1. Monroe High School The school has one main hallway During passing time, this is completely filled up. It has a some what strict feeling to it, but they try to lighten with student work There are 4 main branches off of the main hallway. Originally, these were to be separate schools, did not work out. Causes to separate the school into 4 sections, a type of barrier.

2. Monroe High School Website Bearcat Pride is an organization similar to PTSA, bringing parents and teachers together. School website and messages in the school are consistent, trying to involve parents with school.

3. Monroe High School Support School has implemented Bearcat Support An after school and weekend support for all subjects. Staffed by volunteers from the teachers. Graduation Rate, 82 %. Above the statewide average of 77%.

4. Monroe High School Website The emphasis on the website is the focus on particular subjects for the school. Also focus on using Professional Learning Communities (PLC’s) PLC’s are discussed often within the staff, but there is not complete agreement to goals or implementation.

5. District Website District website is under the category of Superintendent of Schools. MHS is part of NW Service Educational District 189, with no report card information. Website of Monroe district does not share information concerning demographics or report card of the district. The main information provided is resources outside the school and within the community.

6. Monroe Report Card Percent Pass of WASL Have a large challenge in Math & Science Math & Science drop from Middle School to High School Grade Level Readin gMathWritingScience 3rd Grade 66.90%61.80% 4th Grade 69.80%47.00%55.90% 5th Grade 71.50%51.70% 37.20% 6th Grade 67.60%44.40% 7th Grade 55.60%47.00%64.40% 8th Grade 72.00%51.60% 54.00%

7. Math & Science Over the Years Math has remained about the same for the last 3 years. Very low overall. An increase from 2006-07, but basically the same for the last two years. Still overall very low. Source: http://reportcard.ospi.k12.wa.us

8. Teacher Information Teacher Information (2008-09) Classroom Teachers 376 Average Years of Teacher Experience 11.9 Teachers with at least a Master's Degree 70.50% NCLB Highly Qualified Teacher Information % of classes taught by teachers meeting NCLB highly qualified (HQ) definition 94.70% Majority of teachers have their Master’s Degree Majority of teachers meet the NCLB highly qualified definition Math and science results are still less than 50% passing the WASL Do these added certificates matter?

9. District Demographics Ethnic breakdown similar to city demographics. Confirms the 12% Hispanic population of city is similar in the schools. Ethnicity (October 2008) American Indian/Alaskan Native1311.60% Asian2583.20% Pacific Islander290.40% Asian/Pacific Islander2873.50% Black1211.50% Hispanic1,00512.30% White6,24076.60%

10. Culturally Responsive Teacher In Biology, the instructions is consistent with all students. There is a school support for ESL Spanish students. Interpreters are available for these students. None are required in Biology, but they are used in Algebra.

11. Teacher Collaboration Emphasis on PLC’s within school. Biology teachers coordinate their lesson timing. Sharing of instructional materials. Coordination of testing materials. New teachers are provide quite a bit of help from experienced teachers. Much collaboration.

12. Vision of Science The vision is dependant upon the instructor. All agree on subject matter, and desire critical thinking. However, some instructors heavily use direct instruction. Others a variety of methods. Emphasis is on following procedures in the classroom. Resources are a combination of real-world materials, and direct lecture/bookwork. Depending upon the teacher, there is quite a bit of hands-on work of investigation, or direct lecture on information.

13. Questions of the Community How is the community responding to the increase of Hispanic peoples? The school has started a new club, the “Latino Club”. It is run similar to a “French Club”, trying to bring Latino culture into the school to educate the non-Lantino’s, and also provided an identity for Latino population.

14. Additional Questions How has the school administration integrated this new Latino Club into the school culture? Is this something that is only in Monroe High School, or within the Monroe School district? What other outside resources are available to youths in Monroe, beyond the resources of the school? What else needs to be done to improve Science & Math scores, besides having highly certified teachers and PLC’s?