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

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

**Cover Sheet**

Name of Principal [Ms. Mary Alice
O'Neill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [9125 Sportsman Club Road Northeast
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Bainbridge Island Washington 98110-2999]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 206 ) 842-4787]{.underline} Fax [(206 ) 780-4525]{.underline}

Website/URL
http://[www.bainbridge.wednet.edu](http://www.bainbridge.wednet.edu/)
Email <moneill@bainbridge.wednet.edu>

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Kenneth
Crawford\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Bainbridge Island School District No. 303]{.underline}
Tel. [( 206 ) 842-4714]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Bruce
Weiland\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­]{.underline}

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[2]{.underline} High schools

[1]{.underline} Other (Briefly explain)

(Intermediate School-Grades 5 and 6)

[9]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6617]{.underline}

Average State Per Pupil Expenditure: [\$7224.85]{.underline}

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

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

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

4\. [2.5]{.underline} Number of years the principal has been in her/his
position at this school.

[6]{.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**       154       165         319

  **1**                                                     **8**       159       166         325

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   644
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87.4]{.underline} % White

the students in the school: [2.3]{.underline} % Black or African
American\
[3.3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[4]{.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 11
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        27
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    644
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.19
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

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

Specify languages: Spanish; Vietnamese; Korean

9\. Students eligible for free/reduced-priced meals: [6%]{.underline}

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

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

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

\_\_ [63]{.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.

\_ [4]{.underline} Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[31]{.underline} Specific Learning Disability

\_[20]{.underline} Hearing Impairment \_\_[5]{.underline} Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_[1]{.underline} Traumatic Brain Injury

\_\_[2]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_\_ [2]{.underline}\_\_ \_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[22]{.underline} \_\_\_[6]{.underline}

Special resource teachers/specialists \_\_\_\_\_[1]{.underline} \_
\_\_\_[4]{.underline}\_\_\_\_

Paraprofessionals [\_\_\_\_\_9]{.underline}
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_\_\_\_[6]{.underline} \_\_\_[2]{.underline}
>
> Total number \_\_\_\_\_[40]{.underline} \_\_\_[14]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[1:28]{.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.)

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

  Daily student attendance 95%         95%         94%         95%         96%

  Daily teacher attendance 95.2%       94%         94%         94.6%       93.5%

  Teacher turnover rate    20.5%       15.4%       10.5%       12.8%       10.6%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    0%          0%          0%          0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III Summary**

Woodward Middle School serves grades 7 and 8 with approximately 650
students. Woodward is one of the top middle schools in WA as measured by
state and national test scores. "Building connections in a creative and
challenging learning environment" is at the heart of our vision.

Each grade is divided into two inter-disciplinary teams. Students attend
core classes - math, science, language arts, and social studies - taught
by the same group of teachers. These smaller learning communities allow
teachers to make a focused effort to become better acquainted with their
students and offer more opportunities for student and staff to connect
in positive ways. Weekly team meetings provide time to conference on
individual students and discuss ways of integrating curriculum.

Our feeder school, home to grades 5 and 6, is situated close by and
permits us to work closely regarding curriculum and transition. The
proximity allows students to participate in service learning
opportunities as mentors to younger students and teacher assistants as
one of their elective options at Woodward.

Extended day learning opportunities such as after-school homework club
and before-school resource room are part of our academic support for
students. In addition to these formal services, all teachers are
available to assist students before and after school. Students are also
engaged in a variety of co-curricular clubs and interscholastic sports.

Collaboration is the basis of our operating principles at Woodward. Our
site-based council, composed of parents, staff, and administration,
guides our decision-making process and directs the school improvement
plan. Strong leadership provided by the Learning Improvement Team,
composed of teachers and administrators, focuses on curricular areas and
school-wide initiatives.

Woodward works in partnership with parents and the community to meet the
students' needs. We have an active and extensive support network of
volunteers that assist in a variety of ways, from supervising lunch to
serving as tutor/mentors. Parent involvement is encouraged and valued.

Our vision, created to share our beliefs and hopes as a community of
learners, serves as a roadmap guiding us toward our shared focus of
academic excellence for all students. A fused glass mural created by
students to visually depict our vision greets you as you enter our
school. Our vision statement, as seen below, challenges us to evaluate
our decisions and actions as to their impact on student achievement and
personal growth.

