AGENDA FOR BOARD OF DIRECTORS Monday, … · Improving Adolescent Literacy: Effective Classroom and Intervention Practices Improving Adolescent Literacy: ... Intervention Practices.

AGENDA FOR BOARD OF DIRECTORS AUBURN SCHOOL DISTRICT NO. 408

Monday, February 11, 2013

I. TIME AND PLACE

1. 7 p.m. at the James P. Fugate Administration Building

II. ROLL CALL

1. Roll call of board members

III. PLEDGE OF ALLEGIANCE

IV. AUDIENCE PARTICIPATION

1. Written communications

2. Scheduled communications

3. Unscheduled communications

4. Community groups and organizations

V. LEGISLATIVE UPDATE

VI. STUDENT AND STAFF RECOGNITION

1. School board recognition month

VII. STUDENT PARTICIPATION

1. Terminal Park Elementary School art display

2. Requests for travel

VIII. SCHOOL PROGRAMS AND STUDENT ACHIEVEMENT

1. 2012-13 Rainier Middle School Improvement Plan

IX. PERSONNEL

1. Certificated and classified personnel report

2. Requests for travel

X. BUILDING PROGRAM

1. Resolution No. 1175


XI. FINANCE

1. Vouchers

2. 2012-13 Revised Budget Hearing


XII. DIRECTORS

1. Approval of minutes

2. Waiver closures

3. Discussion

4. Executive session

LEGISLATIVE UPDATE The board will discuss legislative items.

February 11, 2013 Page 2

STUDENT PARTICIPATION

1. Terminal Park Elementary School Art Display

Tom Dudley, Terminal Park Elementary School principal, will introduce Lynneti Aumua, Morgan Collings, Thatcher Foucher, Regan Singer, and Rodger Skaggs, students, who will present the Terminal Park Elementary School art display and answer questions from the board.

2. Requests for Travel

a. Two Auburn High School students and 23 Auburn Riverside High School students request permission to travel to Portland, Oregon, Friday to Monday, February 15-18. The purpose of the trip is to participate in the All-State and All-Northwest Orchestra Festival. Lodging will be at the Double Tree Inn, meals will be at local restaurants, and travel will be by school bus. All expenses will be paid by ASB funds. Dale Johnson, Auburn High School teacher, and Elsa Fager, Auburn Riverside High School teacher, request permission to accompany the students. A substitute is needed for one day.

b. Sixty-three Auburn Riverside High School students request permission

to travel to Portland, Oregon, Friday to Saturday, March 8-9. The purpose of the trip is to participate in the Mt. Hood Community Orchestra Festival. Lodging will be at the Days Inn, meals will be at local restaurants, and travel will be by charter bus. All expenses will be paid by ASB funds. Elsa Fager requests permission to accompany the students. A substitute is needed for one day.

Darren Wohlmacher and Mrs. Tirado, parent chaperones, request

permission to accompany the students. 3. Forty Auburn Mountainview High School students request permission to

travel to Ravensdale, Saturday to Sunday, March 16-17. The purpose of the trip is to attend a music clinic. Lodging and meals will be at Lake Retreat Camp and Conference Center and travel will be by personal vehicles. All expenses will be paid by ASB funds. Karen Frerichs, Auburn Mountainview High School teacher, and Jessamyn Curtin, Auburn Mountainview High School para-educator, request permission to accompany the students. No substitutes are needed.

Mr. and Mrs. Madison, parent chaperones, request permission to

accompany the students.

Recommendation: That the above trips be approved as requested.


SCHOOL PROGRAMS AND STUDENT ACHIEVEMENT 1. 2012-13 Rainier Middle School Improvement Plan

Rodney Luke, associate superintendent of K-12 student learning and technology, will introduce Ben Talbert, Rainier Middle School principal, who will introduce Doug Burnham, assistant principal; Tracy Brennan, language arts teacher; and Tracy Lasher, mathematics teacher. The team will present the 2012-13 Rainier Middle School improvement plan, share a PowerPoint presentation, and answer questions from the board. This presentation aligns with the 2009-12 district strategic improvement plan, Goal 1: student achievement, Objective 1.b. school improvement plans and the 2012-13 stated district goals, Standard III “create conditions district wide for student and staff success.”

