School Community Profile

Running head: SCHOOL AND COMMUNITY PROFILE 1
School and Community Profile

Highland Middle School
Elizabeth A. Blair
Seattle University
COUN 555

SCHOOL AND COMMUNITY PROFILE 2

Table of Contents

I. Demographic Information. 3
II. Data Interpretation10
III. School Counseling Program. 14
IV. Strategic Elements. 17
V. Key Relationships.. 19
VI. Being Visible.. 21
VII. Community Mapping 24
VIII. Conclusion.. 30
IX. Appendix A 32
X. Appendix B 34
XI. References.. 36


I. Demographic Information
Table 1
General Information
November 2013
Enrollment
520 students

Gender Total # %
Male 257 49.42%
Female 263 50.58%
Grade Level Total # %
6
th
186 35.77%
7
th
156 30.00%
8
th
178 34.23%
Race/Ethnicity Total # %
American Indian/Alaska
Native
1 0.19%
Asian 108 20.77%
Hawaiian/Pacific Islander 1 0.19%
Black/African American 19 3.65%
Hispanic/Latino 136 26.15%
White 214 41.15%
Two or More Races 41 7.88%
Special Programs

Total # %
Free of Reduced Lunch 249 47.88%
Special Education 96 18.46%

Graph 1
Total Students by Gender

Graph 2
Total Students by Race

ELL 67 12.88%
Section 504 14 2.69%
FLSP (Functional Life skills
Program)
26 5%

Graph 3
Total Students by Grade

Teacher Information
Teacher information was obtained from the 2012-2013 OSPI report card.
Table 2
Teacher Information
Classroom Teachers 35
Average years of Teacher Experience 7.3
Teachers with at least a Masters Degree 85.7%
Total number of teachers who teach core
academic classes
30

Table 3
IEP Demographics
Gender Total # %
Male 64 66.67%
Female 32 33.33%
Race/Ethinicity Total # %

American Indian/Alaska
Native
0 0.0%
Asian 10 10.42%
Hawaiian/Pacific Islander 0 0.0%
Black/African American 6 6.25%
Hispanic/Latino 32 33.33%
White 38 39.58%
Two or More Races 10 10.42%
Grade Total # %
6
th
32 33.33%
7
th
26 27.08%
8
th
38 39.58%

Graph 4
IEP by Gender


Graph 5
IEP by Race

Graph 6
IEP by Grade

Language Other Than English Spoken at Home
221 students at Highland Middle School (HMS), which is 42.5% of the student
population, speak a language other than English at home. The graph below shows the ethnic
breakdown of languages other than English spoken at home:


Graph 7
Ethnic Breakdown of Languages other than English

Title 1/ LAP School
The 2013-2014 Title 1 schools are represented in the yellow highlighter. The 2013-2014
LAP schools are circled in red. HMS is the only school in the Bellevue School District who is
both a Title 1 and LAP school.
Map 1
Title 1/LAP schools in Bellevue School District


Attendance
Bellevue School District implemented a new software program for the district called
ASPEN. It was quickly discovered by school district employees that the new program has
many glitches and downfalls since going live in the summer before the 2013-2014 school year.
Unfortunately, an abundance of previous years data has been lost in the transition from the old
software to the new software. This includes basic student information, transcripts, discipline
reports, and attendance. Additionally, the ASPEN program is also unable to generate certain
reports right now, such as disaggregated school wide attendance data. Due to the lack of data
available to me, I decided to focus on the attendance issue of tardies to school and class from
the start of the school year till present (November 22
nd
, 2013).
Table 4
Total Tardies to Class (periods 1-7)
Tardies Total #
1-2 Tardies to class 142 Students
16 + Tardies to class 26 Students
Total Tardies 1,173 school wide
tardies to class

Discipline
Past discipline reports were also something that could not be generated, however in my
investigation of this I discovered that the school does not have an official system of documenting
office referrals anyway. Detentions are distributed very loosely, and there is no formal

detention process. Typically, if a student is assigned a detention, it is by an administrator and
they must sit in the office during their lunch. I was able to generate the total number of out of
school suspensions so far for the 2013-2014 year, with the total number of days out for each
student suspended.
Table 5
Student Suspension Information
Gender Race/Ethnicity Grade Total Days
Suspended
F White 8
th
8 days
M Other Asian 7
th
1 day
M Hispanic/Latino 8
th
3 days
M Hispanic/Latino 7
th
1 day
M White 6
th
1 day
M Hispanic/Latino 7
th
1 day
M Hispanic/Latino 7
th
1 day
F African American 7
th
20 days
M Asian 7
th
1 day

