic Learning Requirements and
Grade Level Expectations. Twelve percent of our students take
accelerated classes in language arts, social studies, science and math.
Entry into these classes is determined by a variety of assessments and
input from teacher recommendations.

*Science*: Our science curriculum focuses on learning scientific
principles through lab work, design of experiments, observation and by
conducting investigations and then analyzing data and drawing
conclusions from the information. The seventh grade curriculum is earth
science-based focusing on an in-depth study of the forces of nature and
the results of those studies. Grade eight has a focus on physical and
mechanical science. Horizon Middle School takes part in the NCOSP --
North Cascades and Olympic Science Partnership. The grant and the
activity promote high quality science instruction to state standards.

*Social Studies*: Seventh graders study the ancient world and
civilizations. The five themes of geography are emphasized at grade
seven and these concepts are embedded in grade eight also. Students gain
an appreciation of and are able to compare the development of
civilization and societies with our present world. The eighth grade
curriculum is U. S. History and covers the exploration of the Western
Hemisphere and the development of the United States through the Civil
War.

*Foreign Language*: Spanish at eighth grade is offered as a whole-year
course and students earn a high school credit for this class. A foreign
language elective featuring an introduction to Japanese, German, Spanish
and Lummi Language (local Native American dialect) is offered to
students also.

*Arts*: Students are offered full year courses in orchestra, band and
choir at both grade levels. Over a fourth of the student body
participates in music programs at our school. A large number of students
participate in contests in the region as a large group or solo or in an
ensemble. Art classes afford students the opportunity to work in a
variety of media and to learn the basics of art and art history.
Students work with pencil, charcoal, pastels, oils and clay/pottery.

*Physical education and health*: The goal to develop life-long habits
and to choose healthy lifestyles through physical activity, while
becoming informed about drugs/alcohol, nutrition, mental and emotional
health, safety and decision making, is an integral part of this program.
The components of physical fitness instruction include an emphasis on
cardiovascular activity, strength, flexibility, and personal development
while setting personal goals. The curriculum aligns with the state EALRs
and grade level expectations.

*Technology and Publications*: Technology is treated as a tool for use
now and in the future. Our goal is to expose students to as many
varieties of technology as possible while ensuring they are able to
apply their learning to real-life situations such as a multi-media
project using children's literature to expose preschool and kindergarten
children to books. Eighth grade students take a computer class focusing
on word processing and the use of a variety of application software.
Technology is integrated into content studies at grade seven through
collaboration with the technology teacher while all subject area
teachers use technology to enhance instruction and encourage students to
use appropriate media tools. Digital technology and publications both
emphasize the use of digital and technical tools to publish a school
newspaper as well as to develop and use numerous applications to
complete video and digital media projects for the school and the
community.

*Library*: The library is an inviting center for learning in the
building and all students are given the opportunity to attend the
library at least weekly. A wide variety of print and non-print resources
is available, including on-line databases. Every class and teacher has
opportunities to work with the librarian and to use these resources to
develop team-taught research projects/units. Eight computer search
stations and a networked ten-station computer lab is available for
student use in Horizon's library as well.

**2. English:**

Horizon's language arts/English curriculum places an emphasis on
development of learners who can write, read, and communicate
effectively. The Six Trait Writing process and Step Up to Writing are
two writing methods used throughout the building to help students
organize their writing. Students write in different genres and styles to
become more proficient in these areas. Research skills are taught and
applied through written research projects at each grade level. Oral
presentations are an important part of the language arts curriculum and
provide students with an opportunity to develop their verbal skills.

Reading and the interpretation of literature is another element of the
curriculum. Comprehension of fiction and non-fiction text is an
extremely important skill and is an integral part of the curriculum at
both grades.