Recommendation: That the board approve the 2012-13 Rainier Middle School Improvement Plan.

School Improvement Plan Review

Background • Accountability • Distributed Leadership • Collaboration • Trust

Math Goal Attainment Indicators

Math Strategies

• Algebra Readiness

• Instructional Readiness vs. Grade Level – Tiered instruction

• Intervention

• Resources – Master Schedule, Staffing,

Supplemental Resources

Math Results

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40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

6th 7th 8th

% of Students at Standard in MAPS

Goal: 65% Passing

Actual Achievement 77% Passing

Math Results

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

6th Grade 7th Grade 8th Grade

2011-2012 Math Map Effect Size Effect Size

2011-2012 Math Map Effect Size Effect Size

Questions from Results

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

6th 7th 8th

% of Students at Standard in MAPS

Goal:

Actual Achievement 77% Passing

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00% Math Overall 2005-2012

Math Overall 2005-2012 6th Grade



Reading Goal Attainment Indicators

VOCABULARY Vocabulary occupies an important position both in learning to read and in comprehending text: readers cannot understand text without knowing most of the words mean (National Reading Panel 2000). According to Nagy (2005), “Of the many benefits of having a large vocabulary, none is more valuable than the positive contribution that vocabulary size makes to reading comprehension.” To comprehend text, students require both fluent word recognition skills (i.e., decoding) and an average or greater vocabulary. According to Biemiller (2005b), “the presence of these two accomplishments does not guarantee a high level of reading comprehension, but the absence of either word recognition or adequate vocabulary ensures a low level of reading comprehension.”

Targeted Intervention

Reading Results

• Goal Attainment

• Questions from Results

• Process has identified additional needs – The solutions of today will present the

challenges of tomorrow

Reading Results

Reading Results

Questions from Results

Examples of Gains Name Fall 2011 RIT Winter 2012 RIT Spring 2012 RIT Difference Effect Size MSP

184 229 228 44 3.08 411

163 215 206 43 3.01 380

189 214 218 29 2.03 337

190 209 217 27 1.89 415

205 216 223 18 1.26 394

Goal III Focused Professional Development

SMART Goal 3

Subject Area:

School Name: Rainier Middle School

Target Population- based on

demographic, discipline and

attendance data analysis:

Certificated and Classified staff members of Rainier Middle School

Our Reality-based on assessment data

analysis:

Staff rated frequent monitoring of teaching and learning, focused professional development, and high standards and expectations with the fewest number of positive responses on the CEE survey.

Our SMART Goal-based on target

population and your reality:

The percentage of staff rating focused professional development and frequent monitoring of teaching and learning will increase from 40% to 60% as measured by the Center for Education Effectiveness Survey will increase from 40% to 60% from October 2010 to October 2012.

Focused Professional Development

0%10%20%30%40%50%60%70%80%90%

100%

Collaboration and Communication

Clear and Shared Focus

High Standards and Expectations

Effective Leadership

Supportive Learning Environment

Parent and Community Involvement

Curriculum, Instruction, and Assessment

Monitoring of Teaching and Learning

Focused Professional Development

Cultural Responsiveness

District Support for Improvement

Comparison Perspective: Percent Positive

Nov 2012 Oct 2010 Dec 2008

Copyright © 2003-2012, the Center for Educational Effectiveness, Inc. All Rights Reserved.Copyright © 2003-2012, the Center for Educational Effectiveness, Inc. All Rights Reserved.

