##### *REVISED 4-25-06*

##### *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
\_\_ Middle x High \_\_ K-12 \_\_Charter

Name of Principal [Mr. John Robert Harrison]{.underline}

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

Official School Name [Mercer Island High School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_[9100 SE 42^nd^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_ [Mercer
Island]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[WA\_\_\_\_\_\_\_\_\_98040-4196]{.underline}\_\_

City State Zip Code+4 (9 digits total)

County \_\_[State School Code
Number]{.underline}\*\_\_\_\_\_480698\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 206) 236-3394]{.underline} Fax [( 206 )
236-3358]{.underline}

Website/URL [www.misd.k12.wa.us]{.underline} E-mail
[john_harrison@misd.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\_\_02/10/2006\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Cynthia Sickman Simms]{.underline}

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

District Name [Mercer Island School District]{.underline} Tel. [(206
)236-3300]{.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_02/10/2006\_\_\_\_\_\_(Superintendent's Signature)

Name of School Board Mrs. Lisa Strauch Eggers

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\_\_\_\_\_02/10/2006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: \_\_3\_ Elementary schools

\_\_1\_\_ Middle schools

\_\_0\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_0\_\_ Other

\_\_5\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$8023.00\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\$7598.00\_\_\_

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       188       204         392

  **2**                                                     **10**      172       183         355

  **3**                                                     **11**      207       161         368

  **4**                                                     **12**      176       168         344

  **5**                                                     **Other**                         

  **6**                                                                 743       716         1459

                                    **TOTAL                                                   1459
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 78 % White

the students in the school: 2 % Black or African American

[2]{.underline} % Hispanic or Latino

18 % Asian/Pacific Islander

0 % 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:
\_\_\_2\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      14%
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      14%
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    28%
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1459
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_2\_\_%

\_\_\_26\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_7\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_1\_\_\_\_%

Total number students who qualify: \_\_16\_\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_\_[8]{.underline}\_\_\_%

\_\_\_\_[111]{.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.

\_3\_\_Autism \_1\_\_Orthopedic Impairment

\_\_\_\_Deafness \_46\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_44\_\_Specific Learning Disability

\_3\_\_Emotional Disturbance \_\_7_Speech or Language Impairment

\_2\_\_Hearing Impairment \_\_2_Traumatic Brain Injury

> \_2\_\_Mental Retardation \_\_1_Visual Impairment Including Blindness
>
> \_\_\_\_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) \_\_\_\_3\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[62]{.underline}\_
\_\_\_[10]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_\_[4\_]{.underline}\_
\_\_\_\_[2]{.underline}\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[15]{.underline}\_\_

> Support staff \_\_\_\_[6]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_ 75]{.underline}\_\_ [\_\_\_ 27]{.underline}\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[22:1]{.underline}\_\_

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

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

  Daily student attendance   98%         98%         98%         97%         98%

  Daily teacher attendance   95%         95%         95%         94%         95%

  Teacher turnover rate      7%          13%         18%         8%          6%

  Student dropout rate       0%          0%          0%          1%          1%
  (middle/high)                                                              

  Student drop-off rate      22%         2%          7%          1%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         |  \_\_350\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_84\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_10\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | >          |
|                                                         | \_\_\_\_0% |
+---------------------------------------------------------+------------+
| Found employment                                        | > N/A\_%   |
+---------------------------------------------------------+------------+
| Military service                                        | >          |
|                                                         | \_\_\_\_0% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_N/A\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | \_\_\_6\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Mercer Island High School (MIHS) serves a suburban island community
located at the south end of Lake Washington adjacent to the city of
Seattle. Mercer Island High School (MIHS) is a member of the Northwest
Association of Accredited Schools and subscribes to an extensive process
of self-regulation designed to improve the quality of the school.
Accredited schools must meet rigorous standards essential for quality
education.

The curriculum at MIHS is a rigorous and engaging college preparatory
curriculum that is standards based and aligned from kindergarten through
to senior year. In order to meet Mercer Island School District
graduation requirements, students are required to take a minimum of
three credits (three years) of English, a minimum of two credits of
Math, Science, and 2.5 credits of Social Studies.