II. Data Interpretation
The data I collected suggests that even though they majority of the student population
identifies as white, there is an abundance of diversity in the total student population. There are
multiple different languages that the students and their families speak, the most common other
than English being Spanish, Russian, and Vietnamese. I was unable to obtain any racial/ethnic
data on the staff, but based purely on observation it seems as though the majority of the staff
would identify as Caucasian, and overall do not reflect the student population. There are 3 staff

members, the registrar, family liaison, and AVID curriculum writer who are native Spanish
speakers and often help translate for our families who do not speak any English. This shows that
HMS recognizes the significant amount of Hispanic/Latino families that they serve, and have
attempted to hire staff who can reach out and provide more support for them.
The table below shows the disaggregated data of ELL students, and their first languages.
Table 6
ELL Students First Language
Students First Language in
ELL
Total # of
Students
Spanish 43
Teluga 2
Vietnamese 5
Russian 3
Marathi 1
Korean 2
Japanese 2
Hebrew Modern 1
Farsi 2
Chinese-Mandarin 1
Bosnian 2
Armenian 1
Amharic 1
Albanian 1


As mentioned before, our Latino/Hispanic students makes up an overwhelming majority
of our ELL students, and also students who come from families who speak another language than
English at home. I see around HMS how many signs and flyers are printed in other languages,
especially Spanish, in more attempts to reach out to families who do not primarily speak English.
Additionally, according to the Adequate Yearly Progress (AYP) Summary and Annual
Measurable Objective (AMO) Summary, there are certain student populations who are not
meeting proficiency standards (OSPI, 2012).
Table 7
AYP Data

According to this data, Asian/Pacific Islanders, Hispanic, limited English speakers, and
low income students are not meeting the proficiency standards for reading at HMS. Because the
school has not met proficiency standards 5 years in a row, HMS administrators made the
decision to create a three-year school improvement plan to restructure the school, which I will
detail later in the report.
Table 8
AMO Data


AMOs are unique yearly targets in reading and mathematics for each subgroup, school,
and district (OSPI, 2012). They are set to close proficiency gaps within the school and their
diverse populations. According to the 2012 HMS AMOs, Special Education students are below
the proficiency level in both reading and math, and Hispanic, White, two or more races, limited
English speakers, and low income students all fall below the proficiency standards for math.
Based on this data, all students, particularly Hispanic, special education, and low-income
students need further support in the subjects of reading and math. This is being addressed
through HMSs 3-year school improvement plan through many new programs and interventions.
One intervention that HMS has established is SOAR to Success, where students who are
receiving one or more Ds or Fs in their classes are required to attend. SOAR is held 4 days a
week, and adds an additional hour at the end of the school day for extended help from teachers
and tutors to complete homework assignments, and help with subjects they are learning in their
classes.
HMS also has another program called Highland Summer Institute that is offered in the
summer, and is designed to extend students school year by emphasizing reading, writing, and
math instruction while providing students with engagement in student-focused, energetic
learning environment. Both SOAR and Highland Academy are funded through Title 1 dollars.
I believe the interventions that HMS has established are critical for improving student
proficiency in core subjects. I would encourage HMS to create a specific method of evaluation
to ensure that the interventions in place are beneficial to students. When presenting this
information to my site supervisor, she has mentioned that they surveyed students in the SOAR
program last school year, who self-reported that the program has helped improve their

academics. However I did not received the data in time when I requested it to report in this
paper.
HMS is a recipient of Title 1/LAP services. Title 1 programs at HMS are designed to
support Bellevues most at-risk (high poverty) youth. LAP (Learning Assistance Program) is
intended to extend to support schools receive beyond what is possible through the Federal Title 1
grant. The purpose of LAP programs is to help students realize the district mission of achieving
success in college, career, and life. The fact that HMS is the only school in the entire Bellevue
School District to receive both Title 1 and LAP funds makes me conclude that the student
population is one of the most high needs in the district.
III. School Counseling Program
Conclusions from SCPIS
The aspects of the SCPIS that are fully implemented in the counseling center at HMS
are; services are organized so that all students are served and have access to them, the program
operates from a plan for closing the achievement gap for minority and lower income students, all
students receive classroom guidance lessons designed to promote academic, social/personal, and
career development, the school counseling program includes interventions designed to improve
the schools ability to educate all students to high standards, and the school counseling program
has the resources to allow counselors to complete appropriate professional development
activities. The aspects identified as partially implemented are; needs assessments are
completed regularly and guide program planning, the program ensures that all students have
academic plans that include testing, individual assessment, long-term planning, and placement,
the program has an effective referral and follow-up system for handling student crises, school
counselors use student performance data to decide how to meet student needs, and school

