##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Patty Siegwarth]{.underline}

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

Official School Name [Newport High School]{.underline}

(As it should appear in the official records)

School Mailing Address [4333 Factoria Blvd. SE]{.underline}

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

[Bellevue Washington 98006-1930]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 425 ) 456-7405 F]{.underline}ax [( 425 ) 456-7530]{.underline}

Website/URL [www.bsd405.org/nhs/info](http://www.bsd405.org/nhs/info)
Email <siegwarthp@bsd405.org>

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

Date [March 30, 2003]{.underline}

(Principal's Signature)

Name of Superintendent [Dr. Michael N. Riley]{.underline}

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

District Name [Bellevue School District]{.underline} Tel. [( 425 )
456-4172]{.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 [March 30, 2003]{.underline}

(Superintendent's Signature)

Name of School Board Mrs. Judy Bushnell

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 [March 30, 2003]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT**

1\. Number of schools in the district: [16]{.underline} Elementary
schools

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[6]{.underline} High schools

[29]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,440.23]{.underline}

Average State Per Pupil Expenditure: [\$7,224.85]{.underline}

**SCHOOL**

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       195       183         378

  **3**                                                     **10**      161       144         305

  **4**                                                     **11**      169       137         306

  **5**                                                     **12**      169       178         347

  **6**                                                     Other                             

                                    **TOTAL                                                   1336
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [64.72]{.underline} % White

the students in the school: [1.12]{.underline} % Black or African
American

[2.34]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 25
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 52
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        77
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1306
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0589
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.89%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %
(either go to other school in the district which has an LES Program or
sign out of ESL to attend Newport High School)

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

Number of languages represented: [23]{.underline}

Specify languages: Bosnian, Cambodian-Khmer, Chinese-Cantonese,
Chinese-Mandarin, Chinese-Taiwanese, Farsi (Persian), German, Hebrew,
Hindi, Indonesian, Japanese, Korean, Latvian, Other, Pashto, Persian,
Romanian, Russian, Spanish, Turkish, Ukrainian, Urdu, Vietnamese

9\. Students eligible for free/reduced-priced meals: [6.85]{.underline}
%

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

> 10\. Students receiving special education services: [5.61]{.underline}
> %

[73]{.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.

[1]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [30]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [38]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[1]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[3]{.underline} Seriously Behaviorally Disabled

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) [3]{.underline} [0]{.underline}

Classroom teachers [66]{.underline} [2]{.underline}

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

Paraprofessionals [3]{.underline} [0]{.underline}

> Support staff [18]{.underline} [8]{.underline}
>
> Total number [95]{.underline} [14]{.underline}

12\. Student-"classroom teacher" ratio: [23.37]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97%         97%         96%         Not         Not
                                                               available   available

  Daily teacher attendance 98%         98%         97%         Not         Not
                                                               available   available

  Teacher turnover rate    25.35       26.47       35.29       22.67       24.68

  Student dropout rate     3.8%        3.0%        11.0%       9.0%        7.0%

  Student drop-off rate    14.67%      13.60%      16.54%      9.23%       25.51%
  ------------------------ ----------- ----------- ----------- ----------- -----------

The drop-off and dropout rate percentages vary due to the number of
students that transferred to other schools and/or districts during their
four-year high school careers. Newport High School's dropout rates are
lower since students who successfully completed a transfer and their
high school education at another institution in four total years are not
counted as a dropout. Students in the drop-off rate numbers include any
student who started as a freshmen and did not graduate with his/her
class at Newport High School, though may have graduated at another
institution.

14\. Show what the students who graduated in Spring 2002 are doing as of
September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [31          |
|                                                     | 5]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [7           |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [2           |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [            |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [            |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > [            |
|                                                     | 1]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [            |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [            |
|                                                     | 1]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

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

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Newport High School is one of four comprehensive high schools in
Bellevue School District, Bellevue, Washington. Newport's mission is to
continually improve student performance through quality instruction and
a rigorous academic learning environment. We strive to give every
student the kind of education traditionally given to only the top 20% of
the children in the nation, as we believe each student is entitled to
that education and capable of performing at high levels of learning.
This involves acquiring and gaining the knowledge and skills at a level
greater than the student's comfort zone, thereby causing some
disequilibrium, expanding growth. Challenging students beyond their
comfort level is done so in a positive, empathetic, and engaging
learning environment. Newport students embrace the challenge, with over
85% of the student body currently enrolled in honors and/or Advanced
Placement (AP) coursework. Enrollment in Newport's twenty-six AP classes
has nearly doubled in the last four years, from 626 AP enrollments in
1999 -- 2000 to the current enrollment of 1198. Last May, Newport
students took 1091 AP exams, with over 66% of the students earning a 3
or higher, enhancing their opportunities to earn college credit while in
high school. Their accomplishments reinforce Newport's belief system
that all students are capable of learning at high levels.

