Running head: SCHOOL AND COMMUNITY PROFILE 1

School and Community Profile:

Mount Rainier High School, Highline Public Schools

Estevo Steven M. Ono

COUN 555

Seattle University

December 2, 2013
SCHOOL AND COMMUNITY PROFILE 2
Table of Content

Demographic Information3
Table 1: Grade Levels..3
Table 2: Enrollment by Grade..4
Table 3: Student Count by Gender...5
Table 4: MRHS 2008-2009 Race/Ethnicity.5
Table 5: Social Economic Disadvantage.5
Table 6: Race/Ethnic Breakdown6
Table 7: Special Education..6
Table 8: English Language Learning...7
Data Interpretation...8
Table 9: Attendance.8
School Counseling Program9
Strategic Elements.10
Table 10: HSPE and EOC Standards.10
Key Relationships..12
Being Visible.13
Community Mapping.15
Table 11: Race/Ethnicity in Des Moines, WA, Census 201015
Conclusion.20
Reference...21


SCHOOL AND COMMUNITY PROFILE 3
School and Community Profile:
Mount Rainier High School

Demographic Information

Mount Rainier High School (MRHS) is a high school in the Highline Public Schools
district nestled in the city of Des Moines, WA. With a count of 1602 students, MRHS is the
largest high school in Highline Public Schools by student body. It employs 75 teachers with an
average of 12.8 years of teaching experience (OSPI, 2013). MRHS is lead by principal Julie
Hunter, along with assistant principal Sharon Schmitt and interim assistant principal Monique
Manuel. MRHS is Highline Public Schools International Baccalaureate (IB) program school. It
also offers AVID and Honor classes to students 9
th
-12
th
grade. Because of its IB program,
students from across the district can opt to come to MRHS as IB transfer students, as long as
they keep a 3.0 GPA throughout their time at MRHS.
Table 1: Grade Level, Illuminate Student Information System, 2013

Grade Number # Percentage %
9
th
516 32.21%
10
th
390 24.35%
11
th
373 23.28%
12
th
323 20.16


SCHOOL AND COMMUNITY PROFILE 4
MRHS is a growing school going through a great deal of transition. Its freshmen class,
516 students, has one of the highest incoming populations sever seen in the history of the school.
As trends show, MRHS looks to be growing in population every year. Not only will it look to
grow by numbers, but in diversity, particularly race/ethnicity and social economic status (SES).
In 2008-2009, MRHS served about 591 students (37.6% of students) receiving free/reduced
lunch. Last year, 2012-2013, MRHS served 737 students (49.9%) receiving free/reduce lunch
(OSPI, 2013). These changes are reflected in academic achievement. And as discussed further,
are changing the culture of the school, both in positive ways and challenging ways.
Table 2: Enrollment by Grade, Mt. Rainier High School Performance Report, 2012-2013



The needs of this changing population are shifting to high needs due to the demographic
shift. The challenges MRHS faces today are different than even five years ago. For example, as
one teacher expressed, students in the past were highly more preoccupied with doing well in their
International Baccalaureate (IB) program, making sure they pass all their honors classes. Today,
some the students can hardly pronounce the subject terminology, therefore, merely passing the
class is a task in itself. This range is drastic in nature but a common one at the level of student
academic diversity seen on a daily basis.
SCHOOL AND COMMUNITY PROFILE 5
Table 3: Student Count by Gender, Illuminate Student Information System, 2013

Race/Ethnicity. MRHS is highly representative of its surrounding city, Des Moines, WA
(see Table 11). A city of about 30,000 people, it is a grown city of about 4.0% per year. As is the
trend with most of south King County, Des Moines is growing by numbers through its minority
populations, particularly that of
Hispanic/Latino residents. This
parallels the growth at MRHS. In the
past 5 years, MRHS Hispanic and
Latino population has grown from
15.1% in 2008-2009 (Table 4), to 25.7% in 2013-2014 (Table 6). While the growth of Hispanic
and Latino students is growing, the white population is shrinking. In 2008-2009, whites made up
51.1% of the school student population, today, that percentage has dropped by 13.2% to 37.9%
of the student body.
Table 5: Social Economic Disadvantage (SED), Illuminate Student Information System, 2013