counselors spend at least 80% of their time in activities that directly benefit students. The
aspects identified as development in progress are; a written mission statement exists and is
used as a foundation by all counselors, the program has a set of clear measurable student learning
objectives and goals are established for academics, social/personal skills, and career
development, and school counselors analyze student data by ethnicity, gender, and
socioeconomic level to identify interventions to close the achievement gap. Finally, the aspects
of the SCPIS identified as not present are; school counselor job descriptions match actual
duties, an annual review is conducted to get information for improving next years programs,
school counseling priorities are represented on curriculum and education committees, and school
counselors communicate with parents to coordinate student achievement and gain feedback for
program improvement.
Gaps In the Program
One gap in the program I believe is that the Bellevue School District counseling centers
to no follow a specific comprehensive counseling program. The district is moving towards
implementing the ASCA model, however this is moving at a glacier pace as my supervisor
describes it. Dimmit, Carey, and Hatch (2007) state moving to an evidence-based model of
school counseling is a subtle but profound shift that holds the promise of more effective practice
and more powerful outcome for students (p.151). Creating a sense of immediacy and importance
in applying the ASCA model in the district would help speed up the process.
Programs Strengths
I believe the programs strengths are that the counselors reach out a lot to the students
families. There are many events that the counselors organize and implement that help build the
sense of community at the school, and encourage parent support and involvement. Another

strength of the program is that there are more funds than I would consider typical for other
school districts to be able to put on many events for students and parents. The Bellevue Schools
Foundation funds many events and activities for students in the Bellevue School District, and it
lucky to have and maintain many generous donors.
Another strength of the counseling program is that on an individual level, counselors and
staff support students in need very well. There are many meetings with students, parents,
teachers, and other staff to create effective plans to help the students in most need be successful
at HMS.
Recommendations
While it is important for a school to have a mission statement and measureable objectives
for counselors to adhere by, I believe it is also equally important for the counseling center to
have their own agenda. I would recommend that HMS counselors use their professional
development days when staff break into their own subcommittees to develop a mission statement
and goals.
An additional recommendation is to try and make time to establish groups. There was a
high level of interest from students, so making this a priority would be beneficial to the reported
student needs and spend more time implementing preventative measures.
A final recommendation I have for the school counselors is to establish an evaluation
method for the interventions that have been placed in the school and document their results. In
order to make any modifications to interventions or programs, strengths and areas of growth
need to be determined. Dimmit et al. (2007) mention that it would waste time, money and
effort implementing an intervention that would not help students, so evaluating the
effectiveness of current programs is essential (p. 75).

Discussion With Supervisor
The discussion with my supervisor really brought to light the frustrations she has with the
responsibilities of the counselor. My supervisor feels that they are often tasked to duties that are
not in their job description, such as covering classes for teachers, and also assisting in lunchroom
supervision. Additionally, this year has been particularly frustrating for my supervisor because
the other counselor is inconsistently there, and she often has to meet with students outside of her
caseload. My supervisor is hopeful that with the new Bellevue School District initiatives of
moving more towards the ASCA model and focusing more intensely on the social/personal
development of students, the roles of the school counselors will be more defined, and they will
not be expected to participate in tasks and activities outside of their job description.
IV. Strategic Elements
HMS has implemented a 3 year School Improvement Plan to restructure the school that
began last year. The chart below examines the district mission, district goals, and HMSs
purpose and mission statement.
Chart 1
Mission Statements


In addition to district and school missions, HMS has also established a staff
commitment.
Chart 2
HMS Staff Commitment

Please see Appendix A for additional measureable school goals and interventions that
have been established as a part of the School Improvement Plan.
School Improvement Days
The Bellevue School District has 2 school improvement days. All staff come to the
school for professional development during these days. During this time, staff break into their
different subcommittees, typically by subject and department, and work on goals and initiatives
for their sections. This year for the counseling subcommittee, we created a calendar of events for
the counselors. We placed tentative dates for all parent events, and all academic, career, and
social/personal curriculum that will be implemented in 6
th
-8
th
grade classrooms.