Students meeting the challenge develop impressive life-long skills. They
demonstrate persistence, inquisitiveness, reflection, ambition,
decisiveness, creativity, analytical skills and/or goal orientation.
They take initiative and responsibility for their own learning.
Ultimately, they ask and respond to challenging questions, access
information, compare, contrast and evaluate information, create and
support hypotheses, apply general knowledge, synthesize and evaluate
information and solve problems. Ultimately, these students pursue
knowledge for the love of learning as opposed to the external grade. We
believe all students are capable of gaining and demonstrating these
skills.

To promote high levels of academic achievement for students, Newport
teachers are trained and knowledgeable in their content areas. They
support students with a variety of teaching strategies. Instruction is
scaffolded and lessons task analyzed. Teachers model high expectations
and incorporate higher thinking skills in their daily instruction and
lessons. To facilitate greater opportunities to delve deeply into
concepts and learning, Newport's Program Delivery Council (PDC), the
instructional decision-making body, recently adopted and implemented a
modified block schedule, with fifty-minute periods three days a week and
ninety-minute periods two days a week. Student, staff and parent
responses have been favorable, noting a positive impact on student
learning.

In addition to the high academic expectations, students are encouraged
to be actively engaged in extracurricular activities and community
service opportunities. Over 75% of our students participate in one or
more school-related activities. Newport students excel in these areas,
earning numerous awards to include 107 Kingco League titles, 54 District
titles, and 29 State titles. More than half of our students earn Knight
Valor status, accumulating over 100 hours of community service. Newport
students strive to achieve at high levels in all areas.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**[STATE CRITERION-REFERENCED TEST FOR READING AND
MATHEMATICS]{.underline}**

Grade [10]{.underline} Test [Washington Assessment of Student Learning
(WASL)]{.underline}

Edition/publication year [Published Annually]{.underline}

Publisher [Office of Superintendent of Public Instruction (OSPI),
Washington State]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

From 1999 -- 2002, less than two percent of the tenth grade students
were excluded. In any given year, six or less students were excluded.
Approximately three students per year were exempted from one or more
sections of the WASL due to significant learning disabilities, outlined
in each student's Individualized Educational Plan. Up to two students
per year failed to attend school during the state-mandated testing
weeks. The remaining students, up to four per year, officially withdrew
prior to the testing dates. The specific number of students excluded for
the reading and mathematics sections of the WASL for each of the four
reporting years is outlined on the State Criterion-referenced Test Data
Table located on pages 13 and 14.

The discrepancy in exclusions in reading and mathematics is a result of
the number of exempted students with significant learning disabilities
in that particular content area, as outlined in each student's IEP.
Students with learning disabilities in mathematics may not have been
diagnosed with a specific learning disability in reading, resulting in a
greater number of students exempted in math.

Alternative assessments were administered to the special education
students, as outlined in each of their Individualized Educational Plans
(IEP). Special education teachers administered these assessments.
Students who failed to attend school during the testing dates were
assessed through classroom tests conducted in their content courses to
include English and Reading Across the Curriculum. The remaining
students were likely assessed at their new school site located out of
district.

Tenth grade WASL scores are reported as Levels 1, 2, 3, and 4. Students
scoring in the Level 1 category have not met the state standard or basic
competency. Percentages from these students do not appear on the State
Criterion-referenced Tests Data Tables on pages 14 and 15. Level 2, 3
and 4 scores are reported on these tables. Students scoring a 2 are
reported as "At or Above Basic", Level 3 students "At or Above
Proficient", and Level 4 students "at Advanced".

In the WASL tables, data is reported by school scores and subgroups, to
include ethnicity and special education. Washington state determines
scores to be statistically significant when more than thirty students
from a particular group are represented. While some of the ethnic groups
listed do not include a minimum of thirty students, those with numbers
in excess of five students are included to demonstrate their growth and
successes, though are not classified as statistically significant. The
total number of students included in each of the groups is provided,
providing a clear picture of the groups and scores that would be
considered statistically significant.