Challenges

Unanticipated Benefits

•Master Schedule •STEM

•Geometry •Algebra •Biology •Robotics

•Leadership/WEB •Teacher Leadership - ATLA, PLCs •Dean of Students

Additional Assets

Technology After School Programs:

•Robotics •Tutors •Mine Craft •Spirit Club

Adaptive Behavior

Improving Adolescent Literacy:

Effective Classroom and

Intervention Practices

Improving Adolescent Literacy:

Effective Classroom and

Intervention Practices

IES PRACTICE GUIDE

NCEE 2008-4027U.S. DEPARTMENT OF EDUCATION

WHAT WORKS CLEARINGHOUSE

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Introduction

The goal of this practice guide is to present specific and coherent evidence-based rec-ommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The panel purposefully included students in 4th and 5th grades within the realm of adolescents because their in-structional needs related to literacy have more in common with those of students in middle and high school than they do with students in early elementary grades. Many students in grades 4 and up experi-ence difficulty acquiring the advanced lit-eracy skills needed to read in the content areas.1 The target audience for the practice guide is teachers and other school person-nel who have direct contact with students, such as coaches, counselors, and princi-pals. The practice guide includes specific recommendations for educators along with a discussion of the quality of evidence that supports these recommendations.

We, the authors, are a small group with expertise on this topic. The range of evi-dence we considered in developing this guide is vast, ranging from experimental studies in which reading was the depen-dent variable, to trends in the National As-sessment of Educational Progress (NAEP) data, to correlational and longitudinal studies, again with reading as the major variable of interest. For questions about what works best, high-quality experimen-tal and quasi- experimental studies—such as those meeting the criteria of the What Works Clearinghouse (http://www.ies.ed.gov/ncee/wwc)—have a privileged position. In all cases we pay particular attention to findings that are replicated across studies.

Although we draw on evidence about the effectiveness of specific practices in

1. Biancarosa and Snow (2004); Heller and Green-leaf (2007).

reading instruction, we use this informa-tion to make broader points about im-proving practice. In this guide we have tried to take findings from research or practices recommended by experts and describe how recommendations might ac-tually unfold in school settings. In other words, we aim to provide sufficient detail so that educators will have a clear sense of the steps necessary to make use of the recommendations.

A unique feature of practice guides is the explicit and clear delineation of the qual-ity—as well as quantity— of evidence that supports each claim. To do this, we used a semi-structured hierarchy suggested by IES. This classification system uses both the quality and the quantity of available evidence to help determine the strength of the evidence base grounding each recom-mended practice (table 1).

Strong refers to consistent and generaliz-able evidence that a practice causes bet-ter outcomes for students in measures of reading proficiency.2

Moderate refers either to evidence from studies that allow strong causal conclu-sions but cannot be generalized with as-surance to the population on which a rec-ommendation is focused (perhaps because the findings have not been widely repli-cated) or to evidence from studies that are generalizable but have more causal ambiguity than offered by experimental designs (statistical models of correlational data or group comparison designs for which equivalence of the groups at pretest is uncertain).

Low refers to expert opinion based on rea-sonable extrapolations from research and theory on other topics and evidence from

2. Following What Works Clearinghouse guide-lines, we consider a positive, statistically signifi-cant effect or large effect size (greater than 0.25) as an indicator of positive effects.

http://ies.ed.gov/ncee/wwc/

http://ies.ed.gov/ncee/wwc/

InTRODuCTIOn

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Table 1. Institute of Education Sciences levels of evidence for practice guides

Strong

In general, characterization of the evidence for a recommendation as strong requires both studies with high internal validity (i.e., studies whose designs can support causal conclusions) and studies with high external validity (i.e., studies that in total include enough of the range of participants and settings on which the recommendation is focused to support the conclusion that the results can be generalized to those participants and settings). Strong evidence for this practice guide is operationalized as:

A systematic review of research that generally meets the standards of the What Works Clearing-•house (WWC) (see http://ies.ed.gov/ncee/wwc/) and supports the effectiveness of a program, prac-tice, or approach with no contradictory evidence of similar quality; ORSeveral well-designed, randomized controlled trials or well designed quasi- experiments that gen-•erally meet the WWC standards and support the effectiveness of a program, practice, or approach, with no contradictory evidence of similar quality; OROne large, well-designed, randomized controlled, multisite trial that meets the WWC standards •and supports the effectiveness of a program, practice, or approach, with no contradictory evi-dence of similar quality; ORFor assessments, evidence of reliability and validity that meets the Standards for Educational and •Psychological Testing.a

Moderate

In general, characterization of the evidence for a recommendation as moderate requires studies with high internal validity but moderate external validity, or studies with high external validity but mod-erate internal validity. In other words, moderate evidence is derived from studies that support strong causal conclusions but where generalization is uncertain, or studies that support the generality of a relationship but where the causality is uncertain. Moderate evidence for this practice guide is opera-tionalized as:

