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

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

**Cover Sheet**

Name of Principal [Mr. Thomas C. Duenwald]{.underline}

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

Official School Name [International School]{.underline}

(As it should appear in the official records)

School Mailing Address [445 128^th^ AV SE
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Bellevue WA]{.underline} \_\_\_\_[98005-3617]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 425 ) 456-6500]{.underline} Fax [( 425 ) 456-6565]{.underline}

Website/URL [www.bsd405.org/international/info]{.underline} E-mail
\_\_\_\_[duenwaldt@bsd405.org]{.underline}

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

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

(Principal's Signature)

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

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

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

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

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

Name of School Board Mrs. Judy Bushnell

President/Chairperson

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

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

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

(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: [16]{.underline} Elementary
schools

[5]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[5]{.underline} Other (Briefly explain)\*

[30]{.underline} TOTAL

\* Bellevue School District hosts several innovative alternative
educational programs. They include: K-12 Spanish Immersion, Kelsey Creek
Home School, Robinswood Middle School, Robinswood High School, and
International School.

2\. District per Pupil Expenditure: [\$7440]{.underline}

Average State per Pupil Expenditure: [\$7225]{.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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[9]{.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**       0         0                      **0**        **7**       38        37          75

  **1**       0         0                      **0**        **8**       42        33          75

  **2**       0         0                      **0**        **9**       33        42          75

  **3**       0         0                      **0**        **10**      20        28          48

  **4**       0         0                      **0**        **11**      24        32          56

  **5**       0         0                      **0**        **12**      22        30          52

  **6**       40        37                     77           Other                             

                                    **TOTAL                                                   458
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of the students in the school:

[77 %]{.underline} White

[1 %]{.underline} Black or African American

[0 %]{.underline} Hispanic or Latino

[19 %]{.underline} Asian/Pacific Islander

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

[3]{.underline} % Multi-ethnic

**[100%]{.underline} Total**

7\. Student turnover, or mobility rate, during the past year: 0.7 %

> (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 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

  **(4)**     Total number of students in the    461
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .007
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .7
              100                                
  ----------- ---------------------------------- ------------------------

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

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

> [International School does not have a Limited English Proficient
> program.]{.underline}

Number of first languages, other than English, represented: [18 (75
students, this represents 16.4 % of the students enrolled.)]{.underline}

[Specify languages: Arabic, Cantonese Chinese, Mandarin Chinese,
Taiwanese Chinese, Farsi, French, Hebrew, Italian, Japanese, Korean,
Latvian, Persian, Punjabi, Russian, Ukrainian, Urdu, and
Vietnamese.]{.underline}

9\. Students eligible for free/reduced-priced meals: [5 %]{.underline}

[21 Total Students Who Qualify]{.underline}

> 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: [8.7 %]{.underline}

[40 Total Students Served]{.underline}

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_2_Autism \_\_0_Orthopedic Impairment

\_\_0_Deafness \_\_8_Other Health Impaired

\_\_0_Deaf-Blindness \_40_Specific Learning Disability

\_\_2_Hearing Impairment \_\_2_Speech or Language Impairment

\_\_0_Mental Retardation \_\_0_Traumatic Brain Injury

\_\_1_Multiple Disabilities \_\_0_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) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_[1]{.underline}\_\_

Classroom teachers \_\_\_[19]{.underline}\_\_
\_\_\_\_[9]{.underline}\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[6]{.underline}\_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_

> Support staff [\_\_\_3]{.underline}\_\_\_
> \_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_\_[25]{.underline}\_\_ \_\_\_\_[21]{.underline}\_\_

12\. Average school student-"classroom teacher" ratio: [458
Students/25.4 FTE = 18.03 Students per Teacher]{.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%         97%         97%         96%         Not
                                                                           available

  Daily teacher attendance 97%         98%         98%         96%         Not
                                                                           available

  Teacher turnover rate    10.6%       5.3%        15.2%       3.8%        6.1%

  Student dropout rate     3.6 %       0 %         3 %         0 %         5 %

  Student drop-off rate    2.4 %       2.6 %       0 %         2.7 %       3.6 %
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

> **From an International School 2003 Exit Survey of Graduating
> Seniors**

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 54           |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 83 %         |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 13 %         |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 2 %          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 2 %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0 %          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | 100 %          |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