As outlined in the WASL data from the last four years (see data table
attached to application), over 97% of Newport tenth graders have scored
"At or Above Basic" in reading, scoring well above the state scores of
up to 60%. In mathematics, over 85% of our students scored "At or Above
Basic", surpassing state scores of up to 60%. Significant growth over
the four years has been noted in mathematics. While there is some
fluctuation in scores of our minority students, these students are also
excelling at Newport. Staff continue to provide support services to
assist our special education students in achieving at high levels of
learning.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**[FOR READING AND MATHEMATICS]{.underline}**

Grade [9^th^]{.underline} Test [Iowa Test of Educational Development
(ITED)]{.underline}

Edition/publication year [Copyright 1996, Form M]{.underline}

Publisher [Riverside Publishing]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Over the last three years of testing reported in the Assessments
Referenced Against National Norms tables on page 15, less than two
percent of the ninth graders were excluded from the ITED. Some of the
students were excluded from one or more sections of the ITED due to
significant learning disabilities, outlined in each student's
Individualized Educational Plan, while others failed to attend school
during the state-mandated testing weeks or officially withdrew prior to
the testing dates. The discrepancy in exclusions in reading and
mathematics is a result of the number of exempted students with
significant learning disabilities in that particular content area, as
outlined in each student's IEP.

Alternative assessments were administered to the special education
students, as outlined in each of their IEPs. Special education teachers
administered these assessments. Students who failed to attend school
during the testing dates were assessed through classroom tests conducted
in their content courses to include English and Reading Across the
Curriculum. The remaining students were likely assessed at their new
school site located out of district.

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

Results from the last three years of the ITED, administered to Newport
ninth graders in April of each year, are reported on the Assessments
Referenced Against National Norms data tables on page 15. The reading
and mathematics results are reported as percentiles and referenced
against national norms. Data from special education students and ethnic
subgroups that represent five or more students is reported. The number
of total students tested and the number of students from each of the
subgroups are included.

A review of the ITED scores is indicative of high levels of learning by
Newport students. Improvements have been noted in the reading and
mathematics scores of our minority students. As a staff, we continue to
pursue avenues to assist our special education students in experiencing
high levels of academic achievement.

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Newport used assessment data to develop its state accreditation goals
and implementation plans. Data from various sources (state and national
assessments, an Adolescent Health Behavior survey, and school-wide
information) was carefully analyzed. Thirteen goal areas were then
identified. Specific plans were developed and implemented. Due to
conscious focused efforts, significant gains have been noted. For
example, in 1999-2000, 32% of the students were earning one or more D's
or F's. Following implementation of a structured plan, less than 25% of
the students are currently earning one or more D's or F's. This data,
disaggregated by class, teacher and grade level, is collected and
analyzed eight times a year. Similar improvements were noted on
assessments. Due to focused instruction on writing, WASL writing scores
continue to improve, from 74% meeting the state standard in 2000 --
2001, to the current rate of 85%.

Representatives from the PDC, PTSA and the Leadership class adopted the
remaining goal areas. After collecting and evaluating data, they noted a
number of students were seeking tutoring from outside agencies. To
ensure equal opportunities for all students and support students in
their pursuit of rigor, Newport implemented an extended-day tutorial
program two days a week from 3:30 -- 6:30 PM in the library. Up to 120
students attend each tutorial session, receiving one-on-one tutoring
and/ or small group instruction from Newport certificated staff and
mentors.

2.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

School performance is regularly communicated to the parents, students
and community. In October of each year at an evening PTSA meeting,
administrators share progress on accreditation goals. Parts of this
PowerPoint presentation are shared at the Ninth Grade Parent Night,
during parent and student registration presentations, and at Open House.
Progress and data are also included in the bimonthly PTSA newsletters,
the district and school's websites, the school and local newspapers,
BellViews, a bimonthly district publication, and the Guide to Schools,
an annual publication sponsored by the Seattle Times. Opportunities to
share data at district-wide parent meetings, to include the recent
Spanish Immersion K-12 parent forum, and school board meetings are also
utilized.

Time is allocated to review individual assessment results with students
and parents. Counselors and/or administrators meet with students
individually, in small group, or in classroom settings to assist them in
the interpretation of results. A copy of the assessment results are also
sent home to the parents and placed in the student's permanent file.
Parents may consult with the counselors for further interpretations of
the results.