Experiments or quasi- experiments generally meeting the WWC standards and supporting the ef-•fectiveness of a program, practice, or approach with small sample sizes and/or other conditions of implementation or analysis that limit generalizability and no contrary evidence; ORComparison group studies that do not demonstrate equivalence of groups at pretest and there-•fore do not meet the WWC standards but that (a) consistently show enhanced outcomes for par-ticipants experiencing a particular program, practice, or approach and (b) have no major flaws related to internal validity other than lack of demonstrated equivalence at pretest (e.g., only one teacher or one class per condition, unequal amounts of instructional time, highly biased outcome measures); ORCorrelational research with strong statistical controls for selection bias and for discerning influ-•ence of endogenous factors and no contrary evidence; ORFor assessments, evidence of reliability that meets the Standards for Educational and Psychological •Testingb but with evidence of validity from samples not adequately representative of the popula-tion on which the recommendation is focused.

Low

In general, characterization of the evidence for a recommendation as low means that the recommenda-tion is based on expert opinion derived from strong findings or theories in related areas and/or expert opinion buttressed by direct evidence that does not rise to the moderate or strong levels. Low evidence is operationalized as evidence not meeting the standards for the moderate or high levels.

a. American Educational Research Association, American Psychological Association, and National Council on Measure-ment in Education (1999).

b. Ibid.

InTRODuCTIOn

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studies that do not meet the standards for moderate or strong evidence.

The What Works Clearinghouse standards and their relevance to this guide

In terms of the levels of evidence indicated in table 1, we rely on What Works Clearing-house (WWC) evidence standards to assess the quality of evidence supporting educa-tional programs and practices. The WWC addresses evidence for the causal validity of instructional programs and practices according to WWC standards. Informa-tion about these standards is available at http://ies.ed.gov/ncee/wwc. The technical quality of each study is rated and placed into one of three categories:

Meets Evidence Standards• for random-ized controlled trials and regression discontinuity studies that provide the strongest evidence of causal validity.

Meets Evidence Standards with Res-•ervations for all quasi- experimental

studies with no design flaws and ran-domized controlled trials that have problems with randomization, attri-tion, or disruption.

Does Not Meet Evidence Screens • for studies that do not provide strong evi-dence of causal validity.

Appendix D provides more technical in-formation about the studies and our de-cisions regarding the level of evidence for each recommendation. To illustrate the types of studies reviewed, we de-scribe one study for each recommenda-tion. Our goal in doing this is to provide interested readers with more detail about the research designs, the intervention components, and the way impact was measured.

Dr. Michael KamilDr. Geoffrey D. Borman

Dr. Janice DoleCathleen C. Kral

Dr. Terry SalingerDr. Joseph Torgesen

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Improving Adolescent Literacy: Effective Classroom and Intervention Practices

Overview

Data from the 2007 National Assessment of Educational Progress (NAEP) in read-ing report that 69 percent of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.1 Equally alarm-ing, 26 percent of students read below the basic level, which means that they do not have sufficient reading ability to under-stand and learn from text at their grade level. When these data are coupled with reports showing that even high school students with average reading ability are currently unprepared for the literacy de-mands of many workplace and postsec-ondary educational settings, the need for improved literacy instruction of adoles-cents is apparent.2

Reading ability is a key predictor of achieve-ment in mathematics and science,3 and the global information economy requires to-day’s American youth to have far more ad-vanced literacy skills than those required of any previous generation.4 However, as long-term NAEP data5 and other studies show,6 improvements in the literacy skills of older students have not kept pace with the increasing demands for literacy in the workplace. These studies, and those men-tioned earlier, suggest the need for serious

1. Lee, Griggs, and Donahue (2007).

2. Pennsylvania Department of Education (2004); Williamson (2004).

3. ACT (2006).

4. Snow, Burns, and Griffin (1998).

5. Perie and Moran (2005).

6. ACT (2006).

attention to the challenges of improving reading instruction in upper elementary, middle, and high school. Yet reading in-struction as a formal part of the curricu-lum typically decreases as students move beyond upper elementary grades.