The vision for our school is:

> *Students will leave our school with their dreams intact, their love
> of learning enhanced, and with the ability not only to take part in,
> but also to relish their role in the human conversation.*

Our school mission statement is:

> *The International School is an interdependent community of ongoing
> learning for all. International provides students with a liberal arts
> education that equips all students with skills and knowledge to become
> responsible citizens capable of adapting and succeeding in the 21^st^
> century. Our mission is to develop and maintain in all our students
> the ability and desire to use their minds and talents well. Our
> graduates are able to demonstrate the ability to view the world and
> its peoples analytically and realistically. They will be able to
> present themselves as critical and creative thinkers, efficient
> problem solvers and effective communicators.*

International School opened thirteen years ago as a grade 6-12 school of
choice within the Bellevue School District in Bellevue, Washington. The
city of Bellevue is geographically part of the Puget Sound Metropolitan
area. Approximately 15,000 students attend 30 schools within the
Bellevue School District.

The planning phase of International School was funded by a State of
Washington "Schools for the 21^st^ Century" grant. A group of six
teachers who believed in innovative and international school models
spent a year planning and building the current foundation for the
school. International School was founded on the belief that involving
all stakeholders in school decisions was crucial. The Bellevue School
District supports a school-based group consisting of students, parents,
and staff (Program Delivery Council) focused on improving student
learning. International has established a rigorous academic climate of
high expectations using the "student-as-worker" model for active
learning as defined by The Coalition of Essential Schools.™
International School has remained committed to providing a rigorous and
nurturing seven-year course of study.

Each year 75 sixth grade students are selected through a random lottery
of 200-300 applicants to embark on a coordinated seven year course of
study of seven core subjects: International Studies, World Language
(French or German), Math, Science, Humanities (English Language), the
Fine or Performing Arts (choice of Band, Choir, Orchestra or Fine Arts).
Our objective is for a seven-year commitment toward the goal of
proficiency in all seven core areas. We use a modified block schedule to
give teachers and students a 93 minute block of time for deep learning
experiences.

Students, teachers and parents are provided the time necessary to
develop deep working relationships, to appreciate different learning
styles, and to work toward a common goal of student academic success.
Teachers focus on helping students master the learning in their course.
The teachers who develop lessons focused on mastery learning will know
from direct experience where the students are and what is needed to
achieve success. Students must earn at least a "C" grade to reach
mastery and earn credit. Student progress is monitored closely. Teachers
meet regularly to discuss student progress. Teachers are able to
conference with 80-90% of the student's parents annually.

## We have a curriculum that frequently exceeds the requirements of the district curriculum. International integrates the curriculum to help students synthesize and develop a deep understanding of interdisciplinary skills and ideas. Common year-long themes unify and integrate multiple disciplines. For example in the middle school, we use the theme "Systems" and a second year loop "Systems in Conflict." Each year every student participates in a self-selected Focus Week exploratory experience developed by teachers according to their individual strengths and interests. Seniors are required to complete a year-long culminating project called Senior Project.

By the time they graduate our students develop the skills, content
knowledge and thought processes necessary to be successful in college.
They present themselves as critical thinkers, efficient problem solvers,
effective communicators, and informed and engaged citizens.

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

The Office of the Superintendent of Public Instruction and the
Washington State Legislature established the Essential Academic Learning
Requirements (EALR's) as the academic standards for the State. Every
year a rigorous exam based on the EALR's called the Washington
Assessment of Student Learning (WASL) is administered to students in
grades 4, 7, and 10. Passing all components of the 10^th^ grade WASL
becomes a graduation requirement for the class 2008. The WASL currently
assesses students in the areas of Reading, Writing, Mathematics, and
Listening. A Science test was piloted at the 8^th^ grade level last
year. All parts of the test consist of a combination of multiple choice,
short response, and extended response prompts. To complete the test at a
level that meets or exceeds standard, students must explain their
answers, justify a position, and write an extended response to a
specific prompt in all sections of the test.