Students experiencing difficulties in one or more classes receive
interim progress reports during the fifth

week of each quarter. At the end of each quarter and semester, students
receive a grade report for all classes. Each of these reports is sent
home to parents. Many teachers post progress reports in their classrooms
and/or on their websites on a weekly basis.

3.  Describe in one-half page how the school will share its successes
    with other schools.

Given that Newport teachers are vested in helping [all]{.underline}
students achieve at high levels, opportunities to share our beliefs and
strategies and expand the opportunities for high levels of learning to
more students would be welcome. Currently colleagues from neighboring
districts observe Newport teachers, seeking assistance with
instructional strategies and lesson plan development. Most recently,
Newport staff welcomed eight staff from the Everett School District.
Grouped by disciplines, staff from both schools

discussed ways to develop rigorous, empowering lessons. Newport staff
shared their work with lesson study, a process in which two or more
staff work collaboratively to plan and implement a lesson on a clear,
precise objective. Newport staff would be eager to share this
information with staff from other districts. Presenting information on
our accreditation implementation plans and methods for regularly
collecting and analyzing data would also be helpful. This could be done
through opportunities at the Educational Service District (ESD),
district offices, staff meetings and/or community meetings in districts
throughout the state. Sharing and collaborating is a natural and vital
component of the Newport culture, as it allows staff to positively
impact the learning of even more students. The opportunities to share
this information are endless.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

Newport offers a wide range of courses in core and elective curricular
areas. Students are required to complete a core curriculum of English,
mathematics, social studies, laboratory science, occupational education,
speech, fine arts and physical education. Technology tools are available
to support classroom learning. The new math and ninth grade reading
curriculum calls for mastery of basic skills while demanding more
analysis, deeper thinking, more extensive written explanation and a
great deal of problem-solving. With over 90% of our students attending
college after high school, students are encouraged to enroll in four
years in the core areas and in one or more AP classes during their
10^th^, 11^th^, and 12^th^ grade years. Newport currently offers
twenty-six AP classes and numerous honors courses. Students are also
encouraged to enroll in at least three consecutive years of the same
foreign language (Spanish, French, Chinese or German). Ninth through
twelfth graders enrolled in the district's K-12 Spanish Immersion
program continue their intensive studies at Newport, focusing on Spanish
language, literature and culture. Many students take advantage of our
specialty programs, enrolling in CISCO, a computer networking class, or
Culinary Arts, a commercial foods production course.

To ensure high standards in the courses, staff work collaboratively with
building and district colleagues to develop curriculum and assessments
that are closely aligned with the Washington State Commission of Student
Learning, Essential Academic Learning Requirements (EALRS) and Standards
for Success outcomes. Efforts are made to offer courses that have an
external assessment often referenced against national norms to provide
students an opportunity to assess their learning and ultimately our
teaching and curriculum. Students enrolled in one or more college-level
AP classes are required to take The College Board AP examination in May.
CISCO and Adobe Graphics also require an outside assessment to
demonstrate mastery. Running Start, offered at the local community
college, and College in the High School and Tech Prep are also viable
options for Newport students. Each of these courses provides an
opportunity to earn college credits while in high school.

Graduation requirements promote high expectations. Students must earn a
minimum cumulative 2.0 grade point average, 23.5 credits, and a minimum
of forty hours of community service in order to receive a diploma.
Students must also demonstrate competency in reading and writing.
Newport students are encouraged to enroll in seven periods each year to
facilitate engagement in rigorous coursework, enhance college and career
preparation, and allow students an opportunity to pursue elective
coursework in areas of passion. Extensive career and technical courses
are offered to suit every student's interest. Students may take courses
at their home high schools, enroll in courses at other Bellevue high
schools or even attend schools in neighboring districts through a
vocational cooperative.

2.  Describe in one-half page the school's English language curriculum,
    including efforts the school makes to improve the reading skills of
    students who read below grade level.

The goals of Newport's English language curriculum are: to instill in
students a passion for the English language, to nurture students' innate
curiosity as learners, to create life-long readers, to support the
development of effective communication skills, and to encourage cultural
literacy. Specific curricula at each grade level are vertically aligned
with other grade levels to ensure a cohesive and complete four-year
education. The language arts program is aligned with both state and
national standards. Honors-level and/or AP courses are offered at each
grade level. Students self-select their own placement and are encouraged
to challenge themselves with rigor.