To acquire the skills they need, students must work hard to refine and build upon their initial reading skills, and teachers in upper elementary grades and in mid-dle and high school classes should help students acquire more advanced skills once they understand the demands that content area tasks actually present, es-pecially to students who struggle with reading.7 However, many teachers re-port feeling unprepared to help their stu-dents or do not think that teaching read-ing skills in content-area classes is their responsibility.8

For more than 50 years9 the realities of stu-dent reading difficulties and teacher lack of preparation to address them have been met by calls for more instruction in higher-level reading skills for adolescents and for professional development in content-area reading instruction for middle and high school teachers. Although the debate about the role of content-area teachers in reading instruction continues,10 the time has come to consider seriously the support that needs to be given to struggling read-ers and the role that every teacher needs to play in working toward higher levels of literacy among all adolescents, regardless of their reading abilities.

A significant difficulty in working toward higher levels of literacy involves struc-tural barriers at the middle and high school levels that need to be overcome.

7. Heller and Greenleaf (2007).


9. Artley (1944); Moore, Readence, and Rickman (1983).


OvERvIEW

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Researchers11 have found that some teach-ers circumvent the need for students to read texts by adjusting their assignments or methods of presenting content, rather than helping students learn the discipline-specific strategies needed for content-area work. Another researcher12 found that content-area teachers expressed resis-tance to the work of the high school read-ing specialists, whose job is to provide students with additional help outside their regular class structure. And still others13 have suggested that teachers who strive primarily to cover the content of their disciplines are unaware that by increas-ing students’ ability to read their assign-ments they could actually increase the depth and breadth of content that could be covered efficiently. A final barrier14 is that when schools actually institute programs to help struggling adolescent readers, they are housed within special education programs and thus serve only a small proportion of the students whom they could benefit.

In determining what to include in the ado-lescent literacy practice guide, the panel recognized that recommendations for in-structional strategies must be evidence-based. That is, rigorous studies have shown the practices to be associated with improvements in students’ reading pro-ficiency. While fully understanding that all aspects of literacy are important for success in middle and high school, panel members decided to focus specifically on studies about reading, that is, studies in which reading was a dependent variable. Although aware of the challenges faced by English language learners, we also focused on students whose first language was

11. Schoenbach et al. (1999).

12. Darwin (2003).

13. Kingery (2000); O’Brien, Moje, and Stewart (2001).

14. Barry (1997).

English.15 The search for sources focused only on studies of reading programs con-ducted within a school or clinical setting and excluded those offered in organized after school programs. These decisions narrowed the number of empirical stud-ies from which recommendations could be drawn.

Finally, the research that met the crite-ria for inclusion in this guide included few studies involving the use of com-puter technology. Despite great inter-est in and increasing use of software for reading instruction in middle and high schools, there is little experimental or quasi- experimental research demonstrat-ing the effectiveness of that work. Most recently, the National Evaluation of Edu-cational Technology16 assessed the ef-fectiveness of four software packages for literacy instruction at the 4th grade level, using an experimental design with a na-tional sample of 45 schools, comprising 118 teachers and 2,265 students. Although the individual products were not identi-fied by specific results, none of the tested software products produced statistically significant improvements in student read-ing achievement at the end of the first of two years of the study. At the same time, the National Reading Panel suggested that there is some promise in using computers to supplement classroom instruction; how-ever, these conclusions do not rise to the level of a supported endorsement.

A major source for identifying strategies that can have an immediate impact on student reading achievement was the Re-port of the National Reading Panel,17 es-pecially its sections on comprehension

15. The Institute of Education Sciences has pub-lished a practice guide on effective literacy in-struction for English language learners, which can be accessed at http://ies.ed.gov/ncee.

16. Dynarski et al. (2007).

17. National Reading Panel (2000a).

OvERvIEW

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and vocabulary. What makes the National Reading Panel evidence so important is that the eligible research for vocabulary consisted mostly of studies of students in grades 3 and above, while the research on comprehension involved mostly students in grades 4 and above. The analysis of adolescent literacy practices presented in summary form in Reading Next: A Vision for Action and Research in Middle and High School Literacy18 has also been influential in shaping discussions on adolescent lit-eracy and has provided a starting point for developing this guide.

