Georgia R. Dellinger

 

Mountain View Elementary

P.O. Box 935

5780 Hendrickson Rd.

Ferndale, WA 98248

 

 

(360) 384-9270

PART III - SUMMARY STATEMENT

 

 

Ferndale School District #502 is located in the northwest corner of Washington State.  The northern boundary is about one mile from the Canadian border.  The district population is approximately 15,000.  The town of Ferndale has seven elementary schools, a middle school and a high school.  Ferndale is characterized as an agrarian, blue-collar community, provincial in nature.  The Lummi Indian Reservation is an integral part of the district.  The Reservation is experiencing high unemployment, drug and alcohol abuse, as well as conditions of poverty.

 

Most of the district is rural and farming is important to the economy.  Industries in the area include Intalco Aluminum and TOSCO Refinery.  Mountain View Elementary (Mt. View), in the fringe of the downtown area, serves over 200 apartment units within two blocks of the school.  Numerous rental units contribute to our 23% student mobility rate.  The school consists of two large buildings joined by an outdoor walkway and one portable classroom.

 

Mt. View serves 465 students, preschool through grade six.  Of these, 26% are minority students, most of them Lummi Indian.  Approximately 45% of our students qualify for free and reduced lunches.  40% of our students in grades one through four qualify for support services.  18% of our students currently receive special education services.  From 1991 to present, we have experienced a 32% increase in all areas of special education.

 

Historically, achievement on standardized tests reflected the fact that Mt. View had a challenging population of students and was one of the lower-performing schools in the district.  Classroom teachers felt isolated and discouraged by the way students were coming to us.  Each year, more and more children had problems learning.  There was little alignment of curriculum within the school or district.  The district had no staff development or instructional model.  Pullout programs interrupted rather than supported the regular classroom, which led to increasing teacher frustration.  Many staff and parents did not believe all children could learn, much less meet higher grade-level expectations.

 

In 1989, the entire staff developed, through a comprehensive self-study, a three-year plan of improvement which culminated in accreditation.  In 1991 and again in 1994, Mt. View was awarded state/federal IDEA (Individuals with Disabilities Education Act) competitive grants totaling $72,000.  Extending for two years each, these grants required a strategic plan and extensive staff development to accomplish the following goals:  improved academic achievement for all students and collaboration between special education and general education programs to develop a school where all students, regardless of race, socioeconomic conditions or disabilities, would be successful.  Prior to these efforts, students with moderate-to-severe disabilities were included in regular classroom programs approximately 5% of each day.  Today, all special needs students spend approximately 90% of their day fully included in regular programs and are making impressive academic gains. 

 

The Student Learning Improvement Grant, Kindergarten Integration and Project MESH (Making Effective Schools Happen) grants enhanced our efforts to meet our goals.  This is reflected by the 31% increase, during the past five years, in overall student achievement as measured by the Comprehensive Test of Basic Skills.  Mt. View students have shown the greatest achievement gains in our district in the areas of math and science:  a 48% increase in science and a 43% increase in math over the past five years.


 

 

The vision of ensuring success for all children began with the leadership of our principal.  She instills a spiritual and moral imperative in the staff and community to continuously increase achievement for all students and to view growth not just as development of the intellect, but of the whole child.  During the past nine years, her belief in shared leadership has shaped the cultural norms of our building to promote collaboration, continuous progress, thoughtful, results-driven planning and embrace parents as partners.  Her "leading from behind" style has resulted in extremely high staff morale, low staff turnover and a passionate "can-do" attitude.  The success of our school is generated by a system of interacting people, interventions and programs; as in all systems, the whole is greater than the sum of its parts.  Shared decision-making has been the vehicle that has empowered all who touch the lives of our children to work toward common goals.

 

The Mt. View school experience has been an evolution of growth for students and staff toward meeting the National Education goals.  Like concentric rings in a pool of water, each change has had an expanding ripple effect on the school and on the entire community. Teacher education and professional development over the past five years has focused on what children learn, rather than on what teachers teach.  This philosophical shift has caused us to outline the knowledge and skills teachers need to effectively instruct all students and has focused professional development toward accomplishment of shared improvement goals to meet the diverse needs of our learners.  We have effectively "raised the bar" of expectations for all students.  We expect more; we get more!

 

Mt. View's rigorous academic curriculum and strong school government program address the challenging standards students will need as they enter the world of work and civic responsibility of the future.  We believe it is our paramount duty to help students understand the meaning of facts and learn how to use information to solve problems; in short, to "learn how to learn."  In classrooms and in our library media center, students engage in a range of activities which require them to think and to take responsibility for their own learning.  The multitude of opportunities available to students, through our enrichment and accelerated learning classes, help us  accommodate an array of thinking and learning styles to reach every child.  

 

The safe, disciplined, drug-free learning environment we have structured enlarges our role to serve as a  caring school family, contributing elements of stability, consistency and security to the lives of our children.  Like a family, we appreciate the differences of our individual members.  Extended support services and interventions, such as our Conflict Managers program, develop skills which reach beyond the classroom to educate the hearts of our learners.  We believe the development of students' emotional intelligence is a responsibility we share with parents and our community.  Our positive and disciplined environment is demonstrated by only one drug-related infraction and an 18% reduction in behavior infractions over the past two years.

 

Changes of this magnitude could not have been accomplished without the support and active involvement of our families and community.  As active partners in the education of all Mt. View children, parents donated volunteer hours totaling 17,036 in 1996, a 31% increase since 1991.  Their support of our homework and discipline policies continually reinforces our efforts.

 

We are extremely proud of our culture of collaboration, continuous improvement and shared leadership to truly serve the children and families of Mt. View School.  We believe each student deserves the very best from us, and we'll accept nothing less from ourselves.

Our motto, "Always Reaching New Heights," embodies the spirit of our continuing journey.

 

            Mountain View Elementary staff and parents want all students to develop the ability to apply skills necessary for successful completion of their public school education and a strong foundation preparing them for the world of work.  Our desire to ensure all students experience success provides the vision for collective decision making at our school.

A1.  How does the school develop and maintain awareness of the needs and expectations of current and future students and use this information to promote learning, well-being, and satisfaction for all students?

            A yearly demographic report provides information for growth, ethnic/cultural and economic diversity in our area.  The information helps identify program needs relative to English as a Second Language (ESL), free and reduced lunch/breakfast programs and qualifications for Title I/Learning Assistance Program (LAP).  Each spring, we survey all families to see who will be returning.  Staffing and facility needs are based on projected enrollment and diverse needs of students.

            In the spring, classroom teachers, specialists and the principal meet in grade level teams to place returning students on class lists.  Parental input is also sought.  Each student is placed in a heterogeneous classroom with a teacher the team feels is best suited to address the specific learning needs and styles of the student.  Assessment information regarding student performance is shared with next year’s teachers, and release time is provided to allow the “new” teacher to observe students in their present classroom.

            Program needs are analyzed to promote success on the part of all students.  As students register, each family is interviewed and files are screened to identify special program implications for new students.  Documentation of student needs and expectations are delivered to resource specialists.  Paraprofessional personnel, specialists and classroom teachers collaborate on individualized program implementation to meet the following needs:  ESL, migrant, Limited English Proficiency, Title I/LAP, Reading Recovery, Accelerated Learning, and Individualized Special Education.  ESL students are screened to determine if program needs can be met in our school or if students will be provided support in a magnet program.  A class size/mix committee meets on a regular basis to monitor resources assigned to address classroom and student needs.

            Continuous assessment in the regular classroom and specialized programs monitor student growth and accomplishment of goals and objectives.  The data is used for ongoing program adaptation and development, as well as referrals to special programs.

A2. What non-academic services and programs are available within the school to support students?

            The Mt. View school community works to provide services that address the needs of the whole child.  Before and after-school daycare, provided on-site by the local YMCA, services 8-12 families.  Breakfast is served to 45-50 students daily.  A half-time counselor works with all students in the building, providing social skills and conflict resolution lessons in each classroom and overseeing our playground Conflict Managers program. (See D3.)  Parent and student support is also provided through anger management, substance abuse prevention and children of alcoholic classes.  Our part-time nurse conducts scoliosis, hearing, and vision screenings.  She teaches student and adult First Aid, CPR and Hepatitis B training.  Ferndale Boys and Girls Club and Ferndale Red Lion athletic teams involve approximately 40% of our students throughout the year. (See A3.)  An after-school activity bus provides transportation for after-school events.  Bilingual students’ needs are addressed. (See B5.)

A3.  What extracurricular activities are available for students?

            Mt. View offers a wide-range of after-school enrichment clubs including: technology, Math Olympiad, chess, research groups, Authors and Artists, clay, beading and math.  Also offered are multicultural math and art, drama and mural painting. 145 students (31%) participated in enrichment last year. (See B6.)  We encourage participation in the Red Lion Club and Boys and Girls Club after school activities through posters, newsletters, flyers and use of the school facilities.  In 1995-96, 104 students participated in the Red Lion Club soccer program and 221 students participated in the Boys and Girls Club programs:  84 in basketball, 12 in football, 7 in gymnastics, and 118 in baseball teams.  Several students participate in more that one activity, but approximately 40% of the representative student population is involved in one activity or more.

A4.  What opportunities exist for students to influence classroom and school policy?

            Students participate fully in classroom and school policies.  Students have input into the formulation of classroom rules.  The Associated Student Body (ASB) provides opportunities to take polls, brainstorm ideas and cast ballots on several issues. (See B1.d)  The student body is represented as the ASB makes decisions regarding playground equipment, enrichment clubs, school lunches, rules and practices for a positive disciplinary environment.  The Parent Teacher Organization (PTO) considers student input when determining how monies should be spent.

A5.  What role does your school play in helping to ensure that children entering your school, including students with disabilities and limited English proficient students are ready to participate successfully in formal schooling?  Also, what policies and practices facilitate other types of transitions?

            Mt. View is cognizant of the importance of children being ready to start formal schooling.   The entire staff works to make the transition from preschooler or a new student to a successful Mt. View student through assessment and parent education.

Transitions:  Parents and children new to Mt. View are encouraged to visit the building.  Lummi Reservation Headstart students visit the kindergarten rooms and kindergarten teachers speak to preschool parent groups to inform them of their goals and expectations and to answer questions.  A kindergarten handbook, written by Mt. View staff and based on age-related and developmentally-appropriate practices, is given to all new registrants.  Two half-day sessions of kindergarten orientation take place prior to the beginning of the full-day program.  Students and parents together learn the school environment, rules and routines.  1996 showed a 97% parental attendance rate.

            Transition to Vista Middle School includes participation in an open house at the middle school and a principal and counselor visit to Mt. View.  Sixth graders use the same study skills program as the middle school and review middle school expectations throughout the year.  CTBS standardized test score data is collected and 6th grade teacher recommendations are communicated to aid in the placement of all students going into the middle school.

Communication:  Bimonthly newsletters are prepared by the principal, detailing events at Mt. View and presenting research and information on how parents can contribute to the success of their children in school.  80% of our parents attend our annual Open House.  Parenting classes are offered and an educational parenting library provides resources for parents.

            Kindergarten parents are given an orientation by the PTO on the first day of school;  new students are introduced at monthly assemblies; new parents are called to attend PTO meetings and the principal meets all new students and families.  Mt. View is also proud of its welcoming bulletin board for parents listing events, research articles, fund-raisers, award recognitions, "help wanted in our school" ads and reading tips.

Assessment:   Prekindergarten students are assessed by a Multi-Disciplinary Team (MDT) consisting of the special education preschool teacher, occupational therapist, nurse, psychologist and speech therapist.  Teachers and instructional associates conduct assessment to identify the strengths and needs of each kindergarten child.  The information gathered is used to ensure that each student has a successful school experience.  Referrals are made by all teachers when the need arises.  An Educational Service District (ESD) migrant coordinator and an ESL teacher are available for assistance when needed.  School policies, practices and outreach services are designed to enable children entering Mt. View to participate successfully in formal schooling.

A6.  What opportunities do students have to build sustained relationships with counselors, teachers, or other adults?

            Every adult at Mt. View is part of our family of care givers.  Staff places an emphasis on providing positive role models and building relationships with students.

Teachers:  Disciplinary measures are handled consistently by all staff helping youngsters turn mistakes into learning situations.  Monthly “reward days” give students opportunities to engage in enrichment or craft projects, taught by the teacher of their choice. (See C2.)  Students meet with teachers for academic and personal advisement before and after regular hours, during lunchtime and recess.  The principal is accessible and students talk with her about specific concerns and problems.  Our resource room and Title I/LAP teachers monitor student progress throughout the years.  The Physical Education (PE) teacher and counselor offer intramural events at lunch.  The counselor works to strengthen communication skills through problem solving and other social skills instruction individually, in small groups and in classroom lessons.  At the end of the year, a school-wide Field Day is scheduled, which involves parents, teachers and students in activities that promote social and physical growth.