At each grade level, students read a broad spectrum of literary works
that include both fiction and nonfiction. Emphasis is placed on the
process of analysis with particular attention paid to the author's
purpose. Students analyze the style and techniques of the writers as
well as their use of the literary elements. The study of literature is
integrated with the instruction of writing. The writing curriculum
components emphasize the writing process: prewriting, drafting, editing,
and publication, and students write in the modes of exposition,
narration, argumentation, and persuasion. Teachers use the Six Trait
model for assessment.

To improve the reading skills of all students, a structured vocabulary
program was added. Students are assigned a novel to read and study over
the summer. Accompanying lessons emphasize students' personal
connections to works and include opportunities for predictions.
Background information is provided so that they may better understand
the context in which the work was written. Students are taught to ask
questions of what they read and are required to keep reading logs or
journals. Teachers model the process of annotating texts. Students are
also taught techniques to read critically and analyze inferences.

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

The mathematics curriculum reflects several fundamental beliefs shared
by the Newport learning community. Students are encouraged to take math
all four years and to strive to reach the highest level possible, with
most students completing courses at the pre-calculus level or higher.
Students are held to a high standard of performance, requiring them to
explain and present convincing arguments as well as solve problems.
Students work collaboratively to construct mathematical ideas. The
teacher launches and orchestrates the activity and acts as coach.
Students develop conjectures that are presented and verified in class
discussions. Students are the focus of instruction and are responsible
for doing most of the actual mathematical work.

Newport's math curriculum materials and activities are based on the
standards of the National Council of Teachers of Mathematics and require
students to solve non-trivial problems, demonstrate higher level
thinking skills and explain their reasoning. Technology is used to
develop visualization skills and connect data to real world
applications. Students are encouraged to attack problems using multiple
approaches: graphically, numerically, verbally and symbolically. This
assists even our most challenged students in learning and understanding
mathematics at a high level. Advanced curricular offerings are available
and open to all students. Freshmen can enroll in an honors level second
year course which will allow them to take AP Calculus or AP Statistics
their senior year. Approximately one third of our students take AP
Calculus and one fourth take AP Statistics. Through an arrangement with
the local community college, we offer an Advanced Calculus course that
allows students to go beyond what is offered in the AP Calculus
curriculum and earn college credit.

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

Newport High School employs a variety of instructional methods. Lessons
and units include both small group and whole class instruction. Students
work with partners and cooperative groups as well as individually.
Students assess their own learning and reflect on their progress.
Curricula are integrated and emphasize cross-discipline connections.
Teachers model high expectations and skills for students and monitor
their practice. They incorporate higher thinking skills in their daily
instruction and lessons. In English, teachers use the Great Books
approach to questioning, a Socratic method. Students analyze literature
and draw conclusions through inductive reasoning. Throughout
disciplines, teachers utilize the Inquiry approach to teach higher-level
thinking skills and solicit thoughtful responses from students. Lessons
that require students to take initiative, to solve problems, to defend
responses and to apply learning to real-life situations are the norm.
Teachers are encouraged to incorporate at least three different
instructional methods and/or strategies in each lesson to meet the
students' diverse learning styles. Staff provide ample opportunities for
students to show and to demonstrate their knowledge and growth in a
variety of ways, accommodating varied learning styles and individual
differences. These strong instructional methods enhance the learning
environment, facilitating a high level of student engagement.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

Newport staff work closely together to create relevant professional
development opportunities to enhance student learning. Staff meetings
are devoted to professional development. Topics include effective
strategies for teaching in a block period, Inquiry training, and
teaching reading and writing in content classes. Departmental members
meet regularly to ensure ongoing collaboration and to reflect on the
application of the learning and share successes and challenges. Feedback
and suggestions are provided and risk taking encouraged. Students
benefit from the ongoing professional development, as teachers learn and
utilize varied teaching strategies to assist all students in
experiencing success. Every semester, students provide teachers with
written feedback on their instruction through the use of teacher
evaluations. Teachers use the evaluations as a tool to determine future
needs in the area of professional development.