In addition, students are also required to complete two credits of
Physical Education, one credit of Career and Technical Education and one
credit of Fine Arts. The minimum graduation requirement is the
accumulation of 13. 5 credits of required courses listed above and an
additional 7.5 credits of elective courses. MIHS students therefore, are
required to complete 21 credits. The State of Washington only requires
students to complete 19 credits. However, approximately 95% of MIHS
students exceed the minimum graduation requirements of the school
district. The MIHS graduation rate is approximately 99%.

Approximately 95% of MIHS students continue their education at the
post-secondary level. Approximately 85% of MIHS students complete the
entrance requirements for selective colleges, typically four years of
English, four years of Math, three years of Foreign Language, three
years of Laboratory Science, and three years of Social Studies.
Approximately 90% of MIHS graduates attend four year colleges.

MIHS offers an extensive extra-curricular program. The MIHS Athletics
program has been incredibly successful over the years and offers 20
varsity and three club sports. The Associated Student Body (ASB)
sponsors 28 clubs. The student government mode is known as the Student
Senate and has two representatives from each of the school's 73 advisory
groups in addition to the ASB officers elected from each class.

The Mission of Mercer Island High School is to involve students, staff,
parents and the community working together to create an environment that
fosters

-   Individual academic growth

-   Critical thinking, creativity, and lifelong learning

-   Involved citizenship and social responsibility

-   Personal integrity

-   Mutual respect

-   Tolerance

-   Health and well-being

In addition to the school's mission MIHS also adheres to the following
beliefs:

-   Students, staff, parents and the community share the responsibility
    for advancing the school's mission.

-   High school must be a gateway to multiple options.

-   All decisions should be made based on what is best for students.

-   Each student is a valued individual with unique physical, social,
    emotional and intellectual needs.

-   Respectful relationships are an essential component of the
    educational experience.

-   Balance between our school and personal lives is essential for well
    being.

-   Our school must be committed to continuous improvement

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

1.  **Assessment Results:**

The performance of students at Mercer Island High School (MIHS) on state
assessments of reading and mathematics is always in the top five percent
of all schools in Washington State. The mean combined SAT score of 1248
(2005 scores) puts MIHS among the top scoring schools in the nation.

On tests which compare the achievement of MIHS students to that of
students in a national sample and for which the national average is
expressed as the 50^th^ percentile, MIHS has always scored extremely
high. For the most recent year of testing (spring 2005) on the Iowa Test
of Educational Development (ITED) (taken by all 9^th^ graders in
Washington state), the average score of MIHS students was the 84^th^
percentile in reading and the 86^th^ percentile in mathematics. This
means MIHS students performed as well as or better than 84 and 86 % of
the students in the nation.

On the Washington Assessment of Student Learning (WASL) (taken by all
10^th^ graders in Washington state), the percent of students meeting
standard in reading and math is often the highest in the state for
public schools which are not magnet schools, and is always in the top
10%. In the spring of 2005, 93 percent of MIHS sophomores met or
exceeded standard on this test in reading (82% exceeded standard). In
math, 85 percent met or exceeded standard (56% exceeded standard).

Each year the school district tracks the performance of all the
subgroups of MIHS students including racial groups and gender. A
previously existing gender gap in reading on the WASL (16% gap in 2001)
disappeared by 2005 with 93% of both boys and girls meeting or exceeding
standard. There is no gender gap in math.

The only racial/ethnic group of sufficient size at MIHS to warrant
statistical analysis and to fall under NCLB accountability requirements
is our Asian and Pacific Island population. This group includes some
students who are second language speakers of English and therefore, in
some years their average performance is lower than the school average in
reading on basic skills test. On the spring 2005 ITED, the Asian and
Pacific Island students averaged in the 75^th^ percentile in reading
compared to the 86^th^ percentile for Caucasian students, but on the
WASL, which is a performance based test administered a year later, they
outscored the Caucasian students 96% to 93% of students at standard.
MIHS faculty and staff have worked with them to develop their language
skills, and their performance on these assessments has improved.

Generally, the Asian and Pacific Island students' performance in
mathematics is higher than the district average. On the spring 2005
ITED, they were at the 88^th^ percentile compared to the 86^th^ for
Caucasian students. On the WASL, 90 % of this group met or exceeded
standard compared to 84% for Caucasian students.