V. Key Relationships
School and Parents
From what I have seen, there is a strong relationship with some segments of parents,
specifically the PTSA. The PTSA parents are heavily involved with school activities and are
very connected to the school and staff. Additionally, there is a strong relationship between the
school and a large number of the Spanish speaking families who see the school as a place to get
support in a wide variety of ways. Unfortunately, those families who fall in between these
spectrums tend to not be as involved or participate in school activities. The counselors and
administration are having conversations about strategies to engage these parents with the school
community
School and Community
Based on the published MSP scores, I feel that the community as a whole, and other
Bellevue School District schools do not view HMS as the strong school I believe it to be. We do
have higher needs in this community, specifically for the low-income families, but I do not
believe HMS is as bad of a school as I believe it has been made out to be. Because of the
higher needs of the students and their families, this has allowed a strong bond to form between
community organization surrounding HMS, particularly Highland Covenant Church, Club
Jubilee, and Youth Eastside Services.
Staff and Administrators
From my perspective, it seems as though the staff and the administrators have a strong
relationship. The principal and assistant principal are very visible within the school, and I often
see them communicating in a positive manner with other school staff. Compared with the school
I work for, I feel HMSs administrative team is exceptionally strong and works collaboratively

with their staff. When asking my supervisor about the relationships between staff and
administration, she agreed that the relationship between the two were positive and strong,
however there have been a few times that she has heard staff complain about how a situation was
handled by the administrative team. Their harsh criticism surprised my site supervisor, and she
felt that the administrators made the right decisions in those particular situations. I believe this
example goes to show that no matter how strong a relationship, everyone has their own agenda
whether they believe it or not, and it can be dissatisfying when a situation does not turn out as
you believe it should.
School Counselors and Teachers
Overall, I believe the counselors and teachers have a good relationship. My site
supervisor did mention however when attempting to schedule classroom time for lessons or to
work with a student out of class, some teachers are far less supportive than other teachers, and
they make this quite obvious. I have actually had a couple incidents myself this quarter with
teachers and finding the most appropriate time to take a student out of class. Being confronted
by a teacher was much for difficult than I had imagined, and I had to really practice my basic
counseling skill of empathy to not become upset or defensive. It has been a learning curve to be
aware of what teachers are supportive of the counselors, and those whose make clear their
instructional time must not be disrupted.
School Counselors and Principals
The school counselors and principals have a very strong and collaborative relationship
from my perspective. The principals check in frequently with the counselors about specific
students and events, and the line of communication seems strong and consistent. At the other
school I work for, there seems to be a very top down approach with the administrators, but at

HMS it feels much more like an even playing field, where everyones opinion and perspective is
validated and considered.
VI. Being Visible
Action Team for Partnerships (ATP)- September 19
th
and November 7
th
, 7:45-9:30am
ATP meetings are designed to organize and sustain a program of school, family, and
community partnerships. With an ATP, teachers, counselors, administrators, parents, and
community members can work together to connect family and community involvement with
school improvement goals. At HMS, the ATP committee aims to create a welcoming school
environment for all families, and to engage families and the community in ways that support
student achievement and success. I have been fortunate to be invited to be a member of the ATP
committee this year, and serve on the school events subcommittee, and have helped organize and
plan Parent University, and will help organize and plan Latino Night and the second Parent
University in March of 2014.
District Counselor Meetings- August 29
th
, 9am-12pm and November 22
nd
, 7:30-9:30am
The August 29
th
district counselors meeting introduced the new Bellevue School
Districts initiative of moving more towards the ASCA model of a comprehensive school
counseling program. Traditionally, the Bellevue School District has placed a heavy emphasis on
academics, and have somewhat neglected the social/personal domain of student development.
Recently, the Bellevue School District has realized the critical importance of the social/personal
development of their students, and also the fundamental importance of the role of school
counselors. The meeting addressed in what ways the district plans on moving towards a
comprehensive school counseling program based on the ASCA model.