On Wednesday afternoons during a district-wide early release, Newport
staff participate in lesson study. This process involves teachers
working collaboratively to develop and implement lessons, examine
student outcomes, share results and then refine the lessons. Lesson
study leads to a completed lesson that is part of the district's
curriculum. Lessons are submitted for "Blue Ribbon" status and posted on
the district website, providing valuable resources for colleagues.
Students benefit from the teacher's involvement in lesson study by being
immersed in meaningful, relevant lessons. Being deliberate about
teaching and assessing a lesson objective carries over into future
lessons, improving the quality of all instruction and, ultimately,
student learning.

**[STATE CRITERION-REFERENCED TESTS FOR READING]{.underline}**

Data on this display table reflects reading scores earned by Newport
tenth graders on the Washington Assessment of Student Learning (WASL),
which is administered annually in April.

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

  Testing month                          April       April       April       April

  **SCHOOL SCORES**                                                          

  **Total --Reading**                                                        

  At or Above Basic                      97.5%       97.8%       97.5%       97.2%

  At or Above Proficient                 90.8%       91.3%       92.2%       83.8%

  At Advanced                            80.3%       84.8%       82.8%       62.1%

  Number of students tested              314         357         322         367

  Percent of total students tested       98.1%       98.0%       98.7%       98.6%

  Number of students excluded            6           6           4           3

  **Percent of students excluded**       1.9%        1.7%        1.3%        0.8%

  **SUBGROUP SCORES**                                                        

  1\. White                                                                  

  At or Above Basic                      88.3%       87.1%       92.9%       85.2%

  At or Above Proficient                 67.0%       76.6%       80.0%       66.4%

  At Advanced                            40.6%       50.4%       53.8%       34.5%

  Number of students tested              197         249         227         235

  2\. Asian                                                                  

  At or Above Basic                      96.8%       96.6%       95.0%       93.1%

  At or Above Proficient                 86.2%       94.4%       82.3%       79.2%

  At Advanced                            67.0%       73.3%       58.2%       52.5%

  Number of students tested              94          90          90          101

  3\. African American                                                       

  At or Above Basic                      77.7%       100.0%      100.0%      91.7%

  At or Above Proficient                 66.6%       80.0%       100.0%      66.7%

  At Advanced                            33.3%       80.0%       83.3%       25.0%

  Number of students tested              9           5           6           13

  4\. Hispanic                                                               

  At or Above Basic                      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient                 88.9%       100.0%      80.0%       85.8%

  At Advanced                            66.7%       100.0%      80.0%       42.9%

  Number of students tested              9           5           5           7

  5\. Multi-Ethnic                                                           

  At or Above Basic                      100.0%      100.0%      100.0%      88.9%

  At or Above Proficient                 100.0%      85.7%       100.0%      88.9%

  At Advanced                            100.0%      71.4%       100.0%      33.3%

  Number of students tested              5           7           4           9

  6\. Special Education                                                      

  At or Above Basic                      53.0%       20.0%       66.6%       23.5%

  At or Above Proficient                 11.8%       5.0%        33.3%       17.6%

  At Advanced                            11.8%       0.0%        4.8%        5.9%

  Number of students tested              17          21          22          19

  **STATE SCORES**                                                           

  **Total --Reading**                                                        

  At or Above Basic                      60.0%       59.4%       57.9%       52.4%

  At or Above Proficient                 37.3%       38.9%       35.0%       33.0%

  At Advanced                            15.6%       19.0%       14.8%       13.9%
  -------------------------------------- ----------- ----------- ----------- -----------

**[STATE CRITERION-REFERENCED TEST FOR MATHEMATICS]{.underline}**

Data on this display table reflects mathematics scores earned by Newport
tenth graders on the Washington Assessment of Student Learning (WASL),
which is administered annually in April.