The students, staff and families of Woodward Middle School are dedicated
to:

-   Developing relationships with our students and our fellow staff
    members while honoring them as individuals.

-   Cultivating an environment that is supportive, flexible, and safe.

-   Providing a meaningful, intellectually stimulating, and integrated
    curriculum that fosters a love of learning.

-   Allowing time for reflection and offering opportunities for success,
    self-discovery, and personal growth.

-   Creating a fun learning environment through innovative instruction
    and engaging activities.

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-   Celebrating educational, developmental, and cultural diversity.

-   Working in partnership with our families and the community.

-   Modeling a commitment to lifelong learning.

-   Empowering individuals to care for their natural environment, their
    community, and their world.

# Part IV School Assessment Results Analysis

Woodward Middle School's performance on the Washington Assessment of
Student Learning (WASL) in the areas of reading and math can be
summarized as follows:

-   Average percentage of students taking the WASL is very high (99%).

-   Steady and significant upward trends in overall school performance
    in math (5%/year) and reading (4.5%/year) have been observed over
    the last four years.

-   School performance in reading and math is 30 to 35 percentage points
    above state averages.

-   Reported ethnic subgroups (Asian and white) achievement is
    consistent with overall school performance, no achievement gap.

-   Special Education subgroup met or exceeded standard at a rate of 3
    to 5 times that of state performance averages.

-   According to the Office of Superintendent of Public Instruction
    (OSPI) of Washington State, Woodward ranks as follows when
    achievement of subpopulations are compared to those of top similar
    schools: 1) all students, 1 out of 11; 2) American Indian, 1 out of
    15; 3) Asian, 2 out of 12; 4) Black, 2 out of 27; Hispanic, 1 out of
    26; and 5) free/reduced meals, 2 out of 10 (reading) and 3 out of 10
    (math).

The data provide strong evidence that Woodward is one of the highest
performing schools in Washington State. When ranked according to student
achievement in reading and math (2002) among a pool of 273 comparable
schools, as determined by the Washington School Research Center,
Woodward ranked first in reading and a close second in math. Significant
average rates of improvement confirm that Woodward is becoming an even
higher performing school, year after year.

School performance data have been informative and have provided good
reason for the Woodward Learning Improvement Team (LIT) to believe that
its leadership has been effective and on target. In addition to
reinforcing the importance of strong leadership, the data also supports
the LIT's acknowledgement of the necessity of school wide collaboration,
shared vision, making instructional decisions based on state-of-the-art
assessment practices and results, and delivering specific and focused
instruction in a high standards environment for all students.

Though some ethnic minority populations at Woodward are relatively
small, OSPI ranks the performance of these students as being in either
first or second place when compared to corresponding populations in
other top, similar schools. Struggling learners at Woodward typically
perform at percentage levels far above those of the state averages.
These success factors are additional confirmation that all Woodward
students are held to high standards and appropriately supported so they
will have the opportunity to meet or exceed those standards.

As stated above, the Woodward assessment data are indicative of a high
performing, continually improving school. While this is cause to
celebrate, the Woodward learning community also recognizes that 100% of
its students are not yet meeting academic standards. Woodward is not
content with simply being the highest performing school; it has its
sights set on helping every student succeed. Accomplishing this
challenging task requires additional and more real time assessment data
than what is provided by the state. This is why the high quality,
day-to-day assessment system used by Woodward's front line practitioners
is so important. Curriculum based, classroom assessment allows teachers
to match individual names and faces to achievement strengths and needs.
An interdisciplinary team of teachers collaborate regularly, to address
the needs of their students and monitor each student's learning.

**PART IV Using Assessment Data for Improving Student and School
Performance**

Assessment drives instruction at Woodward. Assessment data collection
occurs through three main channels: 1) Washington Assessment of Student
Learning (WASL); 2) in-house, day-to-day, formative assessments; and 3)
specialized assessments for struggling learners (e.g. C-TOPP, WIAT,
WISC-IV, WJ-III, BRI).