Support Staff:  Our Conflict Managers program is managed by instructional and playground assistants, as well as the counselor. (See D3.) Seventy students were trained and 20 students were regularly scheduled to provide assistance in 1995-1996.  Our custodian has junior janitors who help retrieve equipment, clean-up the lunchroom and playground and are recognized for their efforts through our school-wide Beary Special Person Award.  The cook establishes relationships with students as servers and lunchroom attendants and student office assistants are mentored by our clerical staff.  Our computer lab expert works with all students to integrate technology applications into their learning.  Support staff also teach after-school enrichment classes.

Other Adults:  A local law enforcement officer teaches refusal skills through the DARE (Drug Abuse Resistance Education) program. (See B2.)  He is available during recesses on the playground and in the lunchroom to interact socially with students.  Parent volunteers are prevalent in the building.  In 1995-1996, volunteers spent 17,036 hours at Mt. View.  Parents provide leadership for our ASB, teach enrichment classes after school, serve as mentors to help students who need special help with homework and organize, fund and manage our Art Docent program. (See A4., B1.d and  B1.e)  Mt. View Alumni and parents are featured as readers at our "Bedtime and Books" evening celebrations. (See C4.)  The Project Pals program links 40 high school students with 2nd grade students bimonthly.  High schoolers provide cross-age tutoring, go on fieldtrips with students and conduct scientific experiments.  26 Ferndale High School and Alternative School semester-long teaching assistantships were filled at our school last year.

A7.  What specific programs, procedures, or instructional strategies do you employ to identify, counsel, and assist potential dropouts or other at-risk or underachieving students?

            Effective procedures are employed for identifying the counseling needs and assisting potential dropouts and other at-risk and underachieving students.  At-risk and underachieving students are identified by classroom teachers through observation, testing and consultation with other staff and parents.  Attendance monitoring, required by state law, provides information which is shared with parents and helps to dissuade truancy while putting more responsibility on the family.  Identified students are targeted by the MDT and a plan is developed.

            Once identified, students receive assistance in many forms.  The school counselor works with individuals and small groups on friendship-building skills, anger management and social skills.  The counselor helps manage a very effective Conflict Managers program that utilizes intermediate students as hall monitors and playground mediators. (See D3.)  Intermediate students are involved with cross-age tutoring, thereby enhancing their own sense of significance at school. 

            Fifty at-risk students are served in Title I/LAP Reading and Reading Recovery.  A Learning Center provides 84 students individual and small group in-class or occasional pull-out help with a special education teacher, paraprofessionals and/or parent volunteers.  Aiming High and other accelerated learning programs help address needs specific to our gifted population. (See B6.)  Mt. View also has a speech therapist, occupational/physical therapist, school psychologist and nurse who provide additional resources.

            Mt. View works with outside resource personnel from Catholic Community Services, Child Protective Services, Department of Child and Family Services, area group homes, Children’s Orthopedic Hospital,  Johnson O’Malley, the Native American Resource Group, Sea Mar Counseling and Social Services, Northwest Youth Services, Whatcom Counseling and Psychiatric Clinic, Direct Services Network, Martin Center, Discovery School, Brigid Collins House, Whatcom Hispanic Organization, Sylvan Learning Center and Western Washington University (WWU).  Last year, 99 students were identified and provided this assistance.

A8.  How has the school demonstrated a commitment to addressing the accessibility of its facilities and programs to students with disabilities?

            Mt. View’s facility is designed to serve children and adults with disabilities.  Ramps make every portion of the building wheelchair accessible.  Bathrooms have been enlarged for wheelchairs; Braille signs are displayed.  Equipment such as classroom audio amplifiers, portable laptop computers, Alpha Smart or Touch Talker computer adaptations are available for student use.

            Nine years ago, Mt. View began to integrate multi-disabled students into regular classrooms for extended periods of time.  As students spent increasing time in regular classrooms, full inclusion became the cultural norm. (See E2.)  A representative committee handles staffing and program concerns including accessibility of our facilities.

B1.  Effective schools are strengthening subject-matter content in English, mathematics, science, social studies, the arts, and foreign languages.  How is your school helping students to achieve at higher levels in each of these core subjects?

            At Mt. View, curriculum is integrated to increase instructional time and to motivate students, as they are able to make meaningful connections between subject areas.  Ongoing assessment, the development of effective study strategies and the integration of thinking skills are important components of the curricular programs.

a.  English:  Currently under revision, our language arts program integrates reading, writing and communications to produce fully literate students able to utilize language arts to effectively understand and respond to others and the world.  A strong early literacy program in the primary grades allows the sequential development and extension of skills and concepts in the intermediate grades.  Reading Recovery strategies are used with individuals and small groups of students to ensure that all students are successful readers by the end of grade 3.  Last year, 86% of our third graders were reading at or above grade level, an improvement over previous years.

            Primary students are immersed in language experiences involving “Big Books,” student-generated stories and literature circle discussions.  Intermediate literature units are combined with selections from basal texts, trade books, social studies and/or science texts.  These units integrate map skills, geography, art and history and provide open-ended questions, as well as opportunities to develop students’ higher-level skills.   All teachers read quality literature to their students each day, providing a model for language development.  School-wide use of the Daily Oral Language program provides oral and written proofreading practice and a model of correct English usage.  Students are given opportunities to use oral language skills in monthly presentations at assemblies, in taped video reports and in the classroom.  They recite the flag salute over the intercom, deliver special school announcements to the student body and speak as ASB representatives.

            Our Jostens computer lab consists of 30 Macintosh computers, featuring a reading strand with special emphasis on higher-level thinking skills.  CD ROM stories are enjoyed by pairs of primary students as they dialogue about which choice they should make.  All Jostens programs provide individualized programs for students to progress at their own rate.

            Writing is emphasized at all grade levels and across all subject areas.  The Six Trait writing criteria is applied to writing shared with specific audiences as students complete the "writing process" cycle. Students, beginning in the third grade, will receive instruction in keyboarding and word processing as our integrated technology plan unfolds.  The Jostens writing component gives students additional experiences in writing and editing and provides enrichment activities for highly talented writers.  Over twenty students represent our school each year at the Young Author's Conference to showcase their best efforts.

b.  Mathematics:   Mathematics is incorporated throughout the curriculum.  The use of manipulatives is emphasized for concept development at all grade levels, which includes the use of calculators at the 5th and 6th grade levels. We begin with a focus on concrete tasks  and systematically build on the seven standards of math as developed by the National Council of Teachers of Mathematics (NCTM) and state essential learning guidelines.  The program incorporates basic concepts, problem-solving, calculation, communication and application of skills at each grade level.  Continuous assessment ensures developmentally appropriate math instruction, adjusted to meet the individual needs of students.  Higher-level thinking and problem-solving skills are developed as part of the Jostens individualized computer math program and through the completion of logic, classification, estimation, patterning, etc., activities in the classroom.  STEM (Six Through Eight Math) problem-solving activities enrich the 6th grade curriculum.

            Math concepts are integrated into other curriculum areas for example, classroom calendar activities based on Math Their Way in grades K-2, estimation tasks in science such as: “How much does a pumpkin weigh?;” graphing in language arts with surveys such as: “Which version of the Three Little Pigs did you like?;” and graphing soup labels for school fund-raisers, Jog-A-Thon laps run and social studies information.  Geometry is integrated into the Art curriculum and is represented in a mural in the hallway that was drawn by students and put on graph paper and enlarged to scale.  Measurement is used in science by measuring fish, plants and dinosaurs, and in social studies by measuring the length of the Mayflower.  Many teachers have taken the classes Math Their Way and Math: A Way of Thinking and utilize the strategies learned to make math more exciting and relevant to the students’ real world.  Two teachers developed classroom assessment tools to more clearly reflect student learning as part of their Professional Growth Option (PGO) evaluation.  (See E5. and F3.)

            Math Olympiad, an enrichment program in grades 3-6, has been the most influential program for math skills improvement, especially in the areas of problem-solving, probability, statistics, algebra and application of math concepts.  Twenty children participate annually in the grade 5/6  group while 20 students participate in grade 4.  Two teachers work with these students twice a week, from November through May, to sharpen students’ skills and problem-solving strategies and ready them for competition.  Third grade students are added in the spring as a foundation for their fourth grade experience.  A steady increase in math test scores in the fourth grade CTBS standardized test emphasizes the success of our efforts.

                                    1991-92           1992-93           1993-94           1994-95           1995-96

Computation                 41                    50                    52                    68                    73

Concepts/ Application   41                    44                    44                    61                    64     

Math Total                     41                    47                    49                    67                    72

c.  Science:  The science curriculum is concept-based and focuses on extensive student use of scientific thought processes.  The program is designed so experiences and concepts are introduced progressively, producing an integrated conceptual framework.  The curriculum develops a scientifically-literate student capable of problem-solving and wise decision-making.  The context is a balance of physical, biological and environmental sciences.  Content is arranged so that learning episodes are interrelated and include components on science-related careers and technology.  Consideration is given to the progressive cognitive development of students.  Activities in the primary grades allow for students’ transition through the appropriate stages of intellectual development, from preoperational to concrete operations.  In the intermediate grades, student development is centered on inquiry-oriented activities.  Concepts begin at kindergarten and move through the grades from exploration to diversity, change, systems, interaction, cause/effect and finally transformation.  The PTO purchased high-quality microscopes, which are available for check out in the library, to further scientific exploration and enhance the science program.  The “Windows on Science” laser disc program also enhances the science curriculum.

            Student field trips are an integral part of the science program, as they provide students the opportunity to observe first hand animals, habitats, ecosystems and the interaction of these systems in the environment.  Students travel to the Vancouver, B.C. Aquarium and Game Farm, Pacific Science Center in Seattle, and Whatcom county sites such as Padilla Bay Interpretive Center, Tennant Lake, Maritime Heritage Center, Birch Bay State Park and  Lake Whatcom conservation site.  We believe these help strengthen subject matter content in science, allowing students to achieve at high levels. (See C1.b)

d.  Social Studies:  The purpose of our social studies curriculum is to empower students for informed, cooperative citizenship, capable lifelong learning, social and ethical responsibility.  It is designed to create an understanding of the dynamics of global interdependence, changing societies and historical connections.  Seven fundamental concepts have been identified as unifying themes for the social studies curriculum;  culture, diversity, cause and effect, economics, citizenship, conflict resolution and dependence/interdependence. These are developed systematically throughout grades K-12.

            Third grade students study the history of Native Americans through folk tales, legends, arts, crafts and historical fiction.  Presentations by Whatcom County Museum bring arts, crafts and the necessities of daily living alive for third grade students.  The Ferndale Historical Society presents, “A day in the life of an Early American pioneer who lived in Ferndale.”  Presentations by members of the Lummi Nation, a reservation within the boundaries of the school district, are interesting and informative.  Cultural awareness activities bring song, dance, storytelling and food from the Native American and other representative cultures into our classrooms.  Intermediate units incorporate technology, map skills, written language skills, art, geography and biographical information as students work cooperatively to complete projects, presentations and research reports.  Our Art Docent program features cultural, time-period art pieces.(See Bl.e)

            The annual election of ASB officers provides a powerful simulation of the electoral process for the entire student body. Candidates are selected from 6th grade classes.  Teams of presidential and vice presidential candidates formulate a platform and primary elections are held in each of the sixth grade classrooms.  Final candidate teams are selected from each classroom and a materials budget is allocated for each team.  The school-wide campaign platform, strategies, and electioneering efforts conclude at the end of a two-week period.  Speeches/debates are given in all classrooms.  Students throughout the school register to vote before school, after school, and during lunch or recess.  Private ballot elections, utilizing actual portable county voting booths, require a student signature before voting.  First place candidates are selected by majority vote.  Remaining candidates assume the additional ASB offices.  Two representatives are similarly elected from each classroom to form our ASB.  Monthly ASB meetings address student concerns, budgetary allocations, our recycling program, hall monitors and community service projects.  Due to ASB efforts, Mt. View owns acreage in the tropical rain forest, sponsors an endangered species program, and through a well-orchestrated school board presentation, altered the board’s position to allow the serving of chocolate milk to all students in the Ferndale School District.