Social Economic Status Number # Percentage %
SED 831 51.87%
Not SED 771 48.13%

Race and ethnicity is a growing factor to the disciplinary action MRHS takes towards its
students. Disciplinary factor are strongly related to racial groups, particularly to Hispanic and
Latino students. By looking at the racial demographical trend at MRHS, administration and staff
look to further student achievement by targeting its incoming freshmen class, utilizing success
Gender Number
#
Percentage %
Female 782 48.8%
Male 820 51.2%
Table 4: MRHS 2008-2009 Race/Ethnicity, OSPI, 2013.
SCHOOL AND COMMUNITY PROFILE 6
teams and a success dean who is currently developing after-school academic assistance
(homework help) for 9
th
grade students.
Table 6: Race/Ethnicity Breakdown, Illuminate Student Information System, 2013

Race/Ethnicity Number # Percentage %
White/Caucasian 607 37.9%
Hispanic/Latino 411 25.7%
2+ Races 198 12.4%
Asian 177 11.1%
African American 155 9.7%
Native Hawaii/Pac Isl. 41 2.6%
Alaska/Amer. Native 10 0.6%
Other 3 0.2%



Table 7: Special Education (SPED), Illuminate Student Information System, 2013

SPED Status Number # Percentage %
Special Education 155 9.68%
General Education 1447 90.32%

Special Education. MRHS serves a little over 150 SPED students. As a school
counseling intern, I am weekly working with students served by the special education department.
I meet with students with IEPs on a weekly basis and have observed students in the
Individualized learning classrooms (ILC). These past two months I have also helped the
SCHOOL AND COMMUNITY PROFILE 7
counseling department develop and train ILC staff on common behavioral and group work
problem solving strategies to implement into their working environment.
Table 8: Active Students in English Language Learning (ELL), Illuminate Student Information
System, 2013

ELL Status Number # Percentage %
ELL 16 - 00.0%
Not ELL 1586 + 99.9%

English Language Learners (ELL). Although the number of ELL students is
statistically irrelevant, the academic support needed is far from it. Students in the ELL program
show high need for support in maneuvering the different programs and paths MRHS offers to
students. Although the majority of students are not ELL, the number of students who speak a
different language is close to 40%. Besides English, some of the languages spoken are: Spanish,
Vietnamese, Somali, Amharic, Punjabi, Cambodian, Tagalog, Samoan, Bosnian, French,
Cantonese, and Mandarin.

Data Interpretation

MRHS is in a season of transition. It has historically been a traditional, predominantly
white school, with a strong IB program, offering its students an array of programs that help them
achieve their academic and personal goals, which mostly consists of post high-school trade or
college/university education. For the past 5-10 years, however, these needs are being met via
different outcomes. As the city demographics change, so does the schools. Rising criminal,
substance abuse and gang related activity in Des Moines and the rest of south King County
infiltrates the student body at MRHS. Although needs like these have been met through different
programs that support the school, they are now at stake not just with English speaking
adolescents, but with immigrant, refugee, non-English speakers, who cannot receive the support
SCHOOL AND COMMUNITY PROFILE 8
due to language, financial and parental support. It is a systemic problem that has shifted the lens
to a problem that overlaps with cultural factors that the school, at times, deals with alone.
As mentioned before, the Hispanic/Latino community is the fastest growing population in
this area; therefore the need for dual language support systems is needed. Through Spanish
speaking paraeducators (MRHS utilizes two staff as such) and programs targeting this population,
MRHS is able to address the needs of the community, along with families of other racial and
cultural backgrounds. Cultural awareness is a growing piece to the environment of the school. As
MRHS has functioned as a historically traditional IB school, the needs of SPED, ELL and
other minority students is growing, therefore the approach of the school to help all students is in
transition, it is in need of change.
Table 9: Attendance, Illuminate Student Information System, 2013

Attendance. Attendance is also another factor to the effects on academic success. I have
recently helping out with an academic support group that meets on Thursdays after school. The
majority of these students are Hispanic/Latino males. As gender and race seem to be a factor, it
is known that if students are not present in class, their academics fail. 9
th
grade students that
show a D or F in their 1
st
quarter progress report are strongly advised to attend this academic
SCHOOL AND COMMUNITY PROFILE 9
support. My role as school counselor is to be of assistance to these students through academic
and personal/social support.