Our efforts to improve literacy have been a focus for five years. All
seventh grade students are enrolled in a reading strategy class. The
*Readers' Handbook* is one resource used in this class that is
structured to ensure that students apply their learning in all other
content area courses. We believe for a student to truly understand a
strategy, he/she must use that strategy in a meaningful way. The skills
and strategies students learn are also taught to all staff members
through collaborative training and by our reading specialist who helps
them develop lessons and units that encourage students to apply the
strategies in the classroom setting. Training at our school with the
Content Literacy Continuum, developed by the University of Kansas to
specifically address the literacy needs of the lower quartile of
students, has been an emphasis. A few strategies are introduced to
teachers each year and they are expected to use them in their own
classrooms. This approach ensures a consistency across the content areas
and from grade to grade. The strategies become more useful for students
as they use them more frequently.

**3. Mathematics:**

The mathematics curriculum is supported by our school's literacy
improvement model. An essential part of mathematical understanding is
for students to gain an understanding of the essential vocabulary that
students must know to be successful in this subject area. Strategies
taught in the school-wide model are used to improve students'
understanding of math through focused reading of instructions, breaking
down questions so the necessary parts are emphasized and then solved and
explained verbally and in writing. LINCs is one vocabulary strategy that
is used to improve vocabulary. This strategy, developed by the
University of Kansas, is one of the instructional skills that is an
element of the Content Literacy Continuum adopted by our school
district.

Ensuring that students become mathematical thinkers who can interpret
data, use and understand graphics, evaluate information and then solve
and explain problems is essential. The curriculum includes the areas of
algebraic sense, geometric sense, probability and statistics,
measurement, and problem solving as examples. Relating math to real-life
applications is an emphasis and helps students to make connections and
to use their own life experiences to learn the concepts. One section of
high school algebra is offered for eighth grade students who have tested
into this program. An advanced seventh grade class is also available for
students. Regardless of the math section students are enrolled in, the
ability to communicate their learning in writing and orally is a
consistent part of the math program. Project based learning,
individually and in groups, is one other method that helps students make
connections to real-world applications. The use of small groups helps to
build cooperative skills that are essential to the world of work as
students move into adulthood.

Compass math is a computer-based program used at Horizon as an
intervention to improve students' basic math skills. Students can access
this program through an after-school tutoring program or during a
specific study class during the school day. As skills improve, this
program advances the student's level of rigor.

**4. Instructional Methods:**

Horizon Middle School teachers use a variety of approaches for
instruction and depending upon the expected outcome, the approach will
change. Use of a Strategic Instruction Model is important throughout the
building. Teachers are expected to tell students what they will learn,
why they will learn it, what activities will accomplish the learning,
how it will relate to a real-life application, and the method of
assessment. Critical concepts in all subject areas have been identified
and these relate directly to the state EALRs and GLEs. All students are
expected to understand the critical concepts, while others will
naturally move toward greater understanding of more advanced concepts
and extensions as learning increases.

Science and mathematics instruction uses an inquiry-based approach where
students investigate through laboratory experiences, observe, record
critical data and then draw conclusions and explain why the information
is important. Cooperative learning groups are used in all subject areas
and this strategy is important for sharing learning and experiences as
well as for taking part in the various roles in the group process.
Project based learning is a method used throughout our building in all
content areas. Through the project approach, students are able to
demonstrate their learning in a performance-based manner from oral
presentations and simulations or technology demonstrations to written
work or a community service application. Teams of teachers work to
develop integrated curriculum so students can apply their learning
across the content areas and connect information from subject to
subject. In many cases a large project will have elements of math,
science, language arts and social studies.

An inclusive special education model enables our learning support
teachers to work in classrooms in a team teaching atmosphere. This model
allows staff to use differentiated instruction to a greater degree while
meeting student needs at the level they are capable of achieving. Data
about student achievement is used to plan instruction. Assessment is
done continually to provide the ongoing information necessary to plan
effective instruction.