            School-wide unity days and school service projects, such as collecting warm coats, conducting food drives and sponsoring needy families at holidays, focus on our interdependent needs.  All teachers bring current events into their classroom through various news formats and discuss the location of countries in the news with students.  Students learn about the interconnection of our resources by taking field trips to local Pacific Rim oil refineries.  A  large colorful U.S. map, created by students and parents, can be found on our playground.  Through multiple learning strategies and thematic units, students develop independent thinking skills, respect for cultural diversity and equity and an understanding of the need for social responsibility.

e.  The Arts:  Mt. View's arts curriculum is characterized by strong vocal and instrumental music programs, as well as multiple art enrichment activities.  Visual and performing arts are presented as parts of integrated thematic units.

            Approximately 75 fifth and sixth grade students enroll each year for band or strings instruction which serve as feeder programs to the middle and high school programs.  Each year, approximately 30 middle and high school band and strings ensembles receive superior ratings at Northwest Music Educators’ contests.  Annually, 12-15 Mt. View strings students receive superior ratings in district solo and ensemble contests and play for the community at area senior centers and nursing homes.  Students in grades 1-6 are served by a music specialist.  Parents and community members are invited to Winter and Spring Programs, assemblies, talent shows and music contests, where they are provided evidence of the high quality of students' work in the visual and performing arts.

            Mt. View takes great pride in the Art Docent Program that has been operating since 1991.  The program is operated by parent volunteers teaching the mediums of art and art appreciation through the use of prints created by the great masters.  These works, besides providing a historical and cultural perspective, serve as models to teach line, shape, color, texture and light.  Mt. View recruits and trains parent/volunteer assistants and artists in residence to enhance the art curriculum.

            Art and drama enrichment clubs enable Mt. View students to try their skills at watercolors, murals, drawing, clay sculpture and acting.  The Missoula Children’s Theater offered performance opportunities for students at all grade levels.  Field trips to theaters in Bellingham and Seattle offer additional dramatic and cultural enrichment.  Students are encouraged to participate in community art contests.  Mt. View has had winners in regional newspapers, milk cartons and poster contests.

f.  Foreign Languages:  We have no formal curriculum linked to foreign language instruction but have provided after-school and summer school classes in Spanish.

B2.  What other subject areas play essential roles in your school-wide curriculum goals?

            At Mt. View, we have integrated a strong health education and social skills' curricula that are specifically intended to complement the basic skills content areas.

Health Education:  Students leave Mt. View with a fundamental understanding and ability to apply the concepts of health, safety and physical conditioning to enhance the quality of their lives.

            The health curriculum spans all grades and provides instruction in basic body systems, nutrition, personal care and disease prevention.  "Here's Looking at You 2000," a nationally recognized substance abuse program, provides instruction in nutrition and safety.  It addresses mental health issues such as self esteem, decision making and identification of consequences associated with illicit behavior.  Eighteen weeks of DARE are provided to grades 2-6 through the collaborative efforts of the school district and the Ferndale Police Department.  Safety habits are developed early and include pedestrian, bus, bicycle, water, electrical and fire safety.  A variety of community groups give safety presentations.  Third grade teachers present "Talking About Touching" and second grade teachers present a "Stranger Danger" unit dealing with personal safety and surrounding issues.  As a result, our second graders created a video alerting Mountain View students of stranger dangers.  First Aid and CPR instruction are available to students and parents within the community.

            Our lunch program displays, distributes and teaches nutrition education.  AIDS and puberty education is provided to 5th and 6th grade students by a licensed nurse.  Hearing, vision and scoliosis screenings are conducted each year.  Funding for eyeglasses is provided in collaboration with our local Red Lion Club.

            The P.E. curriculum addresses cardiovascular development, strength, flexibility and agility training.  Students set goals and work toward team incentives.  Students learn skills necessary to enjoy all major sports and learn how teamwork, cooperation and social skills positively impact their performance.  The utilization of a P.E. specialist gives us the in-house expertise to develop and coordinate programs.  As part of our fitness program, all students participate in our yearly Jog-A-Thon fund raiser.

            Our building’s adult "wellness” program provides immunization shots, massages, fitness activities and special meals.  In addition, the district offers an “Employee Assistance Program” that provides many health and psychological resources to all employees.

Social Skills:  One of the most powerful features characterizing our school culture is positive, respectful interaction among students.  We facilitate this through the teaching and applications of social skills.  All students are instructed systematically in a set of interpersonal skills.  Active listening, giving and receiving compliments, taking turns, encouraging discussion, paraphrasing, problem solving and a respect for diversity are examples of skills taught in classrooms by our school counselor and classroom teachers.

            The positive expectations of our school and a consistent school-wide discipline policy encourage the mutual respect students need to peacefully resolve their differences and make appropriate choices.  Conflict resolution and mediation are formally taught to intermediate students who are trained to be Conflict Managers during school recess. (See D3.)

B3.  How is learning in the following essential skill areas accomplished and how does it relate to the content areas discussed in B1?  Essential skill areas to address include:

a.  Reading:  Our state Student Learning Improvement Grant (SLIG) efforts have been focused for the past three years on improving reading achievement.  Teachers and support staff value and encourage reading through school displays, t-shirts which promote reading, integrated curriculum as the basis for classroom activities and our homework policy and expectations.  Our commitment to reading is enhanced by our cross-age reading/tutoring program.

            Our diverse and inclusive population of students benefits from a variety of teaching strategies designed to meet individual learning needs.  Reading Recovery is offered for the lowest-achieving first graders.  Reading across content areas in the intermediate grades focuses on reading to learn and incorporates study skills, strategies and research.  The reading program is heavily literature-based and supplemented by basals chosen for quality of text and relevance of skill development.  “Best practices” in teaching reading are used by all teachers.

            A team of five teachers was invited to participate in a state Commission on Student Learning summer institute to define and refine the reading standards statewide.  At Mt. View, time has been devoted to developing grade level reading expectations aligned with the state's Essential Learning Standards and benchmarks.  Adjacent grade-level teams met to develop articulation of the reading expectations K-6.

b.  Writing:  Students develop as writers through the process of pre-writing, drafting, sharing, revising, editing and publishing.  Students write daily for different audiences and in a variety of contexts.  Writing is a key component of the reading program that requires students to demonstrate comprehension through written expression.  Writing is used to integrate language arts with other subjects such as social studies, science and math.  Letters are written to President Clinton asking him to visit our school, to President Lincoln urging the end of slavery, requesting information from other states and countries and/or to grade-age pen pals.  Research reports or explanations of problem-solving strategies used in math are common at the intermediate level.  Students learn to write book and chapter summaries, compare-and-contrast, persuasive, narrative and descriptive paragraphs, some of which are utilized in research projects and reports at each grade level.  The librarian and classroom teacher work together to teach research techniques. (See C4.)

            Bound books, poetry anthologies, newspapers and displays motivate students to write and demonstrate the value we place on quality writing.  Throughout the year, language samples are collected in student portfolios and reviewed with students and parents.  Analytical and holistic assessment results are shared from teacher to teacher.  Students reflect on their own writing and analyze it for Six Traits: voice, organization, conventions, word choice, fluency and ideas.

c.  Thinking: The application of thinking skills is integrated into all basic skills and content development instruction.  Graphic organizers are used to compare-and-contrast ideas or to demonstrate cause and effect and as a tool for decision making.  Analysis skills are drawn upon as students determine problem-solving strategies in mathematics.  P.E., art, music and writing exercises develop student's creative thinking skills.  Accelerated learning programs develop student higher level thinking skills. (See A3. and B6.)  All students evaluate their own work at increasingly sophisticated levels.

d.  Technology: Technology is used as a tool to produce outcomes that are integrated with district curriculum.  Students, beginning in grade 3, are taught basic keyboarding and word processing skills.  Searching the library’s database enables intermediate students to access specific resources, as do structured Internet searches.  A broad spectrum of reading, writing, drawing and publishing tools are available to students.  The Jostens Integrated Learning Program delivers individualized instruction in math, science and reading.  For advanced students, teachers are able to create alternative learning pathways to ensure that students are working on material that is challenging and at the correct level of difficulty.  A basic skills inventory is administered to each student entering the building and provides the basis upon which an individualized student program is built.  Headphones provide individualized auditory reinforcement for primary students.  Electronic encyclopedia, VCR's, CD ROM and video disc technology are utilized daily.  Cable TV is available in every classroom, providing access to Public Broadcast programming. (See C3.)

B4.  Education serves a variety of important social, political, and economic functions.  How does your curriculum foster your students' personal and intellectual growth, develop responsible citizens, and prepare them for further education and the world of work?

            Attendance awards are given to impress on students the importance of regular attendance habits that follow them to the work force.  Time management techniques are fostered as students plan a place at home, schedule and maintain a daily homework calendar and reading log.  Logical thinking is practiced in the intermediate grades with a problem-solving curriculum.  Study skills and learning strategies are reviewed on a regular basis.  A current global perspective is fostered with newspapers in the classrooms, Weekly Reader and PBS, "What's in the News?"  current events, discussions, reports on countries, speakers in the classroom and environmental education units, including a trip to a local conservation site, contribute to students’ understanding of the globally competitive nature of the world.  Positive work ethics are practiced as students perform classroom jobs, help in the lunchroom, clean up the playground and assist the custodian.

            A strong social skills curriculum, taught by our counselor and reinforced in each classroom, emphasizes peaceful conflict resolution strategies. (See B2.)  Self-discipline and responsibility are addressed using a school-wide system of organizational notebooks and homework expectations for all grade levels.  Civic responsibility receives attention through our ASB election of officers and community service projects. (See B1.d) Cultural awareness month exposes students to demonstrations, presentations and activities designed to develop their appreciation for diverse cultures.

B5.  How are students with disabilities, limited English proficient students, and at-risk students provided a challenging curriculum? 

            High expectations are established for all students as teachers strive to develop student's confidence in their own abilities, to highlight individual strengths and to illustrate the positive effects hard work can have on a student's performance in school.  The Mt. View staff has, through training and experience, become adept at adapting regular classroom curriculum to meet diverse student needs. (See E2.)

            Students experiencing difficulty are referred to our MDT, which consists of special services teachers, the school psychologist, regular education teacher, school nurse, communications disorder specialists, occupational therapist and our principal.  This team's purpose is to brainstorm interventions and make recommendations to help the student meet with greater success. Whenever possible, special education students’ needs are met within the framework of the regular education classroom using any combination of the following: specialists’ support, paraprofessional support, modified curriculum and alternative curriculum.  Our special services team works with grade-level teams to make a master schedule for special services and provide in-class assistance at the most beneficial time for those students receiving services.  In 1996, 18% of our students were formally identified as special education students and spent an average of 90% of their day in the regular classroom.  All teachers have special education students in their classroom. (See A8 and F7.)

            The collaborative problem-solving orientation between specialists and classroom teachers results in the use of a wide range of instructional strategies and includes specific skill reinforcement focusing on student learning styles, motivation and the development of study skills. (See F7. IDEA Grant.)   Behavior contracts, peer and cross-age tutoring, cooperative learning, and instruction designed to draw on student's multiple intelligences provide the means for all students to be successful.  Adaptive equipment is available to meet specific student needs. (See A8.)  Software applications are bilingual.

            Last year, students demonstrated 80% mastery of the skills identified in their individualized educational plan.  From 1991-1994, before full implementation of Reading Recovery, an average of 22% of Title I/LAP students exited the program.  From 1994-1996, after implementation of Reading Recovery and Best Practices strategies, an average of 50% exited the program.  In 1995-1996, 75% of our 1st grade Reading Recovery students successfully exited the program. 

            Students needing additional assistance in English as a second language are identified through the use of a state test, administered by an ESL specialist.  Students are either placed in a full time intensive ESL program or serviced by trained tutors who assist students in the regular classroom.  This program builds on the strengths of student's first language, with the goal of success in a predominantly English society.  All pertinent school-related information, including newsletters and conference reports, is provided in the appropriate second language.  Translators are available for MDT meetings, conferences or home visits as necessary.

B6.  What special opportunities do you provide for advanced study or enrichment for unusually talented or motivated students?

            Mt. View staff recognize that all students have strengths and diverse intelligences.

Extended Enrichment Opportunities:  Sixteen Mt. View students in grade 3-6 attend Aiming High, an exemplary program for highly capable students, one day a week at Skyline Elementary.  Students are identified through assessment of their intellectual capabilities, scholastic achievements, problem-solving abilities, creative thinking skills and study habits.  In addition, two students are part of a five-day-a-week district grade 5/6 classroom, designed to serve students who qualify by testing in the top 1% in all assessment categories.