School Counseling Program

The counseling department at MRHS consists of four full-time counselors. Based on the
school counseling program implementation survey, the MRHS counseling department is its
developmental stages as it relates to closing the achievement gaps for minority and lower income
students. There is no visible mission statement as far as a counseling department statement,
however it follows through with the high school mission statement to provide a quality learning
environment. Though no written advocacy plan is set to help students that fall through the gaps
of academic achievement, MRHS counselors do a substantial amount of work advocating for
students, promoting academic, social/personal and career development through a microlevel
approach, working with students on one-on-one basis. Counselors do a great job communication
with parents and school staff to work together with students, helping students achieves their
personal and academic goals. Some of the strengths in the program are access to counselors and
the administrative level of how the counseling department is organized so that parents have easy
access to the counselors themselves. The department has a strong responsive program, even
though it is working in its proactive program in regards to student needs, particularly those of
minority and low income levels. A recommendation would be to establish a mission statement
and vision for the program that relates to the changes seen in the school. As the school changes,
so must the educational and counseling programs at MRHS.





SCHOOL AND COMMUNITY PROFILE 10
Strategic Elements

Table 10: Percentage of MRHS students meeting standards in the High School Proficiency Exam
(HSPE) and End of Course (EOC) exams in math and biology, Mt. Rainier High School
Performance Report, 2012-2013


Mt. Rainier High School Mission Statement: Our mission is to provide a quality
learning environment, which empowers all students to live productive and responsible lives.
(Highline Public Schools, Mt. Rainier High School, 2013).
Based on the Mount Rainier Performance Report 2012-2013, MRHSs core outcomes
consists of a committee that designed and implemented a twice-a-week advisory program
designed to build stronger relationships between students and staff and allow teachers more
opportunity to know students on a deeper level. (MRHS Performance Report, 2013) There has
also been a Positive Behavior Interventions and Supports (PBIS) team that created the R.A.M.
matrix. This matrix was a collaboration between students and teachers to identify what
SCHOOL AND COMMUNITY PROFILE 11
appropriate behavior looks like for all at MRHS. The advisory classes created videos to help
educate incoming students about Mount Rainiers values and expectations. (MRHS
Performance Report). [MRHS] held four Pastries with the Principal where parents could voice
their feedback to the school, which then is shared at staff meetings. Some of the feedback has
been parents questions about grading process and ways to support their students success in
school. Some ideas for future school years comprise of parent forums, math nights, and
workshops on how parents can support student success. MRHS staff have worked to apply
specific strategies to help students increase reading skills in preparation for the Common Core
State Standards by looking at core areas, including math, science, social studies, and language
arts. All staff receives professional development in literacy strategies connected to the common
core standards. An area of growth is the increase in students meeting standards in reading based
on the High School Proficiency Exam (HSPE).
In 2013-2014 the advisory program is expanding from two days per week to three days,
and the advisory committee continues its work in support of staff and student success. This year,
MRHS has added a 9th-grade success team creating events for students and parents in the first 40
days of school. As part of the counseling team, I have been able to help with parent night and
will begin supporting 9
th
grade students through the after-school academic help program. MRHS
has created school-to-family connections through community cafs to talk about parent needs,
and will continue to focus staff development on common core demands. One of the strategic
focuses for MRHS is working on academic writing skills across all content areas. MRHS, along
with the district wide plan, created a School Improvement Plan (SIP) that identifies the action
steps to a 95% graduation rate by 2017, zero out-of-school suspensions by 2015, 95%
SCHOOL AND COMMUNITY PROFILE 12
proficiency in Algebra by 9th grade, and increase use and access to technology and attention to
the needs of bilingualism/bi-literacy. (MRHS Performance Report, 2013).