The second district counselors meeting on November 22
nd
was specifically for middle
school counselors and introducing the program Naviance. Naviance is a college and career
readiness software that partners with primarily high schools, but other K-12 institutions to
provide students with college planning and career assessment tools. During this meeting, we
signed onto the Naviance program, and discussed which tools and assessments would be most
age appropriate for middle school students.
Counselor and Administrative Meeting- September 3
rd
, 1:30-2:10pm
This was a brief meeting with counselors and administrators to discuss what registered
students had not shown up for the first day of school. Additionally, students of concern and of
high needs were discussed and safety and behavior plans were revisited.
Parent Meeting- October 22
nd
, 7:15-8:15am
This parent meeting was facilitated to discuss a students re-entry plan to HMS. The
parent, student, and counselor created a safety plan for the student for his return to school the
following day.
Coffee on the Curb- November 13
th
, 7:00-8:00am
Coffee on the Curb is an opportunity to invite parents dropping their students off at
school in morning to the Parent University night, as well as offer them a hot cup of coffee to start
their day. Parent University is an informational night for parents and students, where they are
able to attend 3 different sessions of their choice. Before the informational sessions, a free
dinner is served to families, and also a community resource fair is held in the cafeteria. Coffee
on the Curb is another way to reach out to parents and provide them with information on
upcoming events at HMS.
Parent University- November 14
th
, 5:30-8:30pm

Parent University is a parent and student night for all families at HMS. It begins with a
free pizza and salad dinner, and continues with a community resource fair with representatives
from community agencies around the district. The resource fair is then followed by educational
sessions with a wide variety of topics for parents, ranging from keeping your child safe, helping
your student with study skills, bullying prevention, and several more. It is a popular event that
offers parents the opportunity to both connect with community resources and learn valuable
parenting and school information. Additionally, there is two student sessions with the schools
resource officer about staying safe, and also a session with a LMHP on tween stress. The student
sessions are then followed by an ice cream social. My role in this even was to escort guest
speakers to their designated rooms, great families, and also present in two sessions to parents
about HMSs Peer Mediation Program that I facilitate.
Truancy Board Meeting- November 21
st
, 3:00-5:30pm
After a student accumulates a certain number a truancy days, a truancy petition is filed on
the student. After the petition is filed, the student is required to attend a truancy class. The
second step of the process is to come in front of a community truancy board to provide an
explanation for their truancy, and also strategize with the board members on how to successfully
and consistently attend school. I requested to attend a truancy board meeting, and was able to sit
in and talk with 3 different families with the truancy board members and hear their stories.
8
th
grade AVID classroom- Every Tuesday, 7
th
period
AVID (Advancement via Individual Determination) is an approved elective course taken
during the school day offered to 7
th
and 8
th
grade students. Students are usually elected to enroll
after an application process. For one class period a day, students learn organizational skills,
study skills, work on critical thinking and asking probing questions, get academic help from

peers and college tutors, and participate in enrichment and motivational activities that make
college seem obtainable. My role in the AVID classroom is to sit with a table of students and
participate with them in their PSGs (Peer Study Groups), and assist them in critical thinking
skills and working together.
VII. Community Mapping
Highland Middle School, and the Bellevue School District in general is fairly good at
mobilizing local resources, agencies, programs, and community leaders to enhance their students
and families lives and help solve problems. The table below offers a description of local
agencies and services that surround Highland Middle School and are available to students and
families.
Table 9
Community Resources/Agencies
Agency Services Offered Contact Information

Asian Counseling and
Referral Service
(ACRS)
ACRS helps clients attain the highest levels
of self-sufficiency while maintaining their
cultural identity. ACRS provides the
following programs in a culturally
appropriate setting in order to improve the
lives of Asian Pacific Americans:
Aging and Adult Services
Chemical Dependency Treatment
Children, Youth and Families
Citizenship Services
Comprehensive Mental Health
Services
Congregate Meals and Emergency
Feeding
Consultation and Education
Domestic Violence Batterers
Treatment
Employment and Training Services
Food Bank
Information and Referral Services
Legal Clinic

3639 Martin Luther King
Jr. Way S. Seattle, WA.
98144

(206) 695-7600

Problem Gambling Treatment

Bellevue Boys & Girls
Club- Teen Center
The BBGC Teen Center provides
homework assistance, athletics, the arts,
community service, and technology. Using
professionally trained club staff, the center
offers a safe, positive place for middle
school and high school kids to go after
school.
Drop In Program- Offers a sage and
progressive space for all youth to
play, create, and express
themselves.
Club Connects- Designed for 6
th

and 7
th
graders, Club Connects is
meant to bridge the gap between
Project Learn after school
programming to the teen Drop In
services.
Be Great Graduate- Works closely
with students for academic support
to help them reach their full
potential. The program works with
teens grades 6-12 throughout the
school year and summer months.
TXL- Tech Center of Excellence is
dedicated to providing middle and
high school with programming that
fosters technology related skills and
creativity.
Teen Feed: Free meals are offered
every Thursday at 6pm.
Keystone: The Keystone advisory is
for teens that want to get involved
in leadership.
Music Advisory: A place for
interested teens to share new music,
new show ideas, and learn about
their local music scene.