            Our Accelerated Learning Action Plan, made possible by local school levy dollars, provides opportunities for students with a variety of talents.  With these funds, we have been able to offer students opportunity to participate in Odyssey of the Mind, a program emphasizing creative thinking; chess, storytelling, computer enrichment and Math Olympiad programs. (See B1.b) Students identified as having ability in reading and writing attended the Young Authors’ Conference at the area ESD in Mt. Vernon, WA.  Students attend Young Authors’ and Artists’ Clubs and extend their research skills through Reading, Writing, and Research Clubs taught by parent experts.

            Mt. View students have participated in the ESD-sponsored Artist-in-Residence-Program and the Pacific Science Center’s “Science on Wheels” exhibit.  The school has hosted “Mr. Science,” a hands-on experience that provided enrichment to the entire school population.  Students in all grades have an opportunity to learn leadership skills by participating in our student council.  In the classroom, students are challenged with research, creative writing and problem- solving activities.  Opportunities to display their accomplishments happen through classroom presentations, displays, creative products, monthly school programs and assemblies.

B7.  What requirements must be satisfied before a student is promoted to the next grade or level of schooling?

            We have established high expectations for student performance and designed strategies to ensure student success.  Each grade level has identified clear criteria for student performance and has met with adjacent grade levels to ensure a progression of learning goals and content to be mastered.  These standards have been matched with state essential learning benchmarks.  Each classroom measures student performance relative to the standards outlined and promotes students who have met the standards.

            Early, intensive intervention is available to students who demonstrate difficulty in meeting the standards.  An extended school year for special needs students, after-school tutoring, summer remedial programs and placement in specialized programs, such as the study skills block at the middle school, provide students the means to be successful.  Students who exceed the standards are placed in accelerated programs within the classroom and/or are sent to specialized programs.  The Alternative High School and credit retrieval programs help students meet graduation requirements. Our district is currently developing student achievement exit criteria for transition from grade 6 to middle school, middle school to high school and a high school certificate of mastery.

C1.  From two courses discussed in B1 and two skill areas discussed in B3 what teaching approaches and practices illustrate your best efforts to improve teaching and foster active learning?

a.  Math:  Cooperative learning and flexible group structures ensure a variety of learning styles are accommodated as students engage in complex problem-solving tasks.  The extensive use of manipulatives through grade 6 ensures a transfer from concrete to abstract concept development for students.  The recognition of communication as an important element of mathematical literacy results in the integration of writing and oral explanations as students describe the processes they used to arrive at a particular answer.  Opportunities to participate in the Math Olympiad training, use the Jostens problem-solving software or work with peer buddies to teach concepts to others, provide individualized learning opportunities and facilitate student engagement. (See B1.b and B3.d)   The following is a comparison of changes in the Mt. View national percentile scores on CTBS in the area of math over a five-year period. (See H2.)

                        Scores in 1991-92                   Scores in 1995-96       Percentile Points Gained

      4th grade               41                                            72                                +31

b.  Science:  At Mt. View, various teaching approaches and practices are used to foster active learning.  The science curriculum is based on the concept that the most effective learning takes place when students are allowed to explore using scientific inquiry in a true “hands-on” fashion.  All grades have science related field trips and explored science first hand during a week long visit from “Mr. Science.” (See B1.c and B6.)  Primary students are visited biweekly by high school students participating in Project Pals. (See A6.)  Sixteen microscopes, one high-resolution microscope and 13 hand-held microscopes are available for classroom use.

            Every grade level has many “hands-on” experiments and/or projects related to that grade's curriculum.  In many cases, students are able to display their work in classrooms, hallways and in the library. CTBS science test scores from 1991-1992 to 1995-1996 provide evidence that active learning is taking place.  We feel quite proud of these gains and believe they demonstrate our efforts to improve teaching and foster active learning.  The following is a comparison of the Mt. View national percentile scores in the area of science over a five-year period.

                        Scores in 1991-92       Scores in 1995-96       Percentile Points Gained

4th grade                     35                                68                                   +33

c.  Reading Skills:  Our focus has shifted from what teachers teach to what students learn.  Early, extensive immersion in literature is a universal feature of our primary classrooms.  The teaching emphasis is on strategies that promote independence and reading for meaning, not on isolated skill development.  Writing is an integral part of our comprehensive literacy program. (See B3.b) 

            Reading Recovery, an early intervention program for lowest-achieving first graders, gives those students intensive one-on-one instruction in reading and writing. The Title I/LAP program provides small group instruction for underachieving students in grades 1-3.  Primary teachers have participated in Best Practices and ELIC classes and intermediate teachers have participated in LLIFE classes in which they received in-depth training in research-supported and classroom-proven teaching techniques. (See E2.)  Individual Running Records are assessment tools that give concrete and diagnostic feedback about a student’s text reading.  This allows teachers to evaluate progress and plan remedial or accelerated programs based on a student’s reading performance.

d.  Technology Skills: Through the strong diagnostic program available in our computer lab, teachers are able to make instructional decisions based on entry level and achievement data of their students.  The individualized nature of our system, which allows for the creation of Alternative Learning Pathways (ALPS), allows complete individualization of instruction in basic skills.  Our technology curriculum ensures students make use of technology as a tool for life-long learning. (See B3.d)  Teachers integrate technology into content areas, such as the use of database information in social studies and science or the use of graphics programs as an element of report writing.  

C2.  What instructional strategies or practices do you employ to develop students' love of learning, motivate them to study, and manage classroom behavior?

            Motivation for student learning occurs continuously and is given additional emphasis through specialized activities and incentives.  We believe we must touch our students’ hearts before we can touch their minds.  All teachers work to motivate students to ensure interest in learning as a life-long skill and to ensure acquisition of high academic achievement through active involvement in opportunities available to them.  Students are surveyed for their interests.  Teachers provide quality curriculum that is meaningful and relevant to students' lives inside and outside of the classroom.  Projects are self-selected and may be accomplished using cross-age buddies, cooperative groups or school volunteers.  The staff integrates curriculum whenever possible and give students choices in terms of the products they produce.

            Mt. View continuously celebrates success.  Monthly assemblies are child-centered and driven.  Student and class projects are shared with school and community populations.

Award assemblies are held three times a year.  Certificates are given for notable academic achievement, citizenship, effort, cooperation and improvement.  Students are given recognition each year for Presidential Awards for Academic Fitness, attendance, achievement in music, DARE, and special programs. (See H5.)  The Lummi Nation annually recognizes Mt. View students.

            Special incentives include a half-hour primary and intermediate reward day at the end of each month for those collecting less than two "OOPS slips," (behavior reminders) (See D3.).  The number of slips has decreased from 907 in 1994-1995 to 764 in 1995-1996, an 18% decrease. The number of students that are not able to participate in reward day activities has decreased.  "Beary Special Person" awards are given for students who show a kind and caring act towards others or display improvement in behavior or effort.  As instant reinforcement, the students receiving the award are sent to the office and the principal or office staff presents them with a gummy bear.

            School-wide consistency in homework expectations and organizational strategies provide a structure and motivate students to achieve high standards.  The labeled folders that are used in grades K-2 and the notebooks used in grades 3-6 have lead to greater student success.  Presently, 95% of kindergarten students consistently use their folders compared to 44% one year ago, a 51% increase.  A homework calendar is used in the intermediate grades to write down homework given Monday through Thursday.  Parents are asked to sign the calendar each day and/or month;  this motivates families to be involved in their child’s school experience. 

            Ongoing parent communication through school and classroom newsletters and weekly progress reports further maintain student success and behavior standards.

C3.  How is technology used to enhance teaching and learning?

            Technology is used as a tool for teaching, facilitating and expressing student learning.  A 30-station Mac LC computer lab provides students access to many networked programs that complement other district course material.  There is a broad spectrum of word processing, reading, writing, drawing and publishing tools through Jostens Integrated Learning Program and third party software. (See B3.d)  Teachers and lab attendants work to design lessons that complement grade-level integrated curriculum.  Training emphasizes integration of technology into curriculum.

            Several multimedia stations (laser disc players, video cameras, digital cameras, scanner and software to interact with these tools) are located throughout the building.  There are two laptop computers for teacher checkout and 20 Alpha Smart keyboards available to students.  Each classroom computer is loaded with software appropriate to the students’ grade level and abilities. (See C4.)  A variety of CD software is available through the library.  With a diverse population of students, software is interactive and bilingual.

            Networking plans will make the Internet available to all students and staff and place phones in each classroom.  Internet access is currently available in the library.  Library computers are loaded with Ingenious Cable News Service and Channel Nine, the PBS education channel. (See F4.)  After-school enrichment classes expanding on available technology include Lego-Logo, HyperStudio and Web page construction for the Internet.  Due to the Web page enrichment classes, Mt. View has a home page on the Internet.  This exposure allows a continuous feed of communication between our school and others interested in the education process.

C4.  What role does the school library/media center play in supporting instruction and enabling students to become information literate?

            The Library Media Center (LMC) at Mt. View supports and enriches the instructional program by promoting reading for pleasure and information, by teaching students use of library resources for information retrieval and research, and by integrating technology into these elements.

            Each class visits the library once a week to check out books and to participate in a variety of activities.  Individual students are welcome to check out books at any time during the day.  Primary students learn to enjoy books through storytelling, art activities, viewing media and sharing.  Displays of student illustrations keep a record of shared literature.  Intermediate students enjoy book talks and book sharing activities.

            Reading is promoted by other exciting activities throughout the year.  Some favorites are visiting authors and readers, book fairs and read-a-thons.  A favorite evening event, “Bedtime and Books,” is attended by about 170 family members who gather in the library dressed in pajamas for storytelling, free books, hot chocolate and cookies.  Use of the nearby public library is modeled.

            Information retrieval skills are not taught in isolation, but integrated into research projects related to K-6 curriculum.   Skills are presented to students in learning centers planned collaboratively by consultations between the librarian and each teacher to extend the curriculum concepts.  Students do a research project appropriate to their skill level, building on previous skills and culminating with  a final 6th grade research project.  Skills needed to use multimedia resources and tools are integrated in this process.

            Guided research in large and small groups and independent research, by individual students, is supported by a variety of resources.  Card catalog, computer search stations, computer stations with CD access, Ingenious Xchange and multimedia reference areas are available at all times to students.  A large collection of research CDs are available to check out to classrooms so that individual students can access resources from their classroom.

            The librarian purchases, processes, organizes and promotes the use of all materials in the library/media collection, making available an outstanding collection of 11,557 quality books, periodicals, reference material, kits, videos, film strips, laser discs, CD’s and computer software and hardware.  Materials for the collection are selected to enrich and enhance reading and to provide a plentiful supplement to curriculum for staff and students.  The librarian assists teaching staff in locating items for curriculum from Mt. View’s LMC as well as from other resources such as district and ESD sources.  Mt. View’s emphasis on reading through our SLIG has resulted in a 21% increase in monthly LMC circulation this year. (See B3.)

            The LMC houses an array of technology tools necessary for students and staff to become information literate and effective researchers.  Follett Circulation Plus Program is used for a computerized circulation of materials.  Follett’s Catalog Plus, a computer search program, is available for students and staff to use at four search stations.   The school’s 30 station computer lab is housed in the library.  A multimedia center houses four other computer stations available for research of multimedia references, interactive with a scanner and digital camera.

            The librarian and computer lab technician purchase and provide maintenance and distribution of 655 pieces of AV equipment including: 99 computers, 20 laptop keyboards, a scanner, digital and video cameras, TVs, VCRs, laser disc players, filmstrip and movie projectors.  Each classroom is equipped with a computer, CD player and printer and is cable ready to take advantage of our subscription to Channel Nine, PBS programs like Reading Rainbow.

D1.  How is your school organized to reflect differing student needs and the school's goals and priorities?

            Through the organization of educational experiences, the positive school climate and continual assessment of student needs, the staff meets the diverse needs of our students. 

Student Placement:  The goal is to create heterogeneous groups where differing learning styles and achievements can come together in a balanced environment.  Teacher and parent input helps place each child in an environment that nurtures success. (See A1.)  Teachers consider students' academic level, behavior, gender and special needs.  Remediation services are offered in classrooms and in the resource room with the help of instructional assistants.  Special education students are included in regular classroom programs. (See B5.)  The resource room teacher works closely with the classroom teacher to coordinate instruction.  Some students also utilize Reading Recovery, the speech therapist, occupational therapist or counseling resources.  Students entering school are assessed with classroom assessment tools to ensure proper placement and a successful beginning. (See A5.)