Key Relationships

MRHS has a large range of parent needs and relationships. As a school, MRHS serves
families with high SES, living in areas near the Puget Sound coastal homes (Normandy Park,
Des Moines marine ridgeline), and families in areas of high density and apartment complexes
(International Boulevard) that serve numerous families with high needs such as substance abuse
prevention, single family homes and other SES services and needs. Academically, families may
range from doctors and masters in their respective fields to parents who have not done any
formal education, are recent immigrant and refugees. Because of this wide range of needs,
MRHS works hard to find a way to serve all parents equally, through an equity lens. One way to
do this is by bringing the community and the resources into the school. The college and career
department is a great way that MRHS has been able to provide students with the academic and
college preparation support that all students are accessible to.
Another means that the school supports parents and students is by utilizing the counseling
department to connect students to the community. Places like Navos Mental Health Solutions,
Sound Mental Health, Atlantic Street Center and the Des Moines Rotary Club are active
community agencies that partner with the counseling department and the school as a whole. The
city of Des Moines Police Department is also a strong partner and community asset that is
present on a daily basis at MRHS. The city appoints one police officer to the school through the
School Resources Officer program. The goal of this program is to create and maintain a safe,
secure, and orderly learning environment for students, teachers, and staff. The officers represent
a proactive strategy designed to deal with early intervention and crime prevention in the schools.
SCHOOL AND COMMUNITY PROFILE 13
This program is one of the best examples of community-oriented policing that exists today.
(City of Des Moines, 2009).
Lastly, MRHS has a strong staff and administration team that works closely with the
counseling department. Principal Hunter oversees the counseling department and is often a part
of the decisions and development of the counseling program at MRHS. Although the program is
strong, an area of growth would be communication between administration and the counseling
department. One example that I was to help with at the school is communication regarding
referral of students to community mental health counselors. MRHS did not have a finalized
process for referring students to mental health counselors, therefore the team has been currently
working on development that plan. This open communication is essential to the strength of the
counseling and administration relationship. In the same way, administration and teachers
continue to work closely through the success teams to develop stronger bonds between
administration, staff and teacher to student relationships. One area of growth for me as a
counselor is to communicate more efficiently with teachers as a resource to their needs. I often
get emails from teachers expressing needing help with students. I hope to go beyond emails and
develop a stronger relationship with teachers, staff and administration via email, but also present
conversations and student reports.

Being Visible
Being visible at the site is a key element to an effective counseling program. As a new
staff, I have found that this is truly the case for my internship experience at MRHS. As the
workload becomes busy for school counselors, I see visibility at the school as something that
becomes neglected in the everyday work environment. In order to avoid this dilemma, I have
taken the time to observe students during lunch or passing periods and observe my own caseload
SCHOOL AND COMMUNITY PROFILE 14
during their time in the classroom environment.
Recently I was able to help with the AVID program as
a chaperone with 9
th
-10
th
grade students to a college
visit at University of Washington-Tacoma, WA. Being around the students is important as it
helps me develop rapport with my caseload, as most counseling sessions can be brief, less that 15
minutes. This comprehensive approach is a long-term benefit to the counseling work done with
students.
In the same light, district counselors meetings are important to the rapport of working
with fellow school counselors and teachers. In the past few months some of the professional
development work I have done with school counselors in the district consist of strength based
curriculum support, positive behavioral intervention and support (PBIS), and a panel discussion
with multicultural parents. I have also been a part of the success teams for 10
th
graders, meeting
with a team of 10
th
grade teachers on a bi-weekly basis to discuss the successes or challenges of
specific 10
th
grade students at MRHS. By being available as a resource to teachers, I am also able
to gain knowledge about my caseload in ways I cannot by just meeting with students in the
counseling office.
Another layer of visibility is being available for parents and community members. As a
multicultural person, I intend to participate in cultural events that schools put on as part of my
school counseling practice. At MRHS, I took the opportunity to provide parents with information
about the counseling department at the Latino Family Night parent conference, where parents
were able to discuss and ask questions in their own language, Spanish, and gain knowledge about
the different programs available to the students at MRHS.


SCHOOL AND COMMUNITY PROFILE 15
Community Mapping

Table 11: Race/Ethnicity in Des Moines, WA, 2010 Census

Race Percentage %
White 63.5%
Black/African American 09.1%
Hispanic/Latino 15.2%
Asian 10.7%
Native Hawaiian/Pacific Islander 02.4%
2+ Races 05.4%
Alaska/American Native 01.1%

As mentioned earlier, MRHS has a strong reflection of what the city of Des Moines, WA
looks like. As the population growth of 4.0% (Census, 2010), so will the student population at
the high school. By taking advantage of the relationships formed with the community outside the
high school, MRHS is able to collaborate with agencies around the school to help their students.
In my research with agencies around the high school, I found some to be very unique in the way
they help students and others are key elements to the helping of student achievement. Here are
some of the agencies I found to be a part of the strategic plan to help students succeed:
1. New Futures at Windsor Heights Apartments
Contact: Lucia Martinez, Site Manager
Address: 17229 32nd Ave S, Seatac, WA 98188
Phone: (206) 901-0180