The Washington State Assessment System uses the Washington Assessment of
Student Learning (WASL) as the accountability measure for achievement
under NCLB. Performance on the WASL in all areas is reported in four
levels with levels one and two not meeting standards, level three
meeting standards, and level four exceeding standard. Determination of
what constitutes a level three or four score is made by the scoring
agency based on anchor papers drawn from student work specific to each
test item.

Information about the state assessment system can be found at
http://www.k12.wa.us/assessment

Data on each of the schools under NCLB can be found at www.
http://reportcard.ospi.k12.wa.us/

2.  **Using Assessment Results:**

Assessment data is used extensively to improve student performance and
to guide instruction and assessment. Departments act as professional
learning communities and department chairs facilitate data-driven
dialogue within their departments. Department Chairs serve on the
Principal's Cabinet. The Cabinet meets twice monthly and the principal
facilitates the discussion of data on a school wide level.

The Mercer Island School District (MISD) uses a student data management
system which is an excellent source of information using data mining
technology. Detailed reports of demographic information; individual
course (classroom) and state assessment data; and student attendance and
schedule information can be produced easily. Because the student
information system is used district-wide, assessment data from
kindergarten is available. All teachers have a laptop computer and have
access to student data for those students registered in their classes.
Department chairs have easy access to more detailed reports by
requesting the information they are seeking through the Registrar.
Departments use assessment data to monitor student progress, to
establish consistency in assessment within departments, and to address
gaps in achievement or content.

Assessment data is also used in the development of an annual School
Improvement Plan (SIP) that includes specific, measurable, achievable,
relevant and timely goals based on student assessment data. The school
district has a five year District Improvement Plan that is driven by
student assessment data and school improvement plans.

MIHS is currently engaged in a study of Advanced Placement (AP), and
Honors courses and is considering the possible implementation of an
International Baccalaureate (IB) program at the school. A district
committee is currently reviewing quantitative assessment data from
"benchmark" (schools that serve similar communities and are in the top
10% of schools in their state assessment program). The committee is also
reviewing qualitative data to identify best practices and excellent
programs. The committee will make recommendations for MIHS by the end of
the current school year.

3.  **Communicating Assessment Results:**

The Washington State assessment is known as the Washington Assessment of
Student Learning (WASL) and is administered in the third through eighth
and 10^th^ grades. The 10^th^ grade WASL is an assessment of student
performance in Math, Reading, Writing, and Science. Students in the
current sophomore class (10^th^ grade) must demonstrate proficiency in
Math, Reading, and Writing in order to meet graduation requirements.
WASL results, SAT, ACT, AP, and school based results are shared with the
community in a variety of ways.

Achievement results are published in the school newsletter, local
newspapers, the Principal's Weekly Letter to Students, and the school
and district website. MISD assessment results are also mailed to
residents of Mercer Island utilizing a variety of formats including the
Mercer Island School District Annual Report. A specific example of how
the school communicates assessment results is the Principal's Weekly
Letter to Students. Following each reporting period, the principal will
include information such as the percentage of each letter grade assigned
and the school wide grade point average achieved that quarter. The
letter is read each Monday morning to students and posted on the school
web site.

The MISD also communicates a variety of data from other sources. The
district has developed target tests for some curricular areas that are
administered at the end of the school year for the purpose of course
placement, student support, and as an indicator of individual student
continuous progress. The district is committed to either developing
target tests for the other core curricular areas or purchasing
commercially produced tests. The district will publish the results of
these assessments utilizing the means indicated above.

The Director of Instruction and Assessment for the school district
regularly provides detailed presentation of assessment data for school
board directors, parents, community members, school faculties, and
departments at MIHS.

4.  **Sharing Success:**

Mercer Island High School is the only high school in the Mercer Island
School District; however, MIHS does share its success and programs with
other high schools in the region at regular meetings of school
administrators from King County. MIHS has a close working relationship
with the local newspaper. The Mercer Island Reporter runs stories
featuring programs, students, and staff members. The Reporter does an
excellent job in covering success stories such as the Blue Ribbon
Schools nomination. Another example of excellent coverage of a MIHS
success story was the coverage afforded to the recent recognition of
MIHS by Standard and Poor's in their national study of schools that
outperformed regardless of socio-economic status.