The data is reviewed, formally and informally, on a regular and on-going
basis at all levels throughout the school. The Learning Improvement Team
(LIT) and the Principal lead the collaborative school wide assessment
analysis processes. They also provide guidance and accountability for
the day-to-day assessment system found at the team and classroom level.
Specially formed evaluation teams use assessment results to formulate
plans for individual struggling learners.

The assessment process at Woodward produces quality information about
big-picture system needs as well as individual student needs. The
Woodward learning community typically attends to these needs by: 1)
rearranging and adjusting the school wide curriculum map; 2) scheduling
and planning appropriate and responsive classroom learning experiences;
3) creating various extended learning opportunities; 4) communicating
needs and suggestions for improvement to students and their families;
and 5) making recommendations for learning plans of individual students.

Specific examples of extended learning opportunities at Woodward created
to address student learning needs include: 1) before school writing
workshop open to students referred by their teachers; 2) after school
computer lab with tutor; 3) open library before and after school with
duty librarian; 4) after school homework club with certificated staff
and parent volunteer help; and 5) before school math support with school
math teachers. These popular opportunities are tangible evidence of
Woodward's use of assessment data for improving student and school
performance.

# PART IV Communication of Student Performance

Effective communication of instructional goals and objectives as well as
student progress and performance is vital to student achievement.
Parents are given a syllabus for each of their student's classes at the
beginning of the school year. Additionally, a curriculum map is provided
to each family to help them become familiar with our integration of
curriculum and units of study, enhancing understanding regarding their
student's learning and performance.

Student progress reports are issued monthly to keep parents informed of
their student's progress. These dates are noted in the student planner.
Additionally, parents are notified electronically when progress reports
are issued. Students experiencing academic difficulties are issued
weekly progress reports to better target learning needs. E-mail is used
extensively to communicate student performance on an individual basis
while *list-serv* is regularly used to notify parents of general
information. Staff and parents also use the student planner and
telephone as a means of communication.

Students formally take time to reflect on their learning at mid-semester
by completing a written self-assessment. Students share these
self-reflections with their parents as a tool to open discussion
regarding the student's academic performance and personal growth.

Parent Teacher Conferences are held mid-year in order to personally
communicate and discuss student performance on an individual basis.
These conferences are attended by 90% of our parents. Parents are
surveyed at this time regarding recommendations for improving
communication. In addition to these mid-year conferences, individual
conferences with a teacher or team are held at the parent or teacher's
request. Report cards are mailed to families bi-annually as a history of
student achievement.

Student performance on the Washington Assessment of Student Learning
(WASL) is reported on an annual basis to parents and community using the
following methods: parent letter, Parent Teacher Organization
presentation, and publication in the newspaper. Parents are informed of
the research-based changes that our school is making to improve learning
and are provided with strategies and resources to partner with us in
steady student achievement.

**PART IV Sharing Successes With Other Schools**

As a high performing school, Woodward receives many requests from other
schools to visit. Visitations from other schools and from students at
nearby universities are welcomed. Information is also shared through
informal conversations with other schools via phone and at conferences.
During the last two years, visitors from regional schools and districts
have focused on observing our recently adopted standards based
mathematics curriculum. Our teachers have been involved in providing
training in-district as well as regionally in the standards based math
program.

Within our school and district, teacher leaders from Woodward are
providing staff development opportunities focusing on assessment and
neuro-developmental approaches to learning. The response to these
workshops has been so enthusiastic that we are exploring venues for
regional presentations.

Our school's librarian is a regular presenter at the Washington Library
Media Association (WLMA) conference and at their regional meetings.
During the summers she is an instructor of the "K-12 Library Initiative"
to retool and revitalize librarians as they address student learning
standards.

Several staff have been selected to participate in a variety of
seminars, allowing them the opportunity to network with exceptional
teachers from around the country and world.

Administration and staff at Woodward have assumed leadership roles in
the curriculum review processes at the district level. Each district
committee has a Woodward representative to provide input, guidance and
insure a continuum of developmentally appropriate curriculum for all
students. Staff have participated on state panels to provide feedback on
the Washington Assessment of Student Learning.

Future plans for outreach include a website with strategies that have
been successful at Woodward, focusing on the nine characteristics of
high performing schools.