15228 Lake Hills Blvd.
Bellevue, WA. 98007.

(425) 429-3203

Bellevue Parent-Teen
Mediation Program
A free and confidential service offered to
the residents of the Bellevue community
and offer services such as:
Conflict Coaching- Over the phone
coaching on how to work with the
other party.
Mediation- A confidential,
voluntary process for resolving

City of Bellevue,
Planning and Community
Development.
PO Box 90012. Bellevue,
WA. 98009


disputes, guided by a neutral third
party.
Group Facilitation- A structured and
guided path through complex multi-
party disputes.
Conflict Resolution Classes-
Training to improve your
negotiation and dispute resolution
skills.
(425) 452-4091

Bellevue Youth Link-
City Of Bellevue
Bellevue Youth Link is a leadership
program sponsored by the City of Bellevue,
Parks & Community Service Department
and Bellevue Public Schools. Bellevue
Youth Link has engaged young people in
the community and given them
opportunities to make a difference.

450 110
th
Ave. NE
Bellevue, WA. 98004

(425) 452-5254

Club Jubilee
Club Jubilee is a program that has stepped
in the gap to positively engage idle youth,
inspire academic success, and build
character, competency, community and like
skills through compassionate coaching in
team sports, music, robotics, and after
school activities. The club is hosted in the
school. Students can stay at club Jubilee
until 6pm Monday-Friday. Tutoring,
cooking, and chess are also offered during
Club Jubilee.

Various middle and
elementary school
locations in the Bellevue
School District.

Consejo Counseling
and Referral Service
Consejos mission is to provide a
continuum of behavioral health, substance
abuse and domestic violence services to
individuals and families to improve quality
of their lives and empower clients to
participate in their communities at their
highest level of functioning. Services
include:
Mental Health Counseling
Substance Abuse
Treatment/Chemical Dependency
Program- Outreach and
engagement, prevention, outpatient
treatment, intensive outpatient
treatment, recovery services, and
peer support services.
Domestic Violence- Intervention,
prevention, and outreach services.
Sexual Assault- Confidential

1333 Bel-Red Rd, Suite
210. Bellevue, WA.
98005

(425) 679-0801

individual and group counseling for
children, women and men who are
victims of sexual abuse, assault,
incest, or rape.
Youth Services: Mental health
counseling, substance abuse
services, gang prevention, and
intervention services.
Housing- Transitional housing for
homeless, and apartments for Latino
adults living with chronic mental
illness and history of chronic
homelessness.

Eastside CHADD
Support and information for families and
individuals living with ADHD. Provides
knowledge about effective practices in
education, parenting, and lifespan issues.
Also provides local and national resources.

eastside@chadd.net

Latino/a Educational
Achievement Project
(LEAP)
LEAP is a program of Sea Mar Community
Health Centers with a mission to improve
academic achievement of Latino/a students
in Washington State. Schools can have
their own LEAP afterschool club, which
Highland Middle School does.

113 23
rd
Ave S. Seattle,
WA. 98144

(206) 965-1057

Life Wire
Committed to providing safety, support and
accessibility to victims of domestic
violence. Services include:
Community Advocacy Services- 24-
hour help line; advocacy/legal
advocacy; adult, teen and childrens
support group; multilingual
services.
Counseling Services- Individual
therapy; group counseling.
Prevention services- Education and
training; legislative and systems
advocacy.
Housing services and Community
based housing services- Emergency,
interim, and transitional housing
and supportive services.

PO Box 6398
Bellevue, WA. 98008

24-hour help line- (425)
746-1940

(425) 562-8840

Safe Places- Friends of
Youth
Friends of Youth deliver a broad range of
services to youth and their families to
improve their emotional stability and self-
sufficiency. Services include:


Homeless Youth Services: outreach,
Safe Place- providing services for
youth in crisis, emergency shelters,
transitional living, long term
stability in housing.
Residential Services-
Youth and Family Services-

Sea Mar
Sea Mar is a community health clinic that
offers services such as:
Immunizations
Pediatric Care
Family medical care
Internal medicine
Obstetrics
Family planning
Chronic disease management
Adult0care services
Laboratory services
Industrial and occupational health
care
For patients without insurance, Sea Mar
provides services on a sliding-fee scale,
where charges are based on family size and
income.