MIHS teachers and administrators frequently present programs, strategies
etc. at local, regional, and state conferences. Many faculty members are
active in professional organizations and have written articles for
professional publications.

MIHS has frequently hosted teams from visiting schools and districts
investigating MIHS programs, curriculum, initiatives and practices. For
example, the state's Office of the Superintendent of Public Instruction
will be highlighting the MIHS model for the Culminating Project, a
senior project that will be required for graduation beginning with the
Class of 2008.

MIHS makes sharing success an emphasis. The school annually sponsors and
hosts district-wide talent exhibitions such as the *Fine Arts Showcase*
event, a K-12 district visual and performing arts show; *All Island Band
Night* and the *District Orchestra Festival* are concerts where all
school musical groups perform together.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Mercer Island High School offers a variety of challenging options and
courses for students. The English and Science Curriculum are described
in detail below in sections 2b and 3. The school offers a variety of
honors courses with open access as well as a variety of Advanced
Placement (AP) courses in all core curriculum and most elective areas.

The Social Studies and English departments at MIHS have teamed to
integrate their state mandated learning outcomes into Humanities
offerings at each grade level described below in section 2b. At the
sophomore level, students take World Cultures and juniors take American
Studies or American Studies (Honors). Seniors have the following
options: International Studies, International Studies/English, AP
Government/English, and Humanities. Students in grades 9-12 also have
the opportunity to take World History, Service Learning and Debate.

The Math curriculum at Mercer Island High School is designed to provide
all students the opportunity to develop their computation and math
reasoning skills. The district has adopted the Chicago Math Series for
Algebra 1, Geometry and Advanced Algebra which provides students with a
strong foundation to support higher level math classes.   Almost all
MIHS students take four years of Math and have the option after Advanced
Algebra of taking Pre-Calculus or AP Statistics.   Upon completion of
Pre-Calculus, students have the option of taking either AP Algebra or AP
Calculus.

The Modern Languages Department offers courses in Chinese, French and
Spanish. Although not a graduation requirement, most colleges require
two years of world language study and most MIHS students take at least
three years. Students develop an appreciation for another language and
culture and the program offers many opportunities for students to travel
to or participate in exchanges with countries where these languages are
spoken. Fourth year French students take the French 103 curriculum from
the University of Washington (UW) and students receive dual credit. MIHS
also offers AP French Language. Mandarin Chinese is a popular option for
many MIHS students. In third and fourth year Spanish, the UW Spanish 103
and 201 curriculums are used and students receive dual credit. AP
Spanish is also offered.

The focus of the Performing Arts Department at MIHS is to help students
acquire the knowledge and skills to communicate effectively and
experience the joy and beauty of performance. In the area of Music,
students have thirteen award winning ensembles to choose from ranging
from Steel Drum Band to the 275 member Marching Band. One third of all
MIHS students are participants in one or more ensembles. In the Drama
area, MIHS offers both acting theatre production classes. In the Visual
Arts, MIHS offers twenty courses that are taught with the principles and
elements of art in mind ranging from AP Photography to Jewelry Design.

In addition, MIHS is a member of the Northeast Technical Preparation
Consortium and Northeast Vocational Area Cooperative which include local
school districts and community/technical colleges and allow MIHS
students the opportunity to earn community or technical college credit
or enroll in professional/technical classes offered by other high
schools in the region.

The Crest Learning Center is the MIHS alternative program. It provides a
student-centered alternative academic experience where each student has
a faculty mentor and students work in small group learning communities.
Students at Crest also have the opportunity to complete courses through
supported independent study.

**2b. (Secondary Schools) English:**

MIHS freshmen take English 9, where students are exposed to all of the
literary genres and apply the process and techniques of organization and
research to oral and written communication.

Sophomores have the option of taking English 10, English 10 Honors, or
World Cultures. English 10 helps students to recognize and understand
concepts that appear in literature. Course material is presented
thematically using literature from Ancient Rome and Greece, the
Renaissance, and the modern era. Honors English 10 is a more rigorous
and challenging exploration of the themes in English 10. World Cultures
is a humanities survey that introduces students to events and concepts
in world history and literature.