The WASL is not a norm referenced test. The lack of norm referencing for
the test limits the analysis one can do of the results. The results in
the tenth grade cannot be compared to the results for the same cohort
when they were in seventh grade, nor can the results of this year's
seventh or tenth grade students be compared to the previous year's
students. It is appropriate, however, to compare students in one grade
level during one year to other students in the same grade level, in the
same year. When you examine the tables of results, International
School's percent at or above proficient can be compared to the State
Scores at or above proficient.

The Reading test assesses students' comprehension, analysis, and
critical thinking skills with respect to both literary and informational
text. The Mathematics test evaluates students understanding measurement,
number sense, geometry, probability, statistics, algebraic reasoning,
problem solving, and communication. The Writing test requires students
to write an essay. The essay is evaluated for content, organization,
style, and conventions.

At the International School we work with each student cohort for seven
years, in grades 6-12. This structure provides us with a unique
opportunity to monitor student academic progress individually and the
school's academic progress as a whole.

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

The staff at International School uses assessment data from district,
state and national exams to monitor and adjust the instructions that
students receive.

District assessments are a part of the instructional program in all
departments. The results of these assessments show the performance of
individual students. Teachers use these results to plan and implement
interventions that are tailored to the needs of individual students.

The Washington Assessment of Student Learning, WASL, is administered to
7^th^ and 10^th^ grade students each year. Results are reported for both
individual students and by subject area. Academic departments use the
subject area results to identify areas where students show weakness.
This information is used to develop an action plan to addresses areas of
weakness within our curriculum.

National assessments are given to International School students in
addition to state and local assessments. All students are enrolled in a
world language class each year. As part of the course students take the
National French Exam and the National German Exam each year. We offer
Advanced Placement courses in World History, United States History,
Calculus, Statistics, Environmental Science, Art, and Literature. Every
student who enrolls in an Advanced Placement course will take an AP Exam
as a part of the course requirements. As a small school we are not able
to offer AP Courses in all subject areas where they are available. In
spite of this, we encourage our students to sit for the AP Exams in
subjects such as Biology, Chemistry, Physics, and Foreign Language. We
encourage our students to stretch themselves beyond the classroom.

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

Student performance is communicated formally four times a year through
mid-term progress reports and final semester grade reports.
Parent/teacher conferences are held in November with a majority of
families attending, either during the time allotted or at another
scheduled time. In the spring, students targeted because of academic
concerns, and their families are encouraged to participate in
conferences with their teachers. Standardized test results are shared
and discussed between the school counselor and students when they are
received.

The school website communicates the daily bulletin, weekly newsletter,
and current news of interest to the International School community. It
is updated daily. Homework is posted daily for middle school classes and
for those high school classes that wish to participate. This is a
student led initiative. Announcements for improved learning classes,
generalized assessment reports, awards, and other indicators of
performance are all included. In this way we communicate with the
International School community opportunities both internal and external.
Many teachers share their class expectations, syllabi, and classroom
achievements on the website.

Teacher email addresses, phone numbers and other contact information is
available on both the website and mailed to each family as hard copy in
order to facilitate communication between home and school. The school
counselor and classroom teachers meet regularly to help each student to
attain mastery in his coursework.

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

Since our early years, we have welcomed interested educators. For
example, the International Community School in the Lake Washington
School District adopted several of our core areas of focus. We continue
to welcome visiting educators to the school and endeavor to help them
understand what is working for the students at International School.
Visitors have the opportunity to meet with staff and observe classes
while they are in session. Recently, five educators from Lopez Island
visited International School to learn strategies to improve their WASL
scores. Teachers are encouraged to attend professional development
workshops where they have the opportunity to expand their experiences
and share their knowledge of the practices at International School.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

International School offers a rigorous seven subjects for seven years
curriculum. The curriculum contributes greatly to creating the culture
at International School. The liberal arts philosophy requiring common
core academic disciplines along with a commitment to the pursuit of the
arts and life long physical fitness approaches student learning from a
"whole citizen" viewpoint and serves to underscore a lifelong commitment
to learning. With a common core of curriculum a culture of shared
inquiry exists and inspires spontaneous and rich conversation extending
beyond the classroom.