**5. Professional Development:**

The staff of Horizon Middle School has worked hard to develop a
professional learning community where learning is valued for everyone on
a continuous basis. The cornerstone of our professional development has
been a building-based and job-embedded model where strategies are
introduced to staff, practiced, and then applied to instruction in the
classroom. After teachers have used the strategy in the classroom,
follow-up includes discussion in small groups or as a whole staff to
discuss and provide feedback about the application phase of the
strategy. A literacy support teacher provides ongoing professional
development and supports learning by working with staff to develop
sample lessons using new training, providing feedback following teaching
of these lessons and then assessing the effectiveness and ongoing use of
training. The time needed to accomplish this professional development
comes from Learning Improvement Days provided by the state, seven late
arrival days built into the school district calendar and one staff
meeting each month devoted to curriculum and instruction. We have
changed the way we do business at the building level to provide more
time for professional development.

A literacy focus has been consistent for five years since literacy and
understanding in all content areas is necessary for student success. Our
building leadership team, and especially our reading specialist, has
provided facilitation of our professional development efforts. Training
is accomplished during Content Literacy Continuum (CLC) sessions
provided by the district and the building. Developing experts on staff
allows secondary buildings to provide ongoing support for staff learning
and builds consistency needed between grade levels. Staff members have
also been trained in Differentiated Instruction, literacy strategies
based upon *Reading for Understanding* through West Ed, Anita Archer
training in classroom management and literacy and through various
trainings as part of our Gates Grant in past years. Staff members who
receive specific training are expected to, in turn, train the rest of
the staff. All outside training must meet building goals and the needs
of our students. Other types of professional development include study
groups and Critical Friends Groups. Administrators participate in study
groups at the district level to share information and to receive
training in a variety of areas.

CRITERION-REFERENCED ASSESSMENT

Subject: Reading Grade: 7 Test: Washington Assessment of Student
Learning (WASL)

Edition/Publication Year: NA Publisher: Riverside

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

  Testing Month: April                                                         

  SCHOOL SCORES                                                                

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                1.1         0.9         2.6         1.0         1.4

  \% at Level 1                100         100         100         100         100

  \% at Level 2                95.1        87.4        84.4        89.7        85.6

  \% at Level 3                81.8        58.1        47.4        43.1        40.0

  \% at Level 4                51.4        31.5        18.2        11.3        21.4

  Number of Students Tested    179         220         187         202         212

  Percent of Total Students    98.9        99.1        97.4        99          98.6
  Tested                                                                       

  Number of Students           0.0         0.0         0.0         10.1        NA
  Alternatively Assessed                                                       

  Percent of Students          0.0         0.0         0.0         5.0         NA
  Alternatively Assessed                                                       

                                                                               

  SUBGROUP SCORES                                                              

  1\. Socioeconomically                                Data not    available   state
  Disadvantaged                                                    on          website

  \% Exempted                  0.0         0.0         NA          NA          NA

  \% Not Tested                0.0         1.3         NA          NA          NA

  \% at Level 1                100         100         NA          NA          NA

  \% at Level 2                92.1        87.2        NA          NA          NA

  \% at Level 3                68.4        50.0        NA          NA          NA

  \% at Level 4                39.5        21.8        NA          NA          NA

  Number of Students Tested    76          77                                  

  2\. American Indian                                                          

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                0.0         2.9         3.3         3.1         6.1

  \% at Level 1                100         100         100         100         100

  \% at Level 2                80          80          60          81.3        63.6

  \% at Level 3                50          31.4        13.3        18.8        9.1

  \% at Level 4                35          11.4        3.3         3.1         6.1

  Number of Students Tested    20          34          29          31          31

  3\. Hispanic                                                                 

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                6.3         0.0         6.3         7.1         0.0

  \% at Level 1                100         100         100         100         100

  \% at Level 2                87.6        81.3        68.5        71.4        60.0

  \% at Level 3                68.8        43.8        31.3        14.3        20.0

  \% at Level 4                31.3        18.8        6.3         7.1         6.7

  Number of Students Tested    15          16          15          13          15

  4\. Special Education                                                        

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                5.0         5.3         6.5         4.5         11.5

  \% at Level 1                100         100         100         100         100

  \% at Level 2                65          42.1        45.2        59.0        53.8