Juniors take either American Studies or American Studies Honors which
also utilizes an integrated humanities approach by introducing students
to themes and ideas in United States history and literature. In terms of
the depth of understanding, the honors course has higher expectations
for students to be successful.

Seniors have a variety of options from which to choose. Although a
fourth year of English is not required, virtually all MIHS choose one or
more courses from English 12, English 12 (International Studies) Block,
AP English 12, Honors Humanities (Philosophy and English) Block, and AP
Comparative Government/Honors English 12 Block in order to meet college
entrance requirements.

Students who read below grade level receive direct reading and writing
instruction in a variety of ways. MIHS offers specific writing and
reading tutorials for those students not designated with a specific
disability but who have been identified as being at risk of not meeting
standard on the 10^th^ grade Washington Assessment of Student Learning
(WASL). These labs provide reading and writing support for students to
help them meet Reading and Writing standards. MIHS also offers WASL
Preparation Tutorials outside of instructional time.

Designated special education students who meet eligibility requirements
have their educational program defined by their Individualized Education
Plan (IEP). Special education students receive excellent support in
their resource classrooms which are structured to provide direct
instruction so they can achieve the goals in their IEP. Special
education students who read below grade level receive specific reading
and writing support in their resource classrooms. Special education
students are also able to meet the graduation requirement by completing
an English Foundations course(s) offered at each grade where students
receive direct reading instruction to improve reading levels.

3.  **Mathematics, Science, Art Etc.:**

Science instruction at MIHS is source of pride. Student achievement
results are outstanding and enrollment in the challenging variety of
courses available to students is very high. Freshmen typically take
Chemistry I/Physics I providing a foundational learning experience for
students beginning their high school study of science. Physics topics
include: data, kinematics, forces, energy, simple machines, light,
waves, and astronomy. Chemistry topics include atomic structure, the
Periodic Table, bonding, reactions, and inter-molecular forces.
Sophomores take Biology. This second year course is a hands-on
laboratory based survey of the study of life including topics such as:
ecology, homeostasis, inheritance, and biochemistry.

At the junior and senior levels, there is an expansive array of courses
for students interested in the field of science and for those students
meeting college laboratory science requirements. Environmental Science
provides students with scientific principles, concepts and methodologies
required to understand the interrelationships of the natural world.
Chemistry II/Physics II Honors is a continuation of the Chemistry
I/Physics I course typically taken at the freshman level. The intent is
to prepare students for AP Chemistry, AP Physics, and AP Environmental
Science. Science Research and Ethics is course for students who seek to
combine scientific research with an exploration of ethics. Chemistry II
explores and explains chemistry in a relevant way to motivate students
to understand the importance of chemistry in the real world context.
Physics II is designed to build upon the skills and concepts taught in
Chemistry I/Physics 1, and prepare students for AP Physics.

Biomedical Problems/AP Biology is an outstanding example of a locally
developed course that meets a variety of student needs. Students can
receive dual credit for Biology 101 and 102 at the community college
level and BioMed meets the curricular requirements of ap Biology. BioMed
is an advanced course for students wishing enriched study in the
biological sciences. Students complete authentic research projects and
participate in the Human Genome Project, sequencing a piece of human
chromosome. Students collaborate with local scientists, researchers,
physicians, coroners, and veterinarians.

The MIHS Science department offers an excellent selection of AP courses
for students desiring the opportunity to complete college level work: AP
Chemistry, AP Environmental Science, AP Physics B and AP Physics C.

4.  **Instructional Methods:**

A variety of instructional methods are employed by MIHS teachers.
Differentiated instruction has been a recent focus for staff
development. MIHS teachers recognize that learning requires the active
participation of the learner, that students learn in a variety of ways
and at different rates, and that learning is an individual and a group
process. MIHS teachers utilize instructional and assessment practices
that recognize these principles.

Instructional methods include but are not limited to traditional
techniques such as questioning, discussion, and lecture and
Authentic/Constructivist methods include: project learning, cooperative
groups, service learning, and various methods of kinesthetic learning.