**PART V Curriculum**

Curriculum development and review is a continuous process at Woodward.
Teachers follow the district curriculum framework, linked to essential
academic learning requirements, providing students with articulated and
sequential learning experiences. Teachers are encouraged to be creative
within this framework as they design challenging and meaningful courses
of study. Woodward's team approach allows for a shared understanding of
the various curricular areas. Collaboration is our key to a
well-coordinated and implemented curriculum.

**Language Arts** focuses on building and expanding student skills in
reading and writing. Students read from a wide variety of genre
including drama, poetry, short stories, novels, and nonfiction
narrative. They are encouraged to become active readers by reading for
meaning and insight, as well as reading critically and analytically. The
*Six Traits* of writing are applied to mastering and assessing
well-crafted modes of expression. The standard we strive for is all
students reading with comprehension, writing with skill and
communicating effectively and responsibly.

The core of the **Social Studies** program is world history from the
beginnings of humanity to the present. Teachers collaborate to present a
unified course of study linked to *National Standards for World
History*. Students participate in integrated, in-depth research projects
honing their abilities to access, analyze and present information, life
skills crucial to their future academic success.

# The foundation of our Mathematics experience is *Connected Mathematics*, a problem-centered curriculum. This rigorous program explores the topics of number, algebra, geometry, measurement, probability and statistics. The goals of our mathematics program are focused to address the high expectations of the *National Council of Teachers of Mathematics (NCTM).* 

**Science** courses at Woodward offer inquiry activities of a rigorous
nature. Students study physical, life, and earth sciences, with an
emphasis on environmental stewardship. Thanks to a supportive community
and grants, we have well equipped labs that offer a wide range of
explorations from physics to biotechnology. Opportunities for students
to apply scientific knowledge and processes go beyond the classroom,
such as stream and terrestrial monitoring.

**French** at Woodward stresses an integrated approach to language
learning. Lessons are contextualized with French culture interspersed
throughout. There is a balanced program on listening, speaking, reading
and writing. Enthusiastic student participation and oral fluency are
enhanced by an interactive text on CD-Rom. Students may advance to the
second year of French at the high school if proficiency is achieved.

**Art** is offered as a class of Drawing, Painting and Printmaking or as
a class of Sculpture & Jewelry. Students are highly motivated and
produce a wide array of creations from small clay sculptures to larger
than life murals displayed throughout the school. This past fall
students participated in a Woodward "Vision" fused glass mural project.
Students **created** a mural by **connecting** in a **challenging**
learning environment to create a collective **"*Vision in Glass***".

**Leadership** class has played a vital role in creating an exciting
school atmosphere where all students feel connected and share ownership
of the school's vision. Through this class students are personally
challenged to develop leadership qualities that combine both emotional
and intellectual domains. Leadership students grow through various
service learning opportunities available to them.

**Technology, Music, Physical Education,** and **Family and Consumer
Sciences** complement our elective options, available to all students,
in order to provide a balanced educational experience.

**PART V English Language Curriculum and Efforts to Improve Reading**

Woodward's Language Arts curriculum is devoted to helping students
discover the joy of reading and writing, while preparing students for
success in high school and life beyond.

Students write regularly, both responding to prompts and writing on
topics of their choice. Students are taught the *six traits* of good
writing. They learn to assess sample pieces as well as complete assorted
assignments designed to target specific traits. Speech and drama provide
students opportunities to develop verbal and non-verbal communication
skills.

Students are exposed to a wide variety of literary genres. In addition
to assigned readings, students read books of their choice throughout the
year. They keep track of their reading on logs, shared with parents and
checked periodically by teachers. To provide appropriate challenge,
students set reading goals. Individual goal setting and periodic
conferencing enables teachers to meet students at their level and plan
specific improvement strategies. Students are taught to reflect on their
reading in a variety of ways. Reading is made collaborative through book
discussions, reader's theatre, and literature circles.

At Woodward, twenty minutes a day is devoted to sustained silent reading
in one of the student's core subjects. As research indicates, the best
way for schools to improve reading skills is to provide reading time
during the school day. A well-stocked library filled with carefully
selected books along with a knowledgeable and enthusiastic librarian
inspires and reinforces the love of reading. Research infused into core
subjects provides students with strong critical thinking and academic
inquiry skills.