The *Science* curriculum is structured to prepare for the lab courses in
high school. Inquiry based science methods are taught in the middle
school curriculum. Each of the high school classes are designed with
important skills required for advanced study of science. For example,
Conceptual Physics in the 9^th^ grade succeeded by Chemistry in 10^th^
enables students to study Honors Biology. A choice between Advanced
Physics and AP Environmental Science is offered in the senior year
giving the skills required for success at the university level. Writing
is emphasized across the curriculum with an emphasis on research,
analytical writing and reading of primary sources. Each year Science,
Humanities, and International Studies require an integrated research
paper and project.

In M*athematics* all students are enrolled in heterogeneously grouped
classes. The Mathematics department uses the Bellevue School District
adopted honors curriculum for both middle school and high school
courses. The middle school classes use *Connected Mathematics*,
published by Dale Seymour. The high school courses use *Contemporary
Mathematics in Context* (Core Plus) a National Science Foundation
exemplary program, published by Everyday Learning. Both the middle
school and the high school programs rely on constructivist learning to
develop the students' conceptual understanding of mathematics. Many of
our students complete the four year core in high school Mathematics
prior to their senior year. At that time they have the option of
enrolling in the Advanced Placement Calculus course or the Advanced
Placement Statistics course. Every year we have a small group of
graduates who have completed both of the Advanced Placement Mathematics
courses.

The goal of the *World Language* core at International School is to
achieve proficiency in speaking, writing, reading, listening and
cultural understanding in a second language. Our ability to articulate
over seven years of a language gives us unique advantages to ensure
success. Students who complete all seven years are typically bilingual.
Students test annually with the National French or German Exam and
consistently rank in the top ten scores at both the Regional and
National levels. Our seven levels of language are an excellent
preparation for the AP Language tests, allowing a high percentage of our
graduates to continue in their study at the university level. Each
academic year, we offer a four week long exchange with our sister
schools in France and Germany. Our students travel through the country
for two weeks, spend two weeks with a home stay experience, and attend
school with the student in the family. In the junior year, students may
go to our sister schools for a semester academic experience. Our PTSA
provides funding that allows us to recruit, select and provide a stipend
for three interns from universities in France and Germany. Families from
the school community host the interns in their homes for the school
year. Interns enrich the learning experience by assisting each day in
language classes, by providing native pronunciation, discussion of
culture, and individualized oral practice and assessment.

International is possibly one of the few schools to require *Physical
Education and Health* for seven years. It is our belief that a healthy
body supports intellectual, emotional, and social well being. Students
are taught activities to provide stress relief, and perform a variety of
fitness activities, many of which utilize the beautiful setting of our
school that is located near greenways, parks and trails.

Proficiency in either the *Fine Arts* *or Performing Arts* is the goal
of our seven year arts program. Students may choose between band,
orchestra, choir, or studio art. The music programs participate in
regional, state and local performance events. Through the arts students
are encouraged to develop their self expression.

*Humanities (English language)* and *International Studies* curriculum
are addressed in Part V, 2 and 3.

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

Our English language curriculum at the International School has an
international focus, with emphasis on our long-term goal for students to
think globally, to read critically and to write and speak clearly in
various modes of discourse. Grade-level curricula are vertically aligned
from the sixth through the twelfth grade to meet, and even exceed, state
and national standards. Many of the titles read at the middle school
level are first read district-wide at the high school level, which
leaves our 9/10 loop open to read Asian, African and Middle Eastern
literature. Students are encouraged to think deeply and discuss widely,
relating literature from different periods and countries. Students read
a wide variety of genres in both fiction and non-fiction.

Our writing program is based on the Six Traits model, incorporating Jane
Shaffer analytical approach. Writing moves from narrative to close
analysis, with analytical writing introduced in the sixth grade and
finally peaking with the senior paper: an extensive, college-level
research paper to inform each student's senior project. All of our
English classes are taught at an honors level, with AP offered formally
in the junior year, composed of students who self-select for that class.
Writing process is emphasized, with students given ample opportunity to
revise and edit their own, and others' work.

Because some entering sixth-grade students were reading significantly
below grade level, four years ago we instituted a developmental reading
program. Qualifying students enroll in both their regular language arts
class and the reading class, which has resulted in impressive gains for
most students. In addition, all English classes spend time building
student vocabulary, promoting interaction with the text through reading
journals and annotated text, as well as providing practical tips and
study skills for both different kinds of reading and test-taking.
Teachers in other curricular areas often review appropriate study skills
as needed, so student skills are reinforced.

