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.

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.

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%.

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.

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.

Monroe Report CardPercent Pass of WASL

Have a large challenge in Math & Science

Math & Science drop from Middle School to High School

Grade LevelReadin

g Math Writing Science3rd 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%

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

Teacher InformationTeacher Information (2008-09)  Classroom Teachers   376Average Years of Teacher Experience   11.9Teachers 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?

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 Native 131 1.60%Asian 258 3.20%Pacific Islander 29 0.40%Asian/Pacific Islander 287 3.50%Black 121 1.50%Hispanic 1,005 12.30%White 6,240 76.60%

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.

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.

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.

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.

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?