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

  Testing month                          April       April       April       April

  **SCHOOL SCORES-MATHEMATICS**                                              

  **Total**                                                                  

  At or Above Basic                      89.8%       89.3%       93.5%       85.5%

  At or Above Proficient                 72.0%       79.5%       80.6%       67.2%

  At Advanced                            47.5%       54.2%       54.9%       37.8%

  Number of students tested              314         357         322         367

  Percent of total students tested                   96.9%       99.7%       98.6%

  Number of students excluded            10          9           1           3

  Percent of students excluded           3.5%        2.8%        .3%         .8%

  **SUBGROUP SCORES**                                                        

  1\. White                                                                  

  At or Above Basic                      88.3%       87.1%       92.9%       85.2%

  At or Above Proficient                 67.0%       76.6%       80.0%       66.4%

  At Advanced                            40.6%       50.4%       53.8%       34.5%

  Number of students tested              197         249         227         235

  2\. Asian                                                                  

  At or Above Basic                      96.8%       96.6%       95.0%       93.1%

  At or Above Proficient                 86.2%       94.4%       82.3%       79.2%

  At Advanced                            67.0%       73.3%       58.2%       52.5%

  Number of students tested              94          90          80          101

  3\. African American                                                       

  At or Above Basic                      44.4%       80.0%       100.0%      58.3%

  At or Above Proficient                 33.3%       40.0%       83.3%       25.0%

  At Advanced                            11.1%       0.0%        50.0%       0.0%

  Number of students tested              9           5           6           13

  4\. Hispanic                                                               

  At or Above Basic                      88.8%       100.0%      80.0%       71.5%

  At or Above Proficient                 55.5%       20.0%       80.0%       28.6%

  At Advanced                            11.1%       20.0%       60.0%       14.3%

  Number of students tested              9           5           5           7

  5\. Multi-Ethnic                                                           

  At or Above Basic                      80.0%       71.5%       100.0%      55.5%

  At or Above Proficient                 100.0%      57.2%       75.0%       33.3%

  At Advanced                            80.0%       14.3%       50.0%       22.2%

  Number of students tested              5           7           4           9

  6\. Special Education                                                      

  At or Above Basic                      53.0%       20.0%       66.6%       23.5%

  At or Above Proficient                 11.8%       5.0%        33.3%       17.6%

  At Advanced                            11.8%       0.0%        4.8%        5.9%

  Number of students tested              17          21          22          19

  **STATE SCORES**                                                           

  **Total --MATHEMATICS**                                                    

  At or Above Basic                      60.0%       59.4%       57.9%       52.4%

  At or Above Proficient                 37.3%       38.9%       35.0%       33.0%

  At Advanced                            15.6%       19.0%       14.8%       13.9%
  -------------------------------------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS FOR
READING]{.underline}**

Data on this display table reflects reading scores earned by Newport
ninth graders on the Iowa test of Educational Development (ITED), which
is administered annually in April.

  -------------------------------------- ------- ----------- ------- ----------- ------- -----------
                                                 2001-2002           2000-2001           1999-2000

  Testing month/ (Number of students in          April               April               April
  subgroups)                                                                             

  **SCHOOL SCORES**                                                                      

  **Total Score-READING**                        82.0%               78%                 82%

  Number of students tested                      290                 295                 344

  **SUBGROUP SCORES**                                                                    

  1\. Asian                              85%                 72%                 83%     
                                         (80)                (90)                (82)    

  2\. White                              90%                 80%                 82%     
                                         (184)               (185)               (243)   

  3\. African American                   68% (5)             72% (7)             51% (6) 

  4\. Hispanic                           88% (6)             72% (6)             81% (5) 

  5\. Multi-Ethnic                       90%                 90% (6)             69% (7) 
                                         (15)                                            

  6\. Special Education                  32%                 44%                 39%     
                                         (16)                (13)                (17)    
  -------------------------------------- ------- ----------- ------- ----------- ------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS FOR
READING]{.underline}**

Data on this display table reflects mathematics scores earned by Newport
ninth graders on the Iowa test of Educational Development (ITED), which
is administered annually in April.

  -------------------------------------- ------- ----------- ------- ----------- ------- -----------
                                                 2001-2002           2000-2001           1999-2000

  Testing month/(Number of students in           April               April               April
  subgroups)                                                                             

  **SCHOOL SCORES**                                                                      

  **Total Score-MATHEMATICS**                    84%                 80%                 83%

  Number of students tested                      290                 291                 341

  SUBGROUP SCORES                                                                        

  1\. White                              81%                 78%                 82%     
                                         (184)               (181)               (240)   

  2\. Asian                              89%                 87%                 90%     
                                         (80)                (90)                (82)    

  3\. African-American                   55% (5)             49% (7)             42% (6) 

  4\. Hispanic                           86% (6)             66% (6)             74% (5) 

  5\. Multi-Ethnic                       89%                 87% (6)             74% (7) 
                                         (15)                                            

  6\. Special Education                  38%                 36%                 44%     
                                         (16)                (11)                (17)    
  -------------------------------------- ------- ----------- ------- ----------- ------- -----------