Instructional Grouping:  Various forms of instructional groupings are used at Mt. View, including heterogeneous and cooperative learning groups in which the students have clearly defined individual responsibilities.  Continuous assessment allows students to move in and out of instructional groups as student performance indicates.  Cross-age tutoring is an important element of the reading program, and is used in 89% of the classrooms.  This is an opportunity to share a learning experience that contributes to a feeling of mutual respect and appreciation.

Class Size:  The staff is flexible in forming classes within the statewide ratio, determining how to utilize aide time, specialists and volunteers to assist with larger classes and special needs students.  During the 1995-1996 school year, class size averages were 23 in primary and 25 in intermediate.  In 1996-1997, there is an average of 23 primary and 29 intermediate students.

Use of Time:  The maximum use of instructional time is a priority for teachers at Mt. View.  Every effort is made to increase time on task and minimize distractions.  Assemblies or interruptions are limited, and beginning and end-of-day announcements are utilized to eliminate continuous interruptions.  Thematic units incorporating various academic subjects are taught to decrease transitions from subject to subject.  Holding students accountable for routines and expectations further reduces transitions throughout the day. 

            In addition to the variety of learning opportunities provided in the classroom, students have the benefit of a physical education specialist, vocal and instrumental music programs and a Macintosh computer lab.

D2.  How does the climate of your school reflect its mission, foster a sense of community and respect for diversity, and provide an atmosphere that is purposeful, conducive to learning, respectful of diversity and open to change?

         As reflected in our school mission, Mountain View’s cooperative environment encourages growth in decision making, creative thinking and adaptability.  This develops skills that enable students to become confident, productive, caring citizens with a sense of responsibility toward learning as an ongoing life-long pursuit.  Everyone at this school is a learner and a leader: teachers, paraprofessionals, parents and students.  All are valued as contributing members of the school.

            We have shaped a climate in which success for all children is our most fundamental expectation.  We are a “family school” where each child, parent and staff member knows they are safe, cared for and appreciated.  Teachers model respectful and loving interactions that foster a sense of community permeating the whole school.  A research-based curriculum delivered with precise instruction makes learning orderly.  Our instructional program is based upon these three key premises:  1. All students can learn and succeed;  2. Success breeds success;  and 3. Together, families and schools control the conditions for success. 

            Honoring self and others has prepared us to treasure diversity.  Through the years, the most common observation of the hundreds of visitors who have come to our school has been the warmth they feel on entering the building.  Teachers and students alike are caring and nurturing.

            In the past five years, numerous activities have evolved which reflect our mission.  They include:  ASB, our study skills program, cross-age tutoring, cooperative learning, extensive staff training for inclusion and students at-risk, multi-cultural programs, Conflict Managers and parent partnership programs. (See E2., F7. and D3.)

D3.  How does your school ensure order, safety, and develop a disciplined environment conducive to learning?

            Our staff firmly believes that in order to provide the best possible education for each of our students, we must create an atmosphere that is conducive to learning and promotes positive student-to-student and students-to-staff interactions.  We provide a clear set of rules that are consistently and strictly enforced, as well as an abundance of rewards and incentives.  We operate with the belief that all children can learn to behave appropriately. The staff takes responsibility for teaching and reinforcing desired student behaviors and enforcing the school discipline plan.  We elicit parent support and regularly review procedures with students and parents for possible modifications.  A family handbook annually outlines the procedures for parents and students.   

            Our school operates with four basic school rules: students are to follow directions of all teachers and supervisors; keep hands, feet and objects to themselves; communicate appropriately at all times (no swearing, put-downs, shouting, etc.); and use equipment safely and as intended.  The key to our success is linked to our high standards for student behavior, establishing clear, concise, consistent and observable expectations.  We apply logical/natural consequences to offenses.  

            We understand that making mistakes is part of the learning process.  Students are issued rule reminders, “OOPS slips,” to communicate infractions and help track the effectiveness of the discipline program.  The data collected also serves as a classroom and school-wide teaching tool to review frequently broken rules.  Individuals with frequent offenses within one month are placed on a special behavior plan produced with parent and student input.  All students start with a clean slate each month, can earn the right to attend “reward day” activities and are recognized at awards assemblies. (See C2.)

            A behavioral referral is issued for serious offenses which include: willful infliction of physical harm on another person; willful destruction of property; flagrant defiance and/or blatant refusal to do what the teacher or supervisor tells a student; use or possession of drugs; and involvement in a theft or vandalism.  Parent contact is required for all serious offenses.  Consequences are progressive in nature and involve the student, parent and principal.

            Students play an important part in monitoring student behavior through our Conflict Managers Program, which believes that conflict is a natural process and seeks to find peaceful solutions to problems.  Sixth grade students participate in eight hours of training and serve as models, setting good examples for others.  They take students through a process to solve conflicts asking students to agree to five rules: no interrupting, no name calling, tell the truth, work to solve the problem and no physical fighting.  The program has been highly successful, serves as a model for other schools and has prompted expansion to social skills training within each classroom.

            A building safety committee meets quarterly to address concerns of staff, review accident reports and make recommendations for modifications in facilities or practice that will ensure a safe school environment.  Fire drills are scheduled monthly and earthquake drills take place four times a year.  An emergency plan has been established to provide for maximum protection of students in the event of bomb or chemical threats or any other safety concern that may arise.  The office screens all calls and contacts with students and only releases a child to parent-requested emergency contacts.  Parents or emergency contacts sign students in and out of the office, waiting for students to report to the office for dismissal.  All visitors wear visitor or volunteer pins that signify they have checked in at the office.

            At each grade level the “Here’s Looking At You 2000” curriculum is used to teach children personal safety.  The PTO also provides assemblies related to child safety, including issues such as child abuse and gangs.

            All staff are trained in “Universal Precautions” to protect them against bloodborn exposure and 14 of our staff have First Aid and CPR cards.  Recess aides carry walkie talkies and wear fanny packs containing gloves and medical supplies to aid in emergencies.  A school nurse provides training and continual monitoring of medication procedures for student safety.

D4.  By what means does the school prevent the sale, possession, and use of drugs, including alcohol and tobacco, by its students and off school premises and convey a clear "no-use" message?

            Mt. View’s staff views substance abuse prevention education and intervention of primary importance in reducing at-risk behaviors in students and improving the potential for student success.

Programs:  The Here's Looking at You 2000 curriculum is a model program used in grades K-6, teaching decision-making and consequence-identification critical in promoting drug-free youth.  The curriculum includes substance-abuse information, self-concept development and coping skills.  DARE, taught by a local law enforcement officer, is used to emphasize refusal skills.  Since this has been part of the curriculum, 100% of our 6th grade students have pledged to stay drug-free and have participated in DARE graduation ceremonies.  Our Substance Abuse Prevention and Intervention Program for Parents provides parents with the information they need to identify risk factors, develop resiliency and make use of available community resources.

Procedures:  Quick action, when needed, emphasizes the importance of following school rules.  Mt. View stresses open and prompt communication with parents.  The school counselor or district substance-abuse prevention counselor is called to provide intervention and/or provide long-term assistance to students and families.  One student was disciplined for a drug/alcohol violation in the 1995-1996 school year.

Policy:  Ferndale School District enforces a no-smoking policy on school grounds and in school vehicles.  Our building and district has a zero tolerance policy toward drug use or possession (including tobacco and alcohol) and a dress code that does not allow clothing that advertises substance abuse products.  Students involved in drug-related incidents are suspended, according to our district policy and procedures.  Effectiveness is shown by the serious nature of students when the curriculum is presented, adherence to the dress code and lack of discipline referrals due to substance abuse.

E1.  What opportunities are available for teachers and other school staff to collaborate, plan together or work in teams, and develop a sense of professional community?

            Collegial planning is a high priority at Mt. View and is necessary for the success of instructional programs.  Four half day planning days, two early release days, seven and one-half per diem days and 30 minutes of common planning time each morning along with common lunch and recess schedules allow opportunities for teachers to share information and plan curriculum.

            Mt. View is proud of the efforts made to share professional expertise and successes.  Sharing is demonstrated at each staff meeting, including effective strategies and practices.  Five staff members attended the Elementary Teacher Institute in 1995-1996 (and follow-ups) and shared knowledge of the new State Essential Learning document with colleagues. (See E2.)  Our speech therapist collaborated with her instructional associate to publish five professional books for use by other speech professionals.  Additional evidence of collegial planning includes the planning and implementation of thematic units, cross-age tutoring, team teaching experiences, peer coaching teams, grade level action plans and Professional Growth Options (PGO). (See E5. and F3.)

E2.  What staff development opportunities are available?  How were they developed?  How do they facilitate the goals of your school and the needs of participants?

            Teachers have a direct influence on determination of staff development opportunities and funding.  Student outcome data is shared and analyzed with the staff.  Building goals are reviewed and revised based on this outcome data and on how the data compares with the shared vision.  Teachers specify school-wide and grade-level goal priorities.  All staff development is directly related to school priorities and defined goals, using six percent of the school budget for funding.

Staff Participation:  Teachers prefer to bring presentations to the entire group, on site if possible, ensuring work as a cohesive group toward building goals.  School-wide presentations were attended by all staff last year.  All staff participate in additional staff development activities relative to specific grade level and/or individual goals which support our building goals.

            Teachers designed a comprehensive/long range Inclusion Staff Development Program to support the process of mainstreaming students with moderate to severe disabilities, to promote increased student performance and to make students feel a part of the regular classroom and school programs.  Inclusion training helped increase collaboration and consultation between general/special educators.  In 1991-1993, the staff received an IDEA (Individuals with Disabilities Education Act) Discretionary Grant for $46,000 over two years and a Kindergarten Integration Grant to facilitate changes.  The following classes were offered in-district and attended by all staff:  Cross-Age and Peer Tutoring, Study Skills, Project MESH, Adapting Curriculum/Content, Trust Building, Action Research, Inclusion Strategies and Peer Coaching.  75% of the staff attended Cooperative Learning and Developing Social Competency and selected representatives attended the Alaska Writing Project and made site visits to schools demonstrating best practices in inclusion and reading.

            Following an analysis of student performance data, reading was identified by staff as an area for school improvement.  Another $26,000 two-year IDEA grant and state Student Learning Improvement Grants (SLIG) were awarded to staff in 1994-1996 to help accomplish their goals.  Staff have been diligent in their review of current research related to reading and all selected from the following inservice opportunities to address grade level goals:  two-day Adapting Reading Programs for Low Performing Readers, one-day Peer Tutoring in Reading, 120-hour Reading Recovery Strategies, Thematic Instruction in Reading, one-day Make Parents Your Partners in Literacy, 60-hour ELIC (Early Literacy Inservice Class), 60-hour LLIFE (Literacy Learning Inservice Four-Eight), 40-hour Reading Best Practices, one-day Guided Reading and four-day Literacy Institute.  One-day Classroom Centered Assessment, weekly Alternative Assessment study groups and a variety of technology trainings were also offered. 

            In working to develop the leadership skills of each member of the staff, last year five staff members presented inservice workshops to Mt. View staff, district staff and at state meetings.  All colleagues share information gained at trainings during staff meetings and inservice days.  ELIC, LLIFE and Study Skills training involved bringing consultants on-site to demonstrate lessons in classrooms and provide follow-up-support and feedback to teachers.

            As a result of the staff development training, we have produced an Inclusion Strategies Handbook, Kindergarten Hand in Hand readiness brochure and noted an increase in special needs students’ performance and social development (as reflected in achievement data and interaction with regular students).  Students with disabilities are fully integrated into the regular classroom. There is increased collaboration between regular/special educators and volunteers.  We have also developed reading outcomes, made effective use of assessment tools and action research and have demonstrated overall improved student achievement.  Current research-based teaching methodologies are employed in all classrooms. 

            Several extra days are available to each staff member for planning and professional development. (See E1.)  Two to three additional days are funded through the SLIG.  We further extend training time by using faculty meetings for curriculum and staff development, relegating normal “business” to memos and networking.  Districtwide grade-level meetings, held three times per year, are designed for additional training and input into curriculum decisions.  Teaming at grade levels is valued and supported.  Many teams attend joint conferences.

            Other meaningful staff development activities include peer coaching/mentor partnerships, district grade-level meetings, early release day staff sharing of accomplishments and PGO. (See E5.)  Participation is other area professional networks include ASCD, ESD workshops, Western Washington University training, regularly hosting student teachers and practicum students and opening up our school for Hands Across the Border (Canadian/American Association) tours.

E3.  What opportunities exist for teachers to be involved in decision making?