New Futures is a site based non-profit organization recently merged with Southeast
Youth and Family Services. It has three locations: Arbor Heights Apartments (Burien, WA),
Woodridge Park Apartments (Boulevard Park, Seattle, WA), and Windsor Heights Apartments
(Seatac, WA). It serves about 2,000 individuals, providing programs for children, youth and
families in low-income identified apartment areas in south king county. One of the strengths of
this model is that they can reach families that live in their area, without needing the families to
SCHOOL AND COMMUNITY PROFILE 16
take transportation (which they may not have) to come to their facilities. They are already with
the families. A unique part of New Futures work with children and youth is their commitment to
family advocacy. Using a social worker model to provision of services, family advocates are
utilized to help families connect with community services and teach families about parenting, job
search and connect their children to the after-school program. It is a vital piece to the community,
those who live in these apartment complexes.
Although New Futures at Windsor Heights is located in Seatac, WA, its services can
reach students in Des Monies, WA. Youth program coordinators work with students in the
Highline School District and develop close relationships with the schools in which their students
attend. Mt. Rainier High School and Pacific Middle School are in their targeted area. During the
summer months, New Futures runs a summer day camp for children and youth. The referral
procedure is mostly self-referred. In order for students to enroll in the program, they must first
prove that they live at Windsor Heights. After they show proof, they have to fill out the
application to enroll in after-school program and if there is room, they are in the program.
Teachers can also refer students that academic and youth program coordinators know in their
school area.
In my visit to New Futures-Windsor Heights, I saw children and youth utilizing the
facility, doing academic research in the computer lab, playing educational games and reading
childrens books. Adults also came to the site to use the facility as a job search site. Although the
community center, which used to be a community pool house, is fairly small and seems
inadequate to fit multiple programs at once, it serves as a place of community, where everyone is
at home. The only thing I was sad to know is that this program is limited to the people that live
SCHOOL AND COMMUNITY PROFILE 17
in this apartment complex. It seems like a strong program like this is needed in more areas. The
only hope is that others will take New Futures as an example for community development.
2. Highline Community College, High School Programs
Contact: Student Development Center
Address: 2400 S. 240th St, Des Moines, WA 98198
Phone: (206) 592-3583

Highline Community College offers a few programs for high school students to achieve
high school and/or post-high school goals that traditional high schools may not be able to help
them with. Some of these programs, provided by the Student Development Center are:
Gateway to College. Gateway to College serves youth, 16 to 21 years old, who have
dropped out of school or are significantly behind in credits and unlikely to graduate. The dual
credit program allows students to earn a high school diploma while progressing toward a college
degree or certificate. (https://gtc.highline.edu)
High School Completion. HCC also offers students who were unable to get their high
school diploma and opportunity to continue onward with their endeavors.
Tech Prep. HCC is a part of a national program that gives high school students the
opportunity to get college preparation in areas of business and industrial fields. Through a
contract agreement, high school students can get college credit for courses taken in their high
school or at HCC.
High School Enhancement Program. High school students are able to do a hybrid
model of education where they can take courses at HCC to fulfill high school credit while also
receive college credit. There is a 5-step process in order for students to be eligible for this
program. 1. Check eligibility (16 years old at 1
st
quarter of fall quarter, 2. Meet with counselor to
talk about education plan and fill out the Enhancement Authorization form, 3. Complete the
HCC admissions application, 4. Complete the COMPASS assessment, and 5. Register
SCHOOL AND COMMUNITY PROFILE 18
3. Kent Youth & Family Services
Contact: Dee Ashmore, Administrative Manager
Address: 232 2nd Ave S, Kent, WA 98032
Phone: 253-859-0300

Kent Youth & Family Services provides therapeutic services for children, youth, and
families. The counseling department works through individual, family and group sessions where
youth and families learn to recognize ways of managing emotions, conflict and mental health
challenges, allowing them to live a healthier life style. The therapeutic services also help
individuals learn how to manage issues like childhood trauma, family stressors, peer pressure,
academic struggles and relationship issues. The staff works to meet the needs of individuals and
families in a culturally sensitive lens of compassion and support.
Counseling Topics: Family Stresses and Family Transitions (death, divorce, illness,
moves), Behavior Problems, Anger Management, Depression, Childhood Trauma, ADHD,
Anxiety, Bi-Polar Disorder, Infant Mental Health. Groups Offered Include: Teen Anger
Management Classes, Financial Literacy, which includes dinner and childcare. Referral: Self-
Referral. Application forms found on the website.
4. Navos Mental Health Solutions
Contact: Gena Palm, Chief of Children, Youth & Family Programs
Address: 1033 SW 152nd Street, Burien, WA 98166
Phone: 206-242-1698

