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District Information
School Name: Mountain Meadow Elementary
School Address: 11812 Mundy Loss Road E, Buckley WA 98321
School Phone: 360-829-3356
School Fax: 360-829-3388
Principal: Wayne Watanabe
Principal email: wwatanabe@whiteriver.wednet.edu
Principal Intern: Christi Fast cfast@whiteriver.wednet.edu
Building Learning Improvement Coordinator: Tracy Livingston Nelson tlivings@whiteriver.wednet.edu
Demographics
Number of Students: 475
Number Eligible for Free and Reduced Lunch: 20.6%
Percent of Limited English Proficient: 1.9
Percent of Special Education: 17.5
Racial/Ethnic Percentages:
Present Student Achievement Data in at least three points to demonstrate trends –
Mountain Meadow/WA State/White River School District
| Grade 3 | 2006 (MM/WA/WR) |
2007 (MM/WA/WR) |
| Math | 77.8/64.2/69.8 | 82.5/68.3/73.7 |
| Reading | 89.9/69.6/75.9 | 84.6/70.9/81.5 |
| Grade 4 | 2004 (MM/WA/WR) |
2005 (MM/WA/WR) |
2006 (MM/WA/WR) |
| Math | 92.5/59.9/65 | 83.9/60.8/62 | 96.2/58.9/63.4 |
| Reading | 98.1/74.4/76.9 | 90.3/79.5/83.6 | 96.2/81.2/85.3 |
| Writing | 77.4/55.8/55.8 | 88.7/57.7/59.5 | 86.2/60.4/61.8 |
| Grade 5 | 2006 (MM/WA/WR) |
2007 (MM/WA/WR) |
| Math | 71.9/55.8/55.4 | 73.2/59.5/64.7 |
| Reading | 93.8/76.3/83.7 | 87.3/70.9/77.4 |
| Science | 39.4/35.7/31 | 62.5/36.5/44.6 |
Percentage of students passing Washington Assessment of Student Learning: Mountain Meadow 1999-2006
| Skill | Math |
Reading | Writing |
| 1999 | 43.1 | 68.4 | 19.0 |
| 2000 | 56.1 | 84.8 | 43.9 |
| 2001 | 66.2 | 79.2 | 64.9 |
| 2002 | 65.2 | 76.6 | 59.1 |
| 2003 | 81.4 | 78.6 | 68.6 |
| 2004 | 92.5 | 98.1 | 77.4 |
| 2005 | 83.9 | 90.3 | 88.7 |
| 2006 | 86.5 | 96 | 86.2 |
The Washington Assessment of Student Learning measures student learning of the state’s academic standards. Students are tested each spring in grades 3-8 and 10 in reading and math. Students also are tested in writing in grades 4, 7 and 10 and science in grades 5, 8 and 10.
Please comment on any aspect of the data that you feel is particularly significant.
Our collaborative culture, focus on each student’s learning, attention to results, and strong school-parent partnerships soon led to significant improvements in student achievement. Within a short period the percentage of students meeting or exceeding the state proficiency standard increased from 68 percent to 98 percent in reading and from 42 to 92 percent in math. The most significant gains were made in the area of writing. The percentage of students meeting or exceeding the state proficiency standard increased from 19 to nearly 90 percent. The furthermore, the improvements were sustained over time. Mountain Meadow achieved:
Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.
Mountain Meadow Elementary School was recognized as one of the highest academically performing elementary schools in Washington State. It was a showcase school with teachers and administrators. These educators were given the opportunity to observe the work of collaborative teams, successful learning programs, and strategies to provide students additional time, support and enrichment during the school day and in the after school programs.
Mountain Meadow’s most recent WASL scores were the highest in the district and some of the highest in the state with 98.1 percent of its students meeting the standard in reading and 92.5 percent meeting the standard in math. Based on these scores, Mountain Meadow is No. 7 in the state for elementary student achievement and No. 1 when the state considers its 31 percent free and reduced lunch count.
Enumclaw Courier-Herald 2005
Please elaborate upon strategies you have found to be effective in any of the following areas:
1. Monitoring student learning on a timely basis.
It was a source of pride and common practice for the grade level teacher teams, paraeducators and the principal to review assessment data to design learning environments and instructional strategies that yielded the highest levels of learning for all students. We didn’t wait for students to fail before we gave them additional time and support.
2. Creating systems of intervention to provide students with additional time and support for learning.
3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.
Before the work day
After the work day
All staff meetings
Additional time provided by contract
Additional time provided by Janel – teaching lessons – all school assemblies
Late Start
Sub Time for Teams
Common Plan Time
Principal adjusting the morning schedule
At Mountain Meadow the first step in embedding a “focus on learning” into the day-to-day culture of the school accomplishing this task is to engage collaborative teams of teachers in a process that addresses three critical questions:
(1) What is it we want all students to learn?
Example of the work of the collaborative teams as we improved writing.
Principal’s role
(2) How will we know when each student has learned?
(3) What happens in our school when a student does not learn?
You may find a team of fourth grade teachers - armed with assessment results, observations and knowledge about the learners from their previous fourth grade classroom -engaged in student-by-student discussions and sharing information with the fifth grade teachers. Discussions reflected instructional strategies and learning environments that would best meet the needs of each child.
In a nutshell, here’s what we really did at Mountain Meadow:
List any awards and recognition garnered by your school