            As a site-based decision-making unit, decisions at Mt. View are made through staff and committee meetings, surveys, grade-level teams and the Learning Improvement Team (LIT).  The LIT, consisting of teachers, the principal, parents, instructional aides and community members, considers and makes recommendations in areas such as school improvement, accelerated learning, budgets, discipline policy and parental involvement and concerns.

Curriculum and Instruction:  Adjacent grade level teams have worked to identify specific curriculum to be taught at each grade level.  Efforts have been made to make teacher expectations more consistent from classroom to classroom.  A homework policy, now in effect, reflects the success of our efforts.  Representatives from the Mt. View staff serve on the district curriculum committees.  They communicate between the district and the building on current curriculum trends and seek input from staff on specific issues.  Two staff members serve on the Curriculum and Staff Development Council that has decision-making power concerning all district curriculum and staff development.  One staff member serves on the district Report Card Committee.  Our MDT meets weekly to determine needs and recommend or design programs for our inclusive population.

Discipline Policy:  The discipline policy at Mt. View has been jointly developed by staff, parents and students.  Such ownership has created a consistent policy that all can buy into and implement.  The policy is reviewed annually and revised as deemed necessary.  (See D3.)

Program Evaluation:  Teachers have input into decisions about inservice opportunities based on individual and building instructional needs.  Surveys such as the annual Title I Needs Assessment give teachers input regarding services provided by special programs.  Special education teachers continually survey teachers to evaluate the effectiveness of the support provided to students, both in and out of the regular classroom.

Teacher Evaluation:   (See E5.)

Other activities:  The determination of budget priorities, use of aide time, scheduling, student placement, hiring of new staff and evaluation of instructional aides are other areas in which teacher input is sought and valued.

E4.  How are beginning teachers and those new to your school supported and their skills strengthened?

            Mt. View is directly involved in the recruitment of high school and college students enrolled in Western Washington’s Woodring College of Education.  Many have been hired as a result of their internships at Mt. View.  The principal works with WWU, Whatcom Community College and Bellingham Technical College to provide opportunities for instructional associates to observe and participate in the educational program. 

            New teachers are hired through a site-based decision making process that places teachers, instructional associates and parent representatives on hiring committees.  Once hired, a new member of the staff is provided a one-day orientation by the district that includes a visit to the Lummi Indian Reservation.  New teachers are invited to participate in the Washington Sate Teacher’s Assistance Mentor Program or a building mentor is chosen and paid to assist the new hire.  The mentor and protégé may choose to attend workshops together, engage in peer-coaching conferences and observations, make site visitations or work together to plan an integrated curriculum.  An eight-part video series detailing aspects of the first year is available for individual checkout.  Learning the cultural norms of our school is important as the collaborative nature of our school pervades all processes and procedures.  Grade-level teams orient the new teacher to our study skills program and curriculum expectations.  New teachers are given current district and building handbooks, a family handbook and a copy of Mt. View’s improvement plan.  They become a member of a building learning improvement team that meets throughout the year to address specific improvement goals.  The principal meets with all new teachers at the beginning of the year and periodically throughout the year to familiarize them with the evaluation cycle, discipline plan and policies governing the building.  A complete safety orientation is provided by our principal and custodial staff.  A review of all instructional materials and equipment available to support the curriculum is provided by the librarian.

E5.  What are your school's formal procedures for supervising and evaluating teachers and instructional practices?

            At Mt. View School, the evaluation process is a collaborative and cooperative process.  The first four years a teacher is employed with the Ferndale School District requires evaluation with the “long form” evaluation tool.  Anyone recommended by the principal and all teachers, every five years, are also evaluated using the long form process.  This research-based tool integrates the characteristics outlined in the 1995 research synthesis of effective school practices into the evaluation criteria.  In addition to the seven areas outlined by the legislature, an 8th category, “Communication With Parents,” has been added.  All other teachers may choose a "short form" or a PGO, a self directed professional growth program based on action research and reflective thinking.

Long Form:   Each certificated member in this category is formally observed twice for at least 30 minutes during the school year according to the district evaluation criteria.  Teacher and principal participate in a pre-observation planning conference at which time lesson goals, instructional strategies, student evaluation and feedback are discussed. The principal meets with the staff member following the observation for the "reflection" conference to gather information from the teacher.  This information is recorded into the formal written record.  Strengths are articulated by the teacher, data is shared, student outcomes reviewed and goals for future growth are developed by the teacher.  These observations, along with a teacher reflective summary of growth throughout the year are used to formulate the final evaluation, on file in the personnel office.

Short Form:  Principals may provide teachers with an opportunity to select the "short form" that requires one 30-minute observation.  The final evaluation form is a condensed version of the summative evaluation long form.

Professional Growth Option:  PGO is an alternative process that encourages professional growth through goal setting.  It involves the teacher and administrator in cooperative discussions and planning and collegial interaction for the accomplishment of individual goals.  Emphasis is placed on support for the teacher's judgment about their own performance.  Administrative questions are designed to facilitate teacher growth in universal intellectual standards such as specificity and breadth and depth of analysis for action.  PGO plans focus on the collection and analysis of student performance data and subsequent teacher decisions.  All Mt. View teachers eligible to participate in the PGO option voluntarily select it rather than the short form.

F1.  What are the goals and priorities for the school and its students?

            The Mt. View Mission statement, analysis of student performance, input from LIT and teacher analysis of student needs contribute to the goals and priorities for our students. (See D2. and F6.)  The building goals focus on improvement of student learning and programs to help students achieve success in their lives.  During the 1995-1996 school year, the school focused on one main goal:  “To improve student achievement in the area of reading: using a variety of strategies our goal was for students at Mt. View to demonstrate improvement in the following areas: comprehension, fluency, accuracy, critical thinking and reading for information in the content areas.”  Our focus on reading is based on the belief that reading is the paramount skill needed to be successful in all other endeavors and therefore impacts all other areas of achievement.  Each grade level identifies specific goals that facilitate progress toward this reading goal. 

            During this school year the school is focusing on an additional goal: “To develop a stronger parent/community partnership to help us further impact student performance in reading.”

Goal Priority and Development:  In the fall of 1987, Mt. View began a two-year state accreditation project that resulted in a three year improvement plan. (See F5.)  The process emphasized collaborative efforts by the staff, students and parents working together to prioritize the needs of the school.  Since the 1989 acceptance date, the goals of this school have been rewritten, reviewed and revised yearly by staff, parents and the LIT based on the self study and reading goal criteria.

Goal Communication and Review:  The principal, as the “keeper of the vision,” plays a vital role in communicating district and building level goals to the community.  At the beginning of each year, building goals are reviewed with teachers and activities are planned for the early release days and professional development days throughout the year.   The principal reviews yearly goals with the community through monthly newsletters, monthly PTO meetings, LIT meetings and a family handbook distributed to each family in the fall.  Community members are invited to attend goal planning sessions.  Various aspects of Mt. View's program have been featured in the Record-Journal, The Bellingham Herald, ESD Express Newsletter and local radio stations.

Community Voice in Goal Formation:  The LIT helps establish and monitor goals related to school improvement and our SLIG and has input into decisions that affect student learning and the budget. (See E3. and F3.)  A site-based decision model is used to develop the annual school budget. (See F4.)  Due to careful monitoring of school expenditures, the school has always maintained a balanced budget.  All budget expenditures, student performance data and accomplishment of goals are published in our annual School Performance Report that is sent out to members of the community and provided to new families as they register.

F2.  How do the principal and other school leaders motivate staff, parents, and students to accomplish the school’s goals?

            The principal inspires a shared vision of high expectations for all, educating the whole child and maintaining a constant learner focus.  The culture of continuous improvement is strengthened through shared leadership and trust in the collaborative efforts of our entire school family.

Staff:  Through site-based decision-making and teacher empowerment and leadership, there are well-defined, mutually agreed upon goals.  The staff works cooperatively to create policies, programs and identify resources to accomplish school goals.  The principal’s high standards of excellence, strong instructional leadership and role as facilitator motivate staff to participate individually or as teams in staff development, engage in committee work and shared leadership.   She gives constant encouragement, recognizes strengths and celebrates accomplishments.

Students:  Students are motivated by the presentation of awards and celebration of accomplished school goals.  “Gummy Bear Awards” are given to acknowledge positive behavior and students sign the principal’s Gummy Bear Book.  All staff make an effort to greet students by name and recognize students’ individual growth.  The principal participates in school activities including “Bedtime and Books,” the “Jog-A-Thon” fundraising activity and “Unity Days.”  She works with students, teachers and parents to develop individual learning and/or behavior contracts.

            Staff seek student input into decisions and involve them in accomplishing school-wide and individual learning goals.  Student ownership helps motivate them toward achieving success.

Parents:  Parents are viewed as critical partners in the educational process.  LIT members facilitate implementation of the building learning improvement goals, head committees and ensure the goals of the schools maintain a high level of visibility.  The principal and teachers take an active role at monthly PTO meetings.  Volunteers are recognized both formally and informally.  The principal communicates the school vision in the family handbook and through bimonthly newsletters.

F3.  How is the instructional leadership role carried out in your school?

            At Mt. View, we share in the responsibility of instructional leadership and belief that the improvement of student learning and success is our shared responsibility.  As a guiding influence, we focus on what and how students learn versus what teachers teach.  Through a site-based model, involving all staff and the LIT, we establish goals for the improvement of student learning for our school. (See F4.)  Instructional goals and assessment and/or evaluation strategies are developed to accomplish the specific learning goals.  This provides an instructional focus that unifies the school and provides articulation for curriculum and instructional strategies used.  The LIT monitors progress and regularly receives feedback during monthly meetings regarding the progress toward goals and needs for resources to accomplish goals.  The continuous review of expectations and successes keeps the vision alive for all and makes our goals a high priority.     

            Grade-level teams devise specific plans to implement instructional goals utilizing best practices.  They define performance criteria to measure the success of students relative to their goals and hold one another accountable.  The building principal provides resources and support to aid the teams in their efforts, while monitoring their progress and accomplishments.  As an entire staff, progress toward instructional goals is celebrated bimonthly, mid and end of the year.

            Many individual teachers select the district PGO to devise individual improvement plans in place of the standard evaluation format. (See E5.)  As participants they select colleagues of their choice to mentor and/or coach their efforts toward goal accomplishment.

            Once specific goals are established, the building principal seeks innovative curriculum practices and staff development opportunities to support each team and individual.  She is a visible member of the instructional team and participates in all training to provide leadership for implementation.  She works with teams to apply for grants and other resources to help fund innovations and change.  Annual goal conferences with the principal establish a framework for formal supervision and evaluation.

            Staff are encouraged to receive specialized training and become “local building experts.”  Local building experts are then called on to train staff in effective strategies and are available to supervise the implementation of practices.  Building curriculum representatives keep staff updated on current curriculum expectations, research and best practices.  Expertise is passed in mentorships to student teachers, university practicum students, high school teaching assistants, instructional associates and parent volunteers.

F4.  How is the day-to-day management role carried out in your school?  To what extent and how is technology used to improve management efficiency and effectiveness?

            Well-developed district policies and procedures guide the school in the overall management of the school program.  The district supports school-level decisions.  The LIT and staff assume decision-making responsibility and establish the school budget, providing parameters for expenditures.  The building secretary and principal maintain budgetary accounting practices to monitor and report all expenditures from the various budgets assigned to the building.  Office personnel are responsible for all personnel related accounting.  The building librarian manages budget accounts within her area. (See C4.)  Payroll is generated through a district level payroll office.  In addition, the secretary maintains an inventory of all equipment within the building.

            The office clerk is responsible for managing the computerized Washington State Information Processing Cooperative (WSIPC) system to organize student information, keep attendance, devise class lists, create labels, provide monthly district enrollment data, report migrant and ethnic data, record emergency and medical/health information including immunization data, develop custom reports and create information file cards.  The system presently allows for the transfer of student data electronically from school to school within the district and, in the future, will have the capacity to transfer students from school to school within the state.  In the future, we plan to expand the WSIPC program to include data collection on student performance as it relates to the state Essential Learning standards and benchmarks for learning.  When classrooms are networked they will be able to access student performance records electronically.  We plan to design a special program that will allow us to automatically generate the letters sent to students and parents when students are absent or tardy a specific number of times or reach a specific discipline level.

            The clerk administers and tracks medication procedures.  She monitors the building behavior plan, collecting and recording data and provides teachers with information regarding student performance and qualifications for rewards and incentives.  We are in the process of transferring this process over to a database in the WSIPC system that will allow us to create reports and present data related to the effectiveness of the plan more efficiently and effectively.