Adolescent literacy is a complex concept because it entails more than the scores that students achieve on standardized reading tests. It also entails reading to learn in subjects that present their ideas and content in different ways. Students need to be able to build knowledge by comprehending different kinds of texts, mastering new vocabulary, and sharing ideas with others. Although causal links have not been empirically established between improvements in reading and increases in course grades and scores on subject-based tests, students’ reading dif-ficulties will obviously impede their ability to master content-area coursework fully. Test score data and research continually confirm that many adolescents first need to improve their reading comprehension skills before they can take full advantage of content-area instruction.

In determining what to include in this practice guide, panel members also recog-nized that recommendations must be prac-tical. Teachers must perceive the value of each recommendation so that they envi-sion themselves integrating the recom-mendations into their instruction to make content-area reading assignments acces-sible to all students—those who are learn-ing to make sense of new and unfamiliar academic areas, those whose skills are

18. Biancarosa and Snow (2004).

marginal at best, and also those who strug-gle with reading. The first two recommen-dations focus on strategies for vocabulary and comprehension instruction: Provide explicit vocabulary instruction (Level of evidence: Strong) and provide direct and explicit comprehension strategy instruc-tion (Level of evidence: Strong) (table 2).

Although its research base is not as strong as that for vocabulary and comprehension, the third recommendation concerns dis-cussion of and about texts. Most, if not all, the studies that examined instruction in comprehension strategies indicated the im-portance of practicing those strategies in the context of discussions about the mean-ing of texts. Further, there is evidence that encouraging high-quality discussion about texts, even in the absence of explicit in-struction in reading comprehension strate-gies, can have a positive impact on reading comprehension skills. Small- and large-group discussions also provide teachers with an important window into students’ thinking that can inform future instruc-tion. Therefore, the third recommendation focuses on the use of discussion in improv-ing the reading outcomes of students: Pro-vide opportunities for extended discussion of text meaning and interpretation (Level of evidence: Moderate).

The fourth recommendation concerns stu-dent motivation and engagement. These two factors are widely recognized as im-portant moderators for learning, but there is limited scientific evidence that links these factors directly to student achieve-ment in reading. Nonetheless, all teachers can recognize the importance of bolster-ing students’ motivation and finding ways to increase students’ engagement with the material they are asked to read. The recommendation provided in this prac-tice guide ties motivation and engage-ment specifically to literacy outcomes: Increase student motivation and engage-ment in literacy learning (Level of evi-dence: Moderate).

OvERvIEW

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Panel members also recognized that some students need more intense help to im-prove literacy skills than classroom teach-ers can provide. Because of this, our fifth recommendation concerns struggling read-ers, those students who probably score well below their peers on state reading tests and whose reading deficits hinder successful performance in their coursework. Under normal classroom instructional conditions, these students are unable to make needed improvements in their reading skills, so they typically cannot meet grade-level standards in literacy throughout middle and high schools. They need additional help that the classroom teacher cannot be expected to provide. Unless their read-ing growth is dramatically accelerated by

strong and focused instruction, they will continue to struggle to make sense of the materials assigned to them in their course-work, and they are at serious risk of being unable to use literacy skills successfully in their postsecondary lives. However, if they are identified from among their peers as being struggling readers and if their weak-nesses in reading are carefully assessed by trained specialists using measures that de-tect strengths and weaknesses, and this as-sessment is followed by intensive interven-tions that are focused on their particular needs, they will have more opportunities to improve their literacy skills substantially. This improvement should then translate into gains in content-area achievement (Level of evidence: Strong).

Table 2. Recommendations and corresponding levels of evidence to support each

Recommendation Level of evidence

Provide explicit vocabulary instruction.1. Strong

Provide direct and explicit comprehension strategy instruction.2. Strong

Provide opportunities for extended discussion of text meaning and 3.

interpretation.Moderate

Increase student motivation and engagement in literacy learning.4. Moderate

Make available intensive and individualized interventions for strug-5.

gling readers that can be provided by trained specialists.Strong

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Recommendation 1. Provide explicit vocabulary instruction

Teachers should provide students with explicit vocabulary instruction both as part of reading and language arts classes and as part of content-area classes such as science and social studies. By giving students explicit instruction in vocabulary, teachers help them learn the meaning of new words and strengthen their independent skills of constructing the meaning of text.