The Navos mission statement is: To improve the quality of life of people vulnerable to
mental illness by providing a broad continuum of care. This continuum of care involves
services, which include both in-patient care and outpatient care. The outpatient care serves
children, youth and families as well as adults and older adults. The Ruth Dykeman Childrens
Center is the central place for children, youth and families to receive their counseling and mental
health resources. Navos works closely with early education programs, schools and other agencies
SCHOOL AND COMMUNITY PROFILE 19
that provide services to children and youth, therefore their referral process is done through these
partnerships as well as through self-referral.
Programs provided include: Residential Behavioral Rehabilitation Service, Community
Based Counseling, Adolescent Drug and Alcohol Treatment, Chemical Dependency Assessment,
Individual and Group Counseling, Relapse Prevention Services, Case Management and Referrals,
School-Based Early Prevention and Intervention Services
5. Federal Way Boys & Girls Club
Contact: Pam Lang, Unit Director
Address: 30815 8th Ave. S, Federal Way, WA 98003
Phone: (253) 681-6510

Federal Way Boys & Girls Club mission statement: To inspire and enable all young
people, especially those who need us most, to realize their full potential as productive,
responsible, and caring citizens. Programs Provided: Academic success: Improving grades,
reducing high school dropout rates, and teaching kids to see themselves as learners. Good
character and citizenship: Encouraging community service, reducing juvenile crime rates, and
instilling an attitude of engagement. Healthy lifestyles: Teaching healthy behaviors, reducing
drug use and childhood obesity, and fostering a positive self-image Childcare: The before and
after school childcare program is licensed by the state to ensure safety, quality programming and
increased opportunity for kids to learn! Kids enrolled enjoy and am & pm snack enrichment
activities, homework help and constant supervision by trained, caring adults.
6. Matt Griffin YMCA
Contact: Kent Matheson, Chief Volunteer Officer
Address: 3595 S 188th St, Seatac, WA 98188
Phone: (206) 244-5880

The Seatac YMCA provides programs in the field of health and fitness, childcare and
sports teams. These programs run in partnership with the greater Seattle YMCA through these
programs: The YMCA AWAY Program, The YMCA Military Outreach Program, Respite Child
SCHOOL AND COMMUNITY PROFILE 20
Care, Healthy Kids Day. Referral: Self-referral. Fees to be paid. Membership to YMCA needed
in order to enlist into programs.

Conclusion
Mount Rainier High School consists of 1602 students, 75 teachers and numerous other
staff and support services that turn towards each individual student to make sure that they
succeed in life. It is interesting that a quote on the district lanyard states: Every student by name,
strength and need as I see this school and community profile as a means for me to see clearly
who each student is, what their strengths and needs are and how I may be of help as one of the
school counselors in this building. I know that as the city goes, so does Mount Rainier High
School. As the city changes, so will the school and its needs. So the support system that is
created in the building needs to change and adapt with it. This development is in progress
through the support of the 9
th
grade success team, staff professional development and the need
for establishment of a mission statement within the counseling program. Community agencies
like the Des Moines Police Department, Navos, Sound Mental Health and after-school programs
like the YMCA and New Futures are also additional means to addressing the transitional cultural
shift of the school.














SCHOOL AND COMMUNITY PROFILE 21
Reference
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https://www.dmgov.org/Departments/Police/Pages/CommunityOutreach.aspx
Highline Community College (2013). Gateway to college. Retrieved from
https://gtc.highline.edu
Highline Public Schools (2013). Mount rainier high school performance report 2012-13.
Retrieved from
http://www.highlineschools.org/cms/lib07/WA01919413/Centricity/Domain/65/P
erformance-Reports/MountRainierPerformanceReport2012-13.pdf
Illuminate Student Information System (2013). Highline public schools. Retrieved from
https://hps.illuminateed.com/live/?page=DashboardPage#
New Futures (2013). Our program, about us. Retrieved from http://newfutures.org/our-
programs/
Office of Superintendent of Public Instruction (2013). Washington state report card.
Retrieved from
http://reportcard.ospi.k12.wa.us/Summary.aspx?groupLevel=District&schoolId=1
272&reportLevel=School&orgLinkId=1272&yrs=&year=2012-13
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