  \% at Level 3                25          7.9         9.7         4.5         3.8

  \% at Level 4                10.0        2.6         0.0         0.0         3.8

  Number of Students Tested    19          36          29          21          23

                                                                               

  STATE SCORES                                                                 

  \% Not Tested                38.9        2.1         2.4         2.3         2.9

  \% at Level 1                100         100         100         100         100

  \% at Level 2                91.0        89.7        84.3        84.5        81.5

  \% at Level 3                69.0        60.4        47.9        44.6        39.8

  \% at Level 4                38.9        29.5        19.3        14.2        16.8
  ---------------------------- ----------- ----------- ----------- ----------- -----------

CRITERION-REFERENCED ASSESSMENT

Subject: Math Grade: 7 Test: Washington Assessment of Student Learning
(WASL)

Edition/Publication Year: N/A Publisher: Riverside

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

  Testing Month: April                                                         

  SCHOOL SCORES                                                                

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                1.1         0.9         2.1         0.0         0.0

  \% at Level 1                100         100         100         100         100

  \% at Level 2                82.4        66.1        55.2        53.7        42.0

  \% at Level 3                62.5        44.4        35.1        31.5        29.7

  \% at Level 4                35.4        18.6        17.5        12.8        15.1

  Number of Students Tested    179         219         190         203         212

  Percent of Total Students    98.9        99.1        97.9        100         100
  Tested                                                                       

  Number of Students           0.0         0.0         0.0         9           NA
  Alternatively Assessed                                                       

  Percent of Students          0.0         0.0         0.0         4.6         NA
  Alternatively Assessed                                                       

                                                                               

  SUBGROUP SCORES                                                              

  1\. Socioeconomically                                Data not    available   state
  Disadvantaged                                                    on          website

  \% Exempted                  0.0         0.0         NA          NA          NA

  \% Not Tested                0.0         1.3         NA          NA          NA

  \% at Level 1                100         100         NA          NA          NA

  \% at Level 2                68.4        60.2        NA          NA          NA

  \% at Level 3                42.1        33.3        NA          NA          NA

  \% at Level 4                21.1        7.7         NA          NA          NA

  Number of Students Tested    76          77                                  

  2\. American Indian                                                          

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                0.0         0.0         3.2         0.0         0.0

  \% at Level 1                100         100         100         100         100

  \% at Level 2                55          32.4        29.0        33.4        12.5

  \% at Level 3                35.0        20.6        16.1        16.7        9.4

  \% at Level 4                15          5.9         6.5         6.7         3.1

  Number of Students Tested    20          34          30          30          32

  3\. Hispanic                                                                 

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                6.3         0.0         6.3         0.0         0.0

  \% at Level 1                100         100         100         100         100

  \% at Level 2                68.8        50          6.3         26.6        20.0

  \% at Level 3                50          25          6.3         13.3        13.3

  \% at Level 4                18.8        12.5        0.0         6.7         0.0

  Number of Students Tested    15          16          15          15          15

  4\. Special Education                                                        

  \% Exempted                  0.0         0.0         0.0         0.0         0.0

  \% Not Tested                5.0         2.6         3.2         0.0         0.0

  \% at Level 1                100         100         100         100         100

  \% at Level 2                25          13.2        16.1        13.0        12.5

  \% at Level 3                5.0         5.3         3.2         4.3         4.2

  \% at Level 4                0.0         0.0         0.0         0.0         0.0

  Number of Students Tested    19          37          30          23          24

                                                                               

  STATE SCORES                                                                 

  \% Not Tested                1.7         1.9         2.2         2.3         2.7

  \% at Level 1                100         100         100         100         100

  \% at Level 2                71.0        73.5        55.9        47.5        44.1

  \% at Level 3                50.8        46.4        36.8        30.4        27.4

  \% at Level 4                24.0        19.3        19.2        13.2        13.1
  ---------------------------- ----------- ----------- ----------- ----------- -----------