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

The International Studies curriculum closely reflects the International
School's emphasis on making global connections, becoming life-long
learners and writing for a variety of purposes. Beginning in the sixth
grade, themes of geography and elements of culture are examined,
especially in relation to Canada and Europe. The 7/8 loop students study
the ancient civilizations of Greece, Rome and Egypt, and is integrated
with the English classes. The 9/10 loop is integrated with that level of
English, so that one year emphasizes Asia and India, while the other
year focuses on Africa and the Middle East. Many students take the AP
World exam at the end of their sophomore year. Juniors study American
history, with AP U.S. History offered. First semester of senior year is
reserved for American Government and work on the senior project research
paper.

Writing is emphasized in the International Studies curriculum, with a
heavy emphasis on research and critical thinking and reading. These
research projects are usually integrated with the English department,
but sometimes include 3 or 4 departments. Each department is responsible
for several steps in the research, so that the major focus is on the
process of research: finding and evaluating sources, developing a
thesis, organizing findings, and finally synthesizing information. In
addition, students work extensively with current events, searching for
the seeds of contemporary problems in the history of a country or area.
Discussion and debate involve students directly in both contemporary and
historic events.

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

Variety is essential instructional practices at International School.
Student's learning is mastery based. This means that teaching is
tailored to the lesson or unit being studied while addressing the varied
learning styles of the students. Instructional methods include
individual, pair and group work. Teachers not only impart knowledge but
also guide students in inquiry based learning. In Social Studies and
English classes, for example, the Socratic Method is often used.
Students discuss and hypothesize in order to better understand what they
are studying. Teachers often work in interdisciplinary teams. They
benefit from this collaboration as do the students who gain deeper
knowledge from this cohesive, interconnected program. Higher level
thinking skills are a regular part of IS expectations for students.
Inquiry based instruction is inherent to the science and math curricula.
This involves hands on learning with clear expectations.

The math classes are structured so that students develop knowledge of
concepts by engaging in analysis of applied mathematics, teaching
through a constructivist approach. The 9^th^ grade science students do a
unit on solar energy and as part of their learning, design and race mini
solar powered cars. Much of the students' work at International calls
for analysis: observation and prediction. As is the case with most
subjects at International School, the students' work is reflective: from
a sixth grade World Language class to the senior project, students are
asked to evaluate what they have learned and how they learned it.
Student learning at the International School is enriched through
community involvement, a seven subjects/seven year program and their
engagement in multidisciplinary education.

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

The staff at the International School is committed to not merely
preparing every child for college entrance, but preparing every child
for success in college. To make this a reality the staff participates in
a variety of professional development activities designed to enhance
their instructional skills and content knowledge, both at the District
level and beyond. For a small school such as ours this is critical, as
many teachers do not have a colleague, teaching the same content,
available on campus to share ideas and information with; professional
development programs help fill this need. The following are examples:

-   Four teachers and our principal attended a workshop on grading
    practice and mastery learning presented by Tom Guskey in January
    2004.

-   Teams of teachers who are participating in the College Board's
    [Advanced Placement Vertical Teams]{.underline}.

-   The World Language teachers meet monthly with teachers throughout
    the District, as part of the District's curriculum team called
    [CADRE]{.underline}.

-   The Mathematics teachers participate in the annual [Core-Plus
    Mathematics Workshops]{.underline} and [Connected Mathematics
    Program Workshops]{.underline}.

-   The Language Arts and Mathematics teachers attended the College
    Board's [College Success Initiative Workshops]{.underline} for
    middle school.

-   The majority of our teachers have also participated in [Advanced
    Placement Workshops]{.underline}.

-   Many of our teachers are collaborating in [Lesson Study]{.underline}
    groups.

-   Two of our teachers are currently completing Master's Degrees at the
    University of Washington.

-   Our principal is participating in the second year of a University of
    Washington experienced leadership course focused on closing the
    achievement gap.

-   Our music teachers attend a variety of workshops and events
    throughout the year, such as the [Birch Bay String Teachers
    Conference]{.underline} annually. Our orchestra teacher shared,
    "Since I started going, about ten years ago, I have been much more
    in touch with the available literature and teaching materials. This
    has been especially useful on the middle school level. The students
    seem genuinely to like the music I hand out, and, as a result,
    practice it more thoroughly."