            Student achievement information is collected and maintained by the classroom teacher.  Each classroom has a Macintosh computer, CD ROM and printer for instructional use as well as maintaining student records.  In the intermediate grades, all teachers are trained in the use of Grade Machine and regularly send home information regarding students’ progress.  Classrooms use video and audio recording to collect data related to reading progress and project-oriented presentations.  During the 1997-1998 school year, each teacher will have the capability to use a new computer-generated report card to record and present student performance data.

            In the computer lab, the Jostens program places students at appropriate instructional levels. (See B3.d)  Detailed student progress reports are generated by our lab technician.  The school has two Internet stations that provide us with E-mail capabilities that allows for transfer of information from school to school.  A need for a local and wide area network was established by our school improvement surveys.  Implementation is expected within the next two years.

            A districtwide long range plan has been developed to allow for the planning and implementation for the use of technology and networking.   Funding has been one of the major obstacles in acquisition of hardware, wiring and training.  A district bond issue was passed to provide for the needed electricity to expand our networking capabilities.  The building also needs to be wired; dollars have been secured through a recent capital projects levy.  The staff is currently in the process of receiving training on Internet usage and networking.  It is our goal to have all staff trained when we receive our network hookup during the 1997-1998 school year.

            When all schools are networked, we will be able to communicate electronically and be more efficient in our management of many systems that now rely on intercom interruptions, delivery of paper to and from classrooms, sending information through the district mail, going to the library to see if a book is available, etc.  In the future, our technology improvement plan will drive technological advances in addition to networking, such as phones in each classroom and video on-line.  These advances will allow us to handle day-to-day management of bus passes, phone calls, library books, attendance, announcements, lunch count, discipline and performance data, homework hotline, electronic purchase orders and on-line immediate budgetary updates.

F5.  What kind of school improvement process is in operation at your school?  How was the Nomination Form for the Blue Ribbon Schools Program developed and how did this initiative relate to other school improvement efforts?

            Continuous improvement has been the norm at Mt. View.  The self-study accreditation process and subsequent comprehensive multi-year improvement plans drive our improvement efforts.  Mt. View staff participated in a self-study based on effective school research beginning in 1987.  The positive and negative indicators that the study generated caused committees to be formed with 100% teacher participation.  These committees formulated goals, objectives and a plan of action to address areas of concern identified in the study.  A school-wide improvement and monitoring plan was developed to insure success.  This initial study taught us processing skills to conduct surveys, engage in brainstorming, develop goals and objectives and create planning documents.  Many of these committees are still in existence today.

            Mt. View's vision towards continuous school improvement was developed by staff and parents, including which skills, attitudes and competencies are important for each student.  An inclusion committee was formed to help with the transition to full inclusion in our school with the aid of the IDEA Grant in 1991. (See E2. and F7.)  For this, and all committees to operate successfully, action plans are developed by representative committees of teachers which specify the goal, activities, timeliness, resources and methods utilized to evaluate success.  Continuous monitoring by staff, revision and re-evaluation are part of the strategic planning process.

            In 1993, Mt. View selected "reading" as our SLIG topic. (See F1.)Test scores were indicating challenges for students throughout the curriculum areas.  With the publication of the State Essential Learnings in Reading in 1994, grade levels were able to align Mt. View curriculum to match the state and to establish related implementation goals. (See F6.)

            In spring of 1996, a decision was made by our staff and the LIT to apply for a "Blue Ribbon Schools" award.  The principal, teachers, paraprofessionals, parent and community volunteers, collaboratively wrote and edited the nomination form in the fall of 1996.  As criteria for the conditions which foster excellence in education, we viewed the nomination process as a means to insure all stakeholders have a clear vision of these indicators.  Documenting our progress has highlighted our strengths and areas for improvement.  It has also given us great reason to celebrate.

F6.  How does the school use recent educational research findings, national/state assessments of education and the school’s own internally developed data (related to outcomes, participation, demographics, etc.)?

            The Mt. View staff keeps abreast of recent research by reading current research findings, reviewing Effective Schools Research, participating on district curriculum committees, attending workshops and seminars and receiving training in instructional best practices and assessment.  Information gained from such involvement is shared with all staff.  A professional library, containing current research, is maintained and available to all.  Action Research and PGO plans must be based on best practices.

            Mt. View’s reading, writing and communication goals are closely aligned with the Washington Commission on Student Learning’s Goal One:  Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings.  Diagnostic tests such as the Reading Recovery Observation Survey for first graders and “Running Records” of text reading at all levels, help to determine student strengths and weaknesses that can be appropriately addressed.  Results of the fourth grade nationally standardized CTBS tests are reviewed annually and prompted our school to develop improvement goals related to the area of reading.  Because of poor performance over several years and the connection to reading, we applied for and received grants that helped us change instructional strategies and have resulted in marked improvement in test results. (See E2., F7. and H2.)  Writing skills were evaluated by both holistic and analytical scoring each year until this last spring.  The framework for scoring helped us design more effective writing instruction that has helped raise scores in writing. (See H1.) 

            Many strategies and activities such as cooperative learning, peer and cross-age tutoring, enrichment clubs, expanded use of technology and the integration of curriculum are used and reflect Mt. View’s efforts toward improvement.  We are committed to finding ways for each student to be a successful learner.

F7.  As you look back over the last five years, what conditions and/or changes have contributed most to the overall success of your school?

            Mt. View has demonstrated continuous improvement over the past five years.  Several changes have created a more positive learning environment for students.

PTO and LIT:  Mt. View leadership and staff work very closely and cooperatively with our PTO to establish a “kids first” environment in our school and community.  Teachers regularly attend PTO meetings and work with parents to find new ways to help improve the learning environment.  We work together in positive ways to keep channels of communication open.  Our homework policy and weekly progress reports help keep parents involved.  On special occasions, such as Open House and Parent/Teacher Conference nights, the PTO provides dinner for teachers at school.  This is an example of the friendly, positive atmosphere that exists between the PTO and the teaching staff.  The LIT is an example of cooperative site-based decision making that has lead to success for Mt. View students. (See E3., F1., F3. and G1.)

IDEA Grants:  These grants were the beginning of Mt. View’s move toward inclusion.  The move to the level of inclusion we have achieved today was not accomplished without some discomfort.  When we began to look at inclusion, significant numbers of special needs students were in their own self-contained classroom, isolated from the rest of the school.  These students did not join in with others on the playground or in any school-wide activities.  Other students didn’t know their names or understand their differences.  They “tolerated” the special needs students but had no further connection to them.  Today, Mt. View has achieved nearly total inclusion.  All  students are members of a “regular” classroom.  Students regularly engage in play activities, programs and presentations together.  They are invited to other children’s houses for play or birthday parties, and are as much a part of our school as any other child.  A person new to the school or the classroom has a difficult time identifying our special needs students, as they blend in so well.

            Most of the special needs students’ education is carried out through modified programs in the classroom with minimal pull-out.  Mt. View staff believe all students are capable of learning and have high expectations for all students.  This belief has helped staff achieve great success in meeting the needs of these students within the regular classroom through adaptation of materials and focus on the individual.  Due to inclusion, we have seen dramatic increases in individual students' performance, both socially and academically.  Some have been able to work at grade level in certain academic areas and others are able to function with little or no support within the classroom, far exceeding our expectations.

SLIG:  This grant, received annually since 1993, continues to have a positive impact on Mt. View.  The entire staff was involved in selection of the focus for improvement.  We selected reading based on low standardized test scores and the belief the improvement in this area would result in improvement throughout the entire curriculum.  (See F6.)  We looked at the curriculum at each grade level and coordinated the curriculum with adjacent grade levels to ensure there were no gaps.  We matched our reading curriculum to the guidelines set forth by the state.  We approached the task of reading improvement as a team, focusing on what students are learning rather than on what is being taught.  Saturating the school environment with reading, we found that test scores in reading improved, as well as scores in other curriculum areas. (See H2.)  Mt. View continues to work on the improvement of reading this year, focusing on strengthening the home-school connection.  We are piloting the district’s new homework policy, creating a newsletter focused on reading and attempting to create opportunities for more parents to be involved in a school.

            We are “Always Reaching New Heights,” as our motto states.  We continuously strive to improve student learning.  Identified obstacles have been overcome as staff, students and parents work together to meet the challenges before us.

F8.  What do you consider the major educational challenges your school must face over the next five years?

            The major areas of challenge for Mt. View over the next year five years are:

Insuring that all children come to school with the pre-requisite skills needed to be successful learners:  We will need to expand parent partnerships as we continue to provide them with training, developmentally appropriate materials and the support needed to help their children be prepared to enter school.  Preschool opportunities need to be modified and expanded to meet the demand for higher standards for all children.  We continue to see a greater number of children who come from homes that are emotionally bankrupt.  These families have great difficulty providing the structure and support needed to focus their children on school.  We will need to develop additional partnerships with community support systems, so that together we can assist families in ensuring students come to school with their physical and psychological needs met or satisfied. (See A7.)

Our student population will reflect greater diversity: economically, socially, racially and intellectually:  We need to provide an even larger variety of programs to ensure equitable learning opportunities are available for all students.  High expectations must be held and communicated to all students.  Teachers must work to gain and demonstrate the skills required to meet the increasingly diverse needs of learners in their classrooms. 

Continuous preparation/training of teachers:  At Mt. View, we will continue to emphasize and develop our focus on continuous self improvement through a collaborative model. (See F1.)  We will focus on best practices that allow us to meet the needs of our children while continuing to raise the performance standards. (See E2.)

Being asked to do more with less while being held more accountable for the performance of all children:  We will need to increase the use of volunteer support in our school.  We will need to involve other students, parents and significant adults in the day-to-day support of the children's academic needs, both in and out of school.  We will continue to define and refine what is essential for students to learn while increasing the use of proven techniques of effective teaching and assessment in every classroom.

Ensuring that all students have a sense of "purpose" for their schooling:  Many students from 4th grade and beyond seem to lose the intrinsic motivation that helps them to be excited and intimately engrossed in learning.  This dilemma can be reduced significantly by demonstrating the relationship between what students are learning and how and where they can use that learning in their present and future lives.  This needs to be done routinely in every discipline and daily in every classroom.  The knowledge that education is purposeful and has a practical and meaningful application in our daily lives is critical to the success of today’s and tomorrow's learners.

G1.  How are families, including parents with disabilities, parents with limited English proficiency, parents of students with disabilities, and parents of limited English proficient students, encouraged to be involved with their children's education?

            Families play a critical role in the success of their children at Mt. View and are encouraged to participate in a variety of school activities.  Their contributions are widely diverse as they perform the roles of teacher, learner, decision maker and advocate.

Supporting parenting roles:  Mt. View supports and enhances the parenting role by providing parenting classes, opportunities to observe effective reading techniques modeled with students through Bedtime With Books, daycare, supplies, coats and breakfast. (See C4. and G2.)  We bring community resources into our school to assist parents. (See A7.)  Counseling, home visits and transportation to conferences are available as needed. (See G2.)

Ensuring communication:  100% of Mt. View teachers send home daily homework and 89% regularly send home newsletters to inform parents of classroom learnings, and provide an opportunity for parents to respond.  Parents are welcomed and encouraged to visit classrooms, assemblies and other events.  We are proud of 95% representation of the total families at fall and spring conferences.  Teachers make an effort to meet parents' schedules by holding conferences during the day and in the evening.  Teachers stay in touch by phone, through notes and during and after school meetings.  ESL students and families are assisted by translators with conferences, report cards and communications to or from school. (See B5.)  The home/school connection is being further enhanced this year with a parent partnership bulletin board. (See A5.)

Encouraging volunteers:  Parents are encouraged to join the Mt. View PTO.  PTO committees and staff work together to present activities throughout the year.  Specialized training in current technology is provided for parents who volunteer in the computer lab, library media center and school office.  With teacher direction parents help develop bulletin boards, lead small groups and tutor students in reading.  Many volunteers are in classrooms on a daily or weekly basis, particularly in the primary grades, where there is an average of six volunteers in each classroom each week.  Those unable to come to school assist with take home projects such as the assembly of our yearbook or drive on field trips.  Parents check in at the office and pick up their personalized volunteer badge.  Visits are recorded on a volunteer log-in chart.  Last year, 17,036 volunteer hours were documented.  Each spring, approximately 120 parents are honored at a volunteer luncheon.  Involved parents represent the diversity of our community.  Single parents, mothers, fathers and grandparents are represented.  Caucasian, Native American, Asian, Hispanic, African American, Puerto Rican, Filipino, Russian and many nationalities work together at Mt. View.