Students who read below grade level have many support options. Students
with significant reading delays receive specially designed instruction
that includes immediate feedback, frequent practice sessions, and active
student participation. Low-achieving students enrolled in the Learning
Assistance Program receive one-on-one reading support from trained adult
volunteers. Students not meeting standards are invited to participate in
morning workshops designed to provide extra assistance in reading and
writing.

# PART V Mathematics Related to Essential Skills and Knowledge Based on Mission

Woodward's mathematics curriculum is a significant part of our school's
vision to provide all students with a meaningful, intellectually
stimulating and integrated curriculum that fosters a love of learning.
The *Connected Mathematics* program guides students to develop an
awareness and appreciation for connections within math and other
subjects.

This program emphasizes applying knowledge and skills, problem solving,
reasoning, and communicating understanding. Students at Woodward are
involved daily in interesting, creative, and mathematically rich
investigations. Visitors to our math classes see students working
together to solve complex problems and sharing their solutions. As we
work toward preparing our students for the workplace it is increasingly
important that they are able to communicate and work collaboratively to
solve real-life problems. Through solving these problems as part of
their mathematics program, students are achieving high levels of
mathematical understanding and skill and becoming prepared for high
school, college and work.

Parents are invited to a mathematics information night each September to
explain the goals of the program and provide suggestions for working
with their children. Parents are regularly provided with fun,
family-friendly strategies to reinforce instruction at home.

Woodward mathematicians are well prepared to solve problems with insight
and inventiveness and are able to use various ways of thinking to make
sense of new situations. Our students will tell you "Math Counts".

**PART V Instructional Methods**

Staff at Woodward strive each day to make our school a place where all
students learn and experience success. To reach that goal, teachers
design engaging lessons that reach a variety of learning styles in an
environment of high standards for all. Our instructional methods, driven
by assessment results, include direct instruction, cooperative learning,
simulations, inquiry, debates and discussions to engage students and
motivate them to succeed. Project based learning is frequently used as
it allows teachers to better meet the needs of a wide variety of
learners with a differentiated curriculum. Creative, open-ended projects
are designed to compliment various learning modalities as students
demonstrate mastery and engage in goal setting. Teachers use sound
assessment practices to set clear learning targets, and share them with
students to involve them in their learning.

Woodward's rigorous and challenging learning environment, also addresses
the needs of the whole child, and provides a number of venues for
meeting their affective needs. Teachers and students at Woodward work in
teams. Our "school within a school" allows students to feel connected,
as they spend their academic day with their teaching team. This fosters
the development of close relationships between both their teachers and
peers. The collaboration between team teachers at regularly scheduled
meetings allows monitoring of students' progress, sharing teaching
strategies, and providing interventions as needed. Differentiated
instruction, individualized learning plans, and numerous programs such
as after school study club, writing and math workshops, and peer mentors
are available to all students. In addition, individual students are
served in our Learning Assistance Program's unique tutor/mentor model.
Low achieving students receive one on one support from trained adult
volunteers. The tutor commits for a two-year period in order to form a
significant connection with the student he/she is tutoring.

These school-wide, research-based instructional best practices provide
all students an opportunity for individualized learning and a successful
experience at Woodward Middle School.

**PART V Professional Development and Impact on Achievement**

Woodward's professional development activities are driven by our school
improvement plan with its shared focus on improving student learning and
achievement. Our staff share a common commitment to continuous learning
and enhancement of professional practice. Woodward has focused its
professional development on improving staff members' knowledge of
assessment, aligning curriculum with state and national standards, and
increasing staff members' repertoire of research-based instructional
strategies.

Professional development related to assessment literacy is a cornerstone
of Woodward's school plan. Staff members have become knowledgeable about
various assessment methods, how these methods impact achievement, and
how to match assessment to learning targets. Teachers have received
training on disaggregating data from standardized tests and utilizing
that data to modify instruction.

A second professional development priority at Woodward has been to
broaden staff members' understanding of standards for content areas.
Presentations regarding standards have been made to the entire staff
during early dismissal sessions, and department leaders have regularly
provided their colleagues with updated copies of Essential Learnings and
Grade Level Expectations. Most importantly, Woodward staff work
collaboratively to align instruction and assessments with state
standards.