1811 156
th
Ave. NE,
Suite #2. Bellevue, WA.
98007

(425) 460-7140

Youth Eastside
Services (YES)
YES is a lifeline for kids and families
coping with challenges such as emotional
distress, substance abuse, and violence.
Through intervention, outreach and
prevention, YES builds confidence and
responsibility, strengthens family
relationships, and advocates for a safe
community that cares for its youth.
Services offered include:
Youth and Family Counseling
Parenting Help
Substance Abuse Treatment
Violence Prevention
Success Mentoring
LGBTQ services- Including a
confidential drop-in center, and one-
on-one counseling.
Healthy Start- A home visiting
program for young, first-time
parents.
Latino Programs

999 164
th
Ave NE
Bellevue, WA. 98008

(425) 747-4937

Use of Services
Highland Middle School frequently uses the services of many of the agencies listed above.
In particular, YES and Consejo each have a counselor come to the middle school once a week to
meet individually with students who are unable to attend counseling outside of the school day.
Furthermore, Club Jubilee offers an after school program for students to attend everyday after
school until 6pm. The table below shows the 2012-2013 Club Jubilee totals of attendees during
the school year at various schools who offer the service:
Table 10
Club Jubilee Totals
School Volume
Chinook 2
International 16
Big Picture 16
Odle 16
Tillicum 18
Tyee 57
Highland 138
TOTAL 263

As the table displays, HMS students highly utilize the Club Jubilee after school program
and the services it offers. This is again emphasizes the high needs of HMS students and their
families and the continual need to have programs like this in the district to assist in academic
help and after school care.


Plan for Using Resources
HMS highlights their community resources in multiple ways throughout the school and at
events. There are multiple places where community agencies leave their information and
brochures in the school. These include the main office, the front entry of HMS, the counseling
center, and in the schools Family Connections Center. Additionally, there is a community
resource fair twice a year at HMSs Parent University. All community agencies and services are
invited to have a table at Parent University to spread awareness of their programs and offer
information about their services. I was able to collect many brochures and pamphlets at the first
Parent University in November that I currently display in my office for students and parents to
have available for their use.
VIII. Conclusion
Highlands Strengths
HMS strengths are that the school focuses heavily on the academic success of its
students, and has many programs in place to support and encourage academic success. The
school wide programs HMS has implemented have so far indicated success from students, and
also are very much supported by teachers and staff. These programs include the 6
th
grade block,
SOAR, math and reading support classes, AM math extension, Common Rooms, school wide
AVID strategies, and Highland Summer Institute. All these programs require additional work
hours from teachers who are willing to assist. Two other middle schools in the district attempted
to implement Common Rooms into their schedules, however teachers were unwilling to support
it, for the program does require a waiver from the Union to implement, so both schools dropped
their efforts to have a Common Room. This highlights HMS staff and their willingness to put
the best interest of the students first, and make the effort to fight for their success.

Gaps That Need Further Attention
The implementation of several great programs at HMS means that these programs need to
be evaluated and assessed for their success and adjusted as necessary. These programs are
relatively new to be able to see how much they are affecting student success, and how they are
working towards closing the achievement gap and making all students proficient in academics.
It will take some time to get a big picture idea of how successful these programs are.
Additionally, since these new programs do require a lot of extra work for staff and is very time
consuming, there is the concern that staff will become overworked. Already, there is a sense of
too much to do most of the time. Although the administration remains supportive of their
staff, it will be important to recognize the sign of burnout to avoid the collapse of these great
programs.
Additionally, another gap at HMS, and in the district in general, is neglecting the
social/personal development of its students. While moves are being made to implement the
ASCA model, there currently is limited school-wide curriculum that focuses on the
social/personal domain of students.
Issue that Needs Further Advocacy or Exploration
Many of these new programs that HMS has implemented are costly. The execution of
these programs were supported by the Bellevue School District due to HMS being in their 5
th

year of not meeting the required AYP, as mentioned before. This forced HMS to restructure, and
to sustain the programs and staff there will need continued financial support from the district.
Advocating for supporting funding for the schools at federal, state, and local levels will be
important to withstand these programs.


Appendix A



Appendix B
Meeting and Event Agendas
ATP.

Truancy board meeting-email of agenda.
Lizzie,

We will be in room 205 at Highland for the Truancy Board. We start off the meeting at 3:00

reviewing the students files. At 3:30 we will be having a family come in for the first meeting. At
4:30 a review meeting with another family and at 5:00pm another family for a review.