5.  **Professional Development:**

MIHS teachers have a variety of professional development opportunities.
Every Monday there is an early dismissal that provides teachers with 90
minutes to develop and implement curriculum, address the learning needs
of students, improve instructional and assessment practices, and plan
and implement school improvement initiatives. What resulted is a culture
of collaboration and the development of professional learning
communities. One day per month there is a district directed 90 minute
early dismissal that provides a structure for a collaborative effort to
align curriculum, discuss transition etc. Teachers from elementary
schools, the middle school, and MIHS commonly work together on district
directed days.

Each curricular area has a K-12 committee that takes responsibility for
curriculum development, adoption, implementation, evaluation, and
alignment. Each curricular area has a curriculum lead that is paid a
stipend to provide instructional leadership. Each curriculum lead and
curriculum committee provides curriculum and instruction teacher
professional development opportunities.

The district also provides three paid days for teachers throughout the
school year known as Learning Improvement Days to engage in individual
professional development and school based staff development.

Individual professional development and school based staff development
are aligned with the goals and strategies included in the MIHS School
Improvement Plan.

**PART VII - ASSESSMENT RESULTS**

Subject\_\_Math\_\_\_\_ Grade\_\_10\_\_\_\_
Test\_\_\_\_\_\_\_\_\_WASL\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_\_Riverside
Publishing\_\_\_\_\_\_\_\_\_

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

  Testing month                                                                                          

  **SCHOOL SCORES\***                                                                                    

  \% At or Above Meets State Standards**\***             84.4        79.0        78.7        71.1        80.0

  \% At Exceeds State Standards**\***                    55.3        56.1        56.5        40.2        56.7

  Number of students tested                              357         363         347         365         347

  Percent of total students tested                       96.6        98.6        93.9        89.0        95.6

  Number of students alternatively assessed              0           0           1           0           4

  Percent of students alternatively assessed             0           0           0           0           .01

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_Asian P.I.\_\_\_\_\_\_ (specify subgroup)                                                          

  \% At or Above Meets State Standards                   89.6        83.4        83.1        83.0        84.8

  \% At Exceeds State Standards                          65.7        68.1        62.3        55.3        71.2

  Number of students tested                              67          74          53          47          66

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

                                                                                                         
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject - Reading Grade\_\_10\_\_
Test\_\_\_\_\_\_WASL\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_\_Riverside
Publishing\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                                                                          

  **SCHOOL SCORES\***                                                                                    

  \% At or Above Meets State Standards**\***             92.9        90.2        83.0        77.0        84.6

  \% At Exceeds State Standards**\***                    81.5        83.5        68.3        70.1        76.2

  Number of students tested                              351         363         347         365         347

  Percent of total students tested                       96.0        97.8        94.2        87.4        95.3

  Number of students alternatively assessed              0           0           1           0           4

  Percent of students alternatively assessed             0           0           0           0           .01

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_Asian P. I.\_\_\_\_\_\_\_ (specify subgroup)                                                     

  \% At or Above Meets State Standards                   95.5        93.4        84.9        85.1        80.3

  \% At Exceeds State Standards                          83.6        90.6        66.0        78.7        75.8

  Number of students tested                              67          74          53          47          66

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

                                                                                                         
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

**\*Change the sample table categories to use the state assessment
system's categories and terminology**

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

Subject\_\_Reading\_\_\_\_\_\_\_ Grade\_\_9\_\_\_\_
Test\_\_\_\_\_\_\_ITED\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_Riverside
Publishing\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 84   | 85   | 81   | 85   | 81   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 378  | 332  | 340  | 334  | 330  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 96.4 | 94.5 | 96.0 | 96.3 | 96.2 |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 1    | 0    | 4    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | .01  |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_Asian P. I.\_(specify     |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 64   | 62   | 72   | 44   | 56   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

Subject\_\_Math\_\_\_\_ Grade\_\_\_9\_\_\_
Test\_\_\_\_\_\_\_ITED\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_Riverside
Publishing\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 86   | 88   | 86   | 88   | 84   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 377  | 334  | 340  | 338  | 335  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 96.1 | 95.1 | 96.0 | 97.4 | 97.7 |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 1    | 0    | 4    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | .01  |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_Asian P.I.\_(specify      |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 64   | 60   | 73   | 44   | 57   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+