> **[STATE CRITERION-REFERENCED TESTS]{.underline}**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade: [7]{.underline}
>
> Test: [Washington Assessment of Student Learning-WASL]{.underline}
>
> Edition/publication year: [Published Annually]{.underline} Publisher:
> [Office of the Superintendent of Public Instruction, Washington
> State]{.underline}
>
> Number of students in the grade in which the test was administered:
> [76]{.underline}
>
> Number of students who took the test: [76]{.underline}
>
> What groups were excluded from testing? Why, and how were they
> assessed?
>
> [All students were tested; no students are excluded for any
> reason.]{.underline}
>
> Number excluded: [0]{.underline} Percent excluded: [0%]{.underline}
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

WASL scores are reported as Levels 1, 2, 3, and 4. Levels 1 and 2
represent students who have not met the state standard, and levels 3 and
4 represent students who have met the state standard. On the table on
the following page, "At or Above Proficient" scores represent the
percentage of students meeting the standard at Level 3, and "At or Above
Excellent" scores represent the percentage of students meeting the
standard at Level 4. In the content areas of Writing, the percent
meeting the standard is not divided in Levels 3 and 4; either a student
meets the standard or does not meet the standard.

**STATE CRITERION-REFERENCED TESTS, Continued**

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

  Testing month                      April       April       April       April       April

  **SCHOOL SCORES-Reading**                                                          

  \% Not Meeting Standard            17.1        25.0        36.5        23.4        14.5

  \% At or Above Proficient          82.9        72.2        63.5        75.3        85.5

  \% At Advanced                     44.7        Not         Not         Not         Not
                                                 available   available   available   available

  Number of students tested          76          70          74          76          76

  Percent of total students tested   100%                                            

  Number of students excluded        0                                               

  Percent of students excluded       0%                                              

  **STATE SCORES**                                                                   

  \% At or Above Proficient          47.9        44.5        39.8        41.5        40.8

                                                                                     

  **SCHOOL SCORES-Writing**                                                          

  \% Not Meeting Standard            13.2%       22.2        29.7        19.5        27.6

  \% Meeting Standard                86.8%       77.8        70.3        80.5        72.4

  Number of students tested          76          72          74          77          76

  Percent of total students tested   100%                                            

  Number of students excluded        0                                               

  Percent of students excluded       0%                                              

  **STATE SCORES**                                                                   

  \% At or Above Proficient          54.7        53.0        48.5        42.6        37.1

                                                                                     

  **SCHOOL SCORES-Mathematics**                                                      

  \% Not Meeting Standard            18.4        40.3        41.9        29.9        26.3

  \% At or Above Proficient          81.6        56.9        55.4        68.8        72.4

  \% At Advanced                     48.7        Not         Not         Not         Not
                                                 available   available   available   available

  Number of students tested          76          70          72          76          75

  Percent of total students tested   100%                                            

  Number of students excluded        0                                               

  Percent of students excluded       0%                                              

  **STATE SCORES**                                                                   

  \% At or Above Proficient          36.8        30.4        27.4        28.2        24.2
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

(b) Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **STATE CRITERION-REFERENCED TESTS, Continued**
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade: [10]{.underline}
>
> Test: [Washington Assessment of Student Learning-WASL]{.underline}
>
> Edition/publication year: [Published Annually]{.underline}
>
> Publisher: [Office of the Superintendent of Public Instruction,
> Washington State]{.underline}
>
> Number of students in the grade in which the test was administered:
> [63]{.underline}
>
> Number of students who took the test: [63]{.underline}
>
> What groups were excluded from testing? Why, and how were they
> assessed?
>
> [All students were tested; no students are excluded for any
> reason.]{.underline}
>
> Number excluded: [0]{.underline} Percent excluded: [0 %]{.underline}
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

WASL scores are reported as Levels 1, 2, 3, and 4. Levels 1 and 2
represent students who have not met the state standard, and levels 3 and
4 represent students who have met the state standard. On the table on
the following page, "At or Above Proficient" scores represent the
percentage of students meeting the standard at Level 3, and "At or Above
Excellent" scores represent the percentage of students meeting the
standard at Level 4. In the content areas of Writing, the percent
meeting the standard is not divided in Levels 3 and 4; either a student
meets the standard or does not meet the standard.