Facilitating home learning:  All parents are asked to monitor students’ homework closely and to sign homework calendars, reading logs and assignment sheets.  In 1996, teachers reported an 85% average of homework returned.  At-home summer learning packets were requested by 126 families in 1996 and a parent lending library is available to families upon request.

Decision making:  A major effort to involve parents in setting goals for the school began with our self study project. (See F5.)  The data from parents, students and staff surveys led to the development of a three year school-wide improvement plan revised on a cyclical basis and reviewed annually.  Four parents serve on the LIT (See E3., F1. and F3.) As members, they help guide the school in policy making and school improvement goal setting.  Mt. View's success is due in part to the active role parents play in working with us to educate their children.

G2.  How does the school support the needs of families?

            Mt. View attends to the diverse needs of families through referrals to community service agencies, transportation, family outreach, personal health assistance and conferences. (See G1.)

Community service agencies:  Referrals to community service organizations include putting individuals and/or families in touch with agencies that serve physical and emotional needs.  The school staff collaborates with social and health service agencies in the community.  (See A7.)

Counselor:  The counselor assists parents and students with training in classrooms, small groups and individually.  This training includes working cooperatively in groups, managing anger, dealing with divorce and other grief or loss and living within alcohol or drug-impacted families.  He conducts home visits and offers parenting classes on a variety of topics.

Daycare:  Mt. View and the YMCA offer before- and after-school daycare for students.  Daycare is provided at all PTO meetings.  Preschoolers are welcomed with their parents when volunteering.

Transportation:  Ferndale School District offers daily bus transportation for students living beyond a mile from school and after-school transportation to students who wish to stay after school for sports, enrichment programs, clubs or tutoring.  The Johnson O’Malley program provides transportation for parent/teacher conferences, for the parents of Native American students.

Personal Health:  As a school family, Mt. View has collected food and clothing to assist families in need.  Approximately 10-12% of Mt. View children have breakfast at school and 65% regularly participate in the hot lunch program.  The school nurse communicates to and educates students and parents about hygiene, head lice and other medical concerns.

G3.  What opportunities does your school provide for meaningful collaboration with other educational institutions, businesses, and other community groups?

            Mt. View has a history of meaningful collaboration with other educational institutions and services.  WWU student teachers and practicum students are regularly supervised and trained at Mt. View.  Speech, language development and tutoring services are available to students through the university.  Mt. View was involved in the 1995-1996 Whatcom County Consortium Goals 2000 Grant involving four area districts in collaboration with WWU.  Consortium activities involved literacy, best practices teacher training, student intern experiences and professional development schools and construction of a Web page for the Goals 2000 grant.  The building also worked with the State Commission on Student Learning. (See B3.)

            As members of the Northwest ESD, resources are available to staff in the areas of art, language, assessment, substance abuse, programs for the talented and capable and migrant/ESL students.  Workshops for teachers and parents are available at no cost or reduced fees.  Students from Ferndale High School and the Alternative High School serve as teacher assistants in our classrooms. (See A6.)  We work collaboratively with the county Headstart programs.

             Many area businesses and industries support field trips and enrichment programs that extend our curriculum. (See G4.)  TOSCO Oil supports our participation in the annual Math Olympiad program and Arco Refinery helps fund student summer enrichment classes. (See G4.)  Local businesses give generous donations to the PTO fund-raisers such as the Sock Hop and Jog-A-Thon.  Area business persons have been guest readers during special reading celebrations.  Local law enforcement agencies, the fire department and the public library give on-site presentations to classroom groups.  The local Boys and Girls Club, Red Lion Club and YMCA use Mt. View facilities for sports practices, games and daycare.

            The Boeing Corporation has developed a partnership with our school district and has provided trainers to teach staff site-based decision making strategies, community connections and facilitation skills.  Through this training we have recognized the value of collaboration with the private sector.  We also receive “Boeing Bucks” to acquire surplus office items and materials.

G4.  How does the school use the educational resources in the community to extend learning opportunities for students and families?  How does the school make families aware and encourage their use of educational resources outside the school?

            Mt. View staff is aware of the learning opportunities that exist in the community and encourages family awareness and use of the educational resources through field trips, newsletters and presentations at school by representatives from the community. 

            Each classroom takes a field trip to the Ferndale Public Library as part of our community partnership goal in reading.  Field trips are taken to Whatcom County Museum, Children’s Museum, TOSCO Oil and ARCO Refinery, Maritime Heritage Center, Ferndale Post Office, Fire Department, Bellingham Airport, Ferndale Pioneer Park, Tennant Lake, Birch Bay  and Larabee State Parks.  Guest presenters come from the Ferndale Library, Pacific Science Center, Whatcom County Museum, State Patrol and Fire Department.  Parents are encouraged to participate in field trips and presentations.  We send home information regarding community offerings to families.

            Mt. View encourages students to participate in the district Summer Enrichment Program.  Spanish, computers, art, sign language, music, drama, literature, science, writing and cooking are classes that are offered to students in grades 3-8 during each June and July.

H1.      What formal procedures does your school have for assessing and reporting student achievement?  What relative emphasis is given to various forms of assessment in determining individual student achievement and school performance? Why?

            Clear achievement targets have been identified for each grade level.  Classroom assessment tools reflect individual student needs relative to the specific achievement target.  Ongoing criterion referenced classroom assessments are used daily to inform instruction, as well as to inform students and parents of progress. Student writing is assessed throughout the year to ascertain the presence or absence of the six writing traits.  Linked to the National Assessment of Educational Progress (NAEP) model, analytical scoring of student writing at the intermediate level is done each spring.  Results become part of each student's file and are passed from teacher to teacher.  Student portfolios are also shared.

            Student performance is assessed utilizing a variety of state, district, school and classroom measures.  At both 4th and 6th grade levels, the 1989 Macmillan McGraw-Hill Comprehensive Test of Basic Skills (CTBS) is administered.  Pre- and post-testing with the Woodcock reading test is used with 50 Title I/LAP students, in accordance with federal regulations.  The Reading Recovery standardized observational survey is used with 12 first grade Reading Recovery students.  Reading and math measurements are part of our Jostens computer lab.  The Botel, Gates, Woodcock-Johnson and Keymath standardized assessment tools are used by teachers to determine student placement in instruction groups and to document progress.  End of the book tests are administered in reading and mathematics.  Student writing samples at grades 3 through 6 are scored analytically using criterion references.  Teacher checklists, action research, Running Records and rubric scoring criteria are used throughout the grades.

            The building annual school performance report documents student achievement for parents and community members as reflected by the state mandated CTBS/4 given in the fall of 4th grade. Student progress is reported through report cards three times each year and formal parent conferences twice each year.  Weekly progress and mid-quarter reports are issued by many teachers.  Completed work is sent home on a weekly basis for all students.

H2.  Provide results from standardized and performance-based assessments developed at the National or State levels for the grade levels tested in each of the past five year.

            Student performance is assessed in Washington State in October for grades 4, 8 and 10 using Macmillan/McGraw-Hill’s Comprehensive Test of Basic Skills (CTBS), Fourth Edition, normed in 1988.  As far back as 1987, the administration at Mt. View school recognized the importance of assessment in establishing building goals.  For that reason, we have augmented the statewide testing program to include grade 6 in addition to grade 4.  Results for the period of October 1991-1995 for grade 4 are represented on the graphs on the following.

            In 1991-92, 62 students (97%) were tested; in 1992-93, 70 students (92%) were tested and in 1993-94, 58 students (88%) were tested.  Exemptions were granted for special education students with multiple disabilities.  The period from 1994 through 1996 shows a dramatic increase in the number of students exempt due to parental requests.  As part of a conservative trend, the most common reason cited was disapproval of state testing or placing test data in a student’s permanent record file.  For example, in 1994-95, 61 students (87%) were tested, 10 of the 12 exempt due to parental request.  Similarly in 1995-96, 52 students (80%) were tested with eight out of 13 exemptions due to parental requests.  Five exemptions were students with moderate to severe disabilities, totaling more than the four previous years combined.  All exempt students were tested by alternate or standardized measures outlined in their individualized educational plan (IEP).

            While we have focused our improvement efforts in the area of reading, we are proud of the fact that all other content areas continue to show improvement.  The following is a comparison of changes in Mt. View national percentile scores on the CTBS in the past five years:

                                    Scores 1991-92              Scores 1995-96     Percent Change

            Total Reading              45                                            57                                +21%

            Total Language            48                                            58                                +20%

            Total Math                   41                                            72                                +43%

            Total Study Skills        51                                            64                                +20%

            Total Science               35                                            68                                +48%

            Total Social Studies     39                                            68                                +43%

            Total Battery                44                                            64                                +31%

            The following indicates CTBS scores for classes as they go from 4th to 6th grade.  In all cases there is an increase in student performance.         

4th Grade Students Tested Again As 6th Graders

                                       CTBS                  CTBS

                                    4th Grade                 6th Grade

                                     1991- 92        to         1993 - 94                     Percent Change

                                          44                               54                                +18%

                                    1992 - 93         to         1994 - 95               

                                          51                                61                                +16.4%

                                    1993 - 94         to         1995 - 96

                                         48                                 55                                +12%                                     

            In 1995-1996, Mt. View scored above the national percentile in all areas and equal to the national percentile in language expression.  Significant improvement has be shown over the past five years, as exemplified by  the following figures:

                                                      1991-1992               1992-1993               1993-1994               1994-1995               1995-1996

                  Vocabulary                       36                               45                               47                               56                               52

                  Comprehension              52                               57                               47                               67                               59

                  Total Reading                  45                               52                               48                               63                               57

                  Mechanics                        52                               61                               50                               64                               57

                  Expression                       40                               42                               38                               58                               50

                  Total Language               48                               55                               45                               64                               58

                  Computation                   41                               50                               52                               68                               73

                  Application                     41                               44                               44                               61                               64

                  Total Math                       41                               47                               49                               67                               72

                  Study Skills                     51                               64                               58                               69                               64

                  Science                              35                               39                               40                               64                               68

                  Social Studies                  39                               50                               49                               70                               68

H3.  What was your school's record last year (1995-96) in the following areas?

            Daily student attendance                                              95 %

            Number of individual students involved                    

              in serious disciplinary incidents                                  1 %

            Daily teacher attendance                                              96 %

            Teacher turnover rate                                                     0 %

            At Mt. View, a "serious disciplinary incident" is an act that is illegal, dangerous/violent or insubordinate, resulting in out-of-school suspension.  In 1995-1996, five serious disciplinary incidents resulted in student suspension.  Students meet with the principal and/or counselor to reconcile the immediate concern before the suspension.  Students, parents, teachers, the counselor and principal develop behavior contracts with students to insure their success, following the incidents.  In each of the five cases there were no repeat offenses.

H5.  Which awards received by your school, staff, or students during the last five years are most indicative of school success?

School-wide Recognition:  Mt. View's successful IDEA Grant applications, totaling $72,000, exemplify the effectiveness of our strategic planning. The grant resources paved the way for our school to implement effective learning improvement strategies. (See E2. and F7.)  They provided an action research format to monitor progress and an accountability system to document results.    

Student Awards:  At Mt. View, students come first.  Each year approximately 12, 5th and 6th grade orchestra students receive superior ratings from district competitions.  An average of 20 Mt. View 6th graders receive the President's Academic Fitness Awards each year, recognizing students with a 3.2 grade point average and above.  Matthew and Julia Jeffries, 5th grade and 6th grade respectively, are residing “Little Warrior” and “Jr. Princess” for the Tulalip Tribe and have won more than a dozen Native American Dance competitions throughout the Northwest during the past year alone.  Colby Robertson, 4th grader, is featured in the local Bellingham Herald newspaper as a junior movie critic and several students each year represent Mt. View as Design-An-Ad Contest winners for local area businesses, sponsored by the Herald and the Record-Journal.

Parent Award:  At Mt. View, we believe that a strong parent partnership helps to promote improved student learning and is a key to our school success.  Following staff nomination in the spring of 1996, Jackie Rodriguez, parent volunteer and Art Docent Coordinator, received the distinguished WWU Woodring College of Education "Award for Professional Excellence." (See B1.e)

Teacher Awards:  We are proud of our outstanding staff whose talents contribute greatly to our school’s success.  In 1992-1993, Cathy Cook, 6th grade teacher, was awarded the National Endowment for the Humanities Fellowship used to further develop her skills in multi-cultural education.  Joanne Donnellan, strings and orchestra teacher, has been awarded many musical honors including the 1994 American String Teachers' "Outstanding Teacher" award for Washington State.  In 1995-1996, Kathy Watt, 2nd grade teacher, received recognition  in the Washington Education Association "A Teacher to Remember" student essay contest.