Glenn

Glenn Hasslinger
Supervisor of Pupil Management
Bellevue School District

Parent university.

Community ProgramsResource Information Tables: 6:007:20
Learn about the wide variety of programs and support services available for you and your child through representatives from: Bellevue Boys and Girls Club, Jubilee Reach, Crossroads
Community Center, Bellevue Family YMCA, Safe Place, Bellevue Parent/Teen Mediation Program, Salvation Army Eastside Corp. and more.
Student S e ssi ons in

the

Library! O p e n Gym H o s ted by C l ub Ju b i l ee
Parent Session 1:
Preparing Your Child for Math in High School
Learn about the Bellevue School District math curriculum
path from middle school through high school and resources
you can use now to be sure your child is prepared
Speakers: Dan Milton, Highland Middle School
Kirk Kreiling, Interlake High School

Math Seminar: Math 180 Program
For parents of students in Math Seminar classes, this session
will introduce parents to the Math 180 program and how par-
ents can support their child in this class.
Speakers: Judy Rogers, Marti NelsonHMS Teachers
Clubs, Sports & More: Opportunities at HMS
Learn about all the clubs, sports and after school
activities available for your child.
Facilitator: Kristin McChesney Speakers: Club Jubilee, club
and sports team representatives

Navigating The Affordable Health Care Act
Learn about health care eligibility and benefits available to
families through the Affordable Health Care Act
Speaker: Penny Lara, Public Health Department
Parent Session 2:
Keeping Your Child Safe
Learn strategies to keep your Tween safe while they are also
becoming more independent, as well as what signs and
risky behaviors you should watch for.
Speaker: Officer Jan Trizuto, Bellevue Police Dept.
How to help your strong reader become stronger
Even though your child may be a strong reader, increasing their
reading and comprehension skills will increase their knowledge,
vocabulary, high stakes test scores and understanding of life,
which carries through college and into life.
Speakers: Nicole Andrade, Mellissa SlaterHMS Teachers
Clubs, Sports & More: Opportunities at HMS
Learn about all the clubs, sports and after school
activities available for your child.
Facilitator: Kristin McChesney Speakers: Club Jubilee, club and
sports team representatives
.
Preparing Your Child for Math in High School
Learn about the Bellevue School District math curriculum path
from middle school through high school and resources you can
use now to be sure your child is prepared
Speakers: Dan Milton, HMS Kirk Kreiling, Interlake HS
H I GH L AN D M I D D L E SCH OOL
N o v e mb e r 14t h , 6:00- 8:30 p. m.
Dinner6:006:30 Resource Fair6:00 7:20 3 Information Sessions: 6:508:30
Parent Session 3:
Your Developing Tween and Stress
Learn about parenting tweens as they go through developmental
milestones during this rapidly changing time, as well as strategies
to support them when they become overwhelmed.
Speaker: Brandy Hofstad, LMHC, CMHS
.
Math Seminar: Math 180 Program
For parents of students in Math Seminar classes, this session will
introduce parents to the Math 180 program and how parents can
support their child in this class.
Speakers: Judy Rogers, Marti NelsonHMS Teachers
Using Technology to Support Your Childs
Education
Learn how t o c h e ck g r ades online, s e e c u rriculum f o r y o u r c h i ld s
classes and use websites that support learning
Speaker: Eric Ferguson, HMS Assist. Principal

Helping Your Strong Reader Become Stronger
Even though your child may be a strong reader, increasing their
reading and comprehension skills will increase their knowledge,
vocabulary, high stakes test scores and understanding of life,
which carries through college and into life
Speakers: Nicole Andrade, Melissa Slater HMS Teachers
STUDENT SESSIONS

SESSION 1STAYING SAFE!! SESSION 2 HOW TO COPE WITH STRESS AND H A N DLE EMOTIONS
Offic
e
r Jan Trizuto, Bellevue Police Department Brandy Hofstad, LMHC, CMHS
SESSION 3ICE CREAM SOCIAL IN THE GYM

References
ASPEN. (2013). Student Information (data file)
Carey, J., Dimmitt, C., & Hatch, T. (2007). Evidence-based school counseling. Making a
difference with data-driven practices. Thousand Oaks, CA. Corwin Press.
OSPI Washington State School Report Card (2013). Retrieved from
http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=1343&re
portLevel=School&orgLinkId=1343&yrs=&year=2012-13

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