> **STATE CRITERION-REFERENCED TESTS, Continued**

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

  Testing month                      April       April       April       April       April

  **SCHOOL SCORES-Reading**                                                          

  \% Not Meeting Standard            0.0         1.6         0.0         1.9         2.2

  \% At or Above Proficient          100.0       98.4        96.7        98.1        91.1

  \% At Advanced                     90.3        Not         Not         Not         Not
                                                 available   available   available   available

  Number of students tested          62          63          58          54          42

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  **STATE SCORES**                                                                   

  \% At or Above Proficient          59.9        59.2        62.4        59.8        51.4

                                                                                     

  **SCHOOL SCORES-Writing**                                                          

  \% Not Meeting Standard            1.6         9.5         10.1        25.9        26.7

  \% Meeting Standard                98.4        90.5        70.0        74.1        73.3

  Number of students tested          62          63          60          54          45

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  **STATE SCORES**                                                                   

  \% At or Above Proficient          60.4        54.3        46.9        31.7        41.1

                                                                                     

  **SCHOOL SCORES-Mathematics**                                                      

  \% Not Meeting Standard            6.5         11.1        6.6         3.7         11.1

  \% At or Above Proficient          93.5        88.9        90.0        96.3        82.2

  \% At Advanced                     62.9        Not         Not         Not         Not
                                                 available   available   available   available

  Number of students tested          62          63          58          54          42

  Percent of total students tested                                                   

  Number of students excluded                                                        

  Percent of students excluded                                                       

  **STATE SCORES**                                                                   

  \% At or Above Proficient          39.4        37.3        38.9        35.0        33.0

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

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade: [6]{.underline} Test: [Iowa test of Basic Skills]{.underline}

Edition/publication year: [1996]{.underline} Publisher: Riverside
Publishing

Number of students in the grade in which the test was administered:
[77]{.underline}

Number of students who took the test: [77]{.underline}

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

> No students are excluded from testing.

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

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

  Testing month                  March       March       March       March       March

  **SCHOOL SCORES**                                                              

  Total Score                    82          79          77          75          

  Number of students tested      75                                              

  Percent of total students      100 %                                           
  tested                                                                         

  Number of students excluded    0                                               

  Percent of students excluded   0%                                              
  ------------------------------ ----------- ----------- ----------- ----------- -----------

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade: [9]{.underline} Test: [Iowa Test of Educational
Development]{.underline}

Edition/publication year: [N/A]{.underline} Publisher: [Riverside
Publishing]{.underline}

Number of students in the grade in which the test was administered:
[59]{.underline}

Number of students who took the test: [59]{.underline}

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

> [No students are excluded from testing.]{.underline}

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

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

  Testing month                  April       April       April       April       April

  **SCHOOL SCORES**                                                              

  Total Score                    86          88          89          88          

  Number of students tested                                                      

  Percent of total students                                                      
  tested                                                                         

  Number of students excluded                                                    

  Percent of students excluded                                                   
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

Provide the following information for all tests in reading (language
arts or English) and mathematics.

Show at least three years of data. Complete a separate form for each
test and grade level, and place it on a separate page.

Grade: [12]{.underline} Test: [Scholastic Aptitude Test]{.underline}

Edition/publication year: [2003]{.underline} Publisher: [College
Board]{.underline}

Number of students in the grade in which the test was administered:
[54]{.underline}

Number of students who took the test: [42]{.underline}

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

[No students were excluded. 12 students elected not to take the
SAT.]{.underline}

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

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

  Testing month                  October     October     October     October     October

  **SCHOOL SCORES**                                                              

  Total Score                    1201        1209        1193        1191        1177

  Number of students tested      42          34          44          37          47

  Percent of total students      100%        100%        100%        100%        96%
  tested                                                                         

  Number of students excluded    0           0           0           0           2

  Percent of students excluded   0%          0%          0%          0%          4.1%
  ------------------------------ ----------- ----------- ----------- ----------- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**        1026        1020        1020        1019        1016

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------