Third, Woodward staff are committed to expanding their research-based
instructional strategies. For example, staff have attended workshops to
learn strategies for improving reading. Math teachers have attended
training on developing students' understanding of specific concepts and
using technology.

Perhaps the most important characteristic of our staff development is
the utilization of strategies that place emphasis on (1) sustained
learning communities facilitated by in-school leaders, and (2)
structuring time for staff to work collaboratively. High performance and
steady improvement on the Washington Assessment of Student Learning are
indicators of the effectiveness of our staff development efforts.

[**Table 1** **-- Grade Level:** 7^th^ Grade, Woodward Middle
School]{.underline}

[**Test:** Mathematics, Washington State Assessment of Student Learning
(WASL)]{.underline}

[**Publisher:** Riverside Publishing 1998-2003]{.underline}

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

  Testing month                      April       April       April       April       April

  **School Scores**                  71%         63%         64%         60%         51%

  \% At or Above Basic               87%         84%         80%         76%         69%

  \% At or Above Proficient          71%         63%         64%         60%         51%

  \% At Advanced                     48%         37%         40%         32%         27%

  Number of students tested          310         309         260         286         290

  Percent of total students tested   99%         99%         100%        98%         99%

  Number of students excluded        1           2           0           6           1

  Percent of students excluded       0.3%        1%          0%          2%          0.3%

                                                                                     

  **Subgroup scores** (n ≥ 10,                                                       
  free/reduced meals data not                                                        
  available)                                                                         

  1\. Asian                                                                          

  \% At or Above Basic               77%         73%         54%         NA          NA

  \% At or Above Proficient          66%         64%         46%         NA          NA

  \% At Advanced                     44%         55%         31%         NA          NA

  Number of students tested          18          11          13          NA          NA

  2\. White                                                                          

  \% At or Above Basic               84%         76%         81%         NA          NA

  \% At or Above Proficient          74%         56%         65%         NA          NA

  \% At Advanced                     50%         38%         40%         NA          NA

  Number of students tested          276         281         240         NA          NA

  3\. Special Education                                                              

  \% At or Above Basic               41%         38%         44%         NA          NA

  \% At or Above Proficient          20%         19%         16%         NA          NA

  \% At Advanced                     3%          4%          12%         NA          NA

  Number of students tested          29          27          25          NA          NA

                                                                                     

  **State Scores**                                                                   

  \% At or Above Basic               56%         47%         45%         43%         31%

  \% At or Above Proficient          37%         30%         27%         28%         14%

  \% At Advanced                     19%         13%         13%         12%         10%
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

[**Table 2** **-- Grade Level:** 7^th^ Grade, Woodward Middle
School]{.underline}

[**Test:** Reading, Washington State Assessment of Student Learning
(WASL)]{.underline}

[**Publisher:** Riverside Publishing 1998-2003]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | A    | A    | A    | A    | A    |
|                                  | pril | pril | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| **School Scores**                | 84%  | 79%  | 75%  | 74%  | 66%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97%  | 98%  | 99%  | 97%  | 97%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 84%  | 79%  | 75%  | 74%  | 66%  |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 51%  | 42%  | 43%  | 40%  | 27%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 310  | 309  | 259  | 281  | 288  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 99%  | 99%  | 99%  | 96%  | 99%  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 1    | 2    | 2    | 11   | 4    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0.3% | 0.6% | 0.8% | 3.8% | 1.4% |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **Subgroup Scores** (n ≥ 10,     |      |      |      |      |      |
| free/reduced meals data not      |      |      |      |      |      |
| available)                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1 Asian                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 100% | 100% | 93%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 83%  | 55%  | 43%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 61%  | 36%  | 36%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 18   | 11   | 13   | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| 2 White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 97%  | 98%  | 99%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 85%  | 82%  | 78%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 52%  | 44%  | 34%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 276  | 281  | 239  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| 3\. Special Education            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 79%  | 85%  | 92%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 35%  | 15%  | 39%  | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 10%  | 7%   | 0%   | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 29   | 27   | 25   | NA   | NA   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # State Scores                   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 84%  | 85%  | 82%  | 82%  | 81%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 48%  | 45%  | 40%  | 42%  | 41%  |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 19%  | 14%  | 17%  | 14%  | 14%  |
+----------------------------------+------+------+------+------+------+