Level of evidence: Strong

The panel considers the level of evidence supporting this recommendation to be strong, based on six randomized con-trolled experimental studies and three well designed quasi- experiments that dem-onstrated group equivalence at pretest.1 An additional six studies with weaker de-signs provided direct evidence to support this recommendation.2 A single subject de-sign study also provided evidence about the effect of vocabulary instruction on stu-dents’ outcomes.3 The research supporting explicit vocabulary instruction includes students in upper elementary, middle, and high schools from diverse geographic regions and socioeconomic backgrounds and addresses a wide variety of strategies of vocabulary instruction.

1. Barron and Melnik (1973); Baumann et al. (2002); Baumann et al. (2003); Bos and Anders (1990); Brett, Rothlein, and Hurley (1996); Lieberman (1967); Margosein, Pascarella, and Pflaum (1982); Nelson and Stage (2007); Xin and Reith (2001).

2. Beck, Perfetti, and McKeown (1982); Jenkins, Matlock, and Slocum (1989); Koury (1996); Rud-dell and Shearer (2002); Stump et al. (1992); Ter-rill, Scruggs, and Mastropieri (2004).

3. Malone and McLaughlin (1997). The standards for judging the quality of a single subject design study are currently being developed.

One caveat is critical to interpreting the research on vocabulary instruction. While all of these studies show effects on vo-cabulary learning, only some show that explicit vocabulary instruction has effects on standardized measures of reading com-prehension. Although reading comprehen-sion is clearly the ultimate goal of reading instruction, it is important to note that the construct of comprehension includes, but is not limited to, vocabulary. While it is likely that the cumulative effects of learn-ing vocabulary would eventually show effects on reading comprehension, we be-lieve additional research is necessary to demonstrate this relationship.

Brief summary of evidence to support the recommendation

In the early stages of reading most of the words in grade-level texts are familiar to students as part of their oral vocabulary. However, as students progress through the grades, print vocabulary increasingly contains words that are rarely part of oral vocabulary. This is particularly the case for content-area material. In many content-area texts it is the vocabulary that carries a large share of the meaning through special-ized vocabulary, jargon, and discipline-re-lated concepts. Learning these specialized vocabularies contributes to the success of reading among adolescent students. Re-search has shown that integrating explicit vocabulary instruction into the existing curriculum of subject areas such as science or social studies enhances students’ ability to acquire textbook vocabulary.4

Children often learn new words inciden-tally from context. However, according to a meta-analysis of the literature, the probability that they will learn new words while reading is relatively low—about 15 percent.5 Therefore, although incidental

4. Baumann et al. (2003); Bos and Anders (1990).

5. Swanborn and de Glopper (1999).

1. PROvIDE ExPLICIT vOCABuLARy InSTRuCTIOn

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learning helps students develop their vo-cabulary, additional explicit instructional support needs to be provided as part of the curriculum to ensure that all students acquire the necessary print vocabulary for academic success. In many academic texts, students may use context clues within the text, combined with their existing seman-tic and syntactic knowledge to infer the meaning of unfamiliar words.6 Explicit vocabulary instruction may be essential to this development of these types of in-ference skills.

Words are best learned through repeated exposure in multiple contexts and do-mains. Many content-area texts, such as those in biology and physics, however, include specialized vocabulary, jargon, and discipline-related concepts that stu-dents may not encounter outside their textbooks. This aspect of presenting content -area material limits the amount of exposure students will have with these unfamiliar terms. If students encounter unknown words in almost every sen-tence in a textbook, learning the content becomes daunting and discouraging. Ex-plicit instruction in specialized vocabu-laries is an important way to contribute to successful reading among adolescent students.7

Research has shown that integrating ex-plicit vocabulary instruction into the ex-isting content-area curriculum in content areas such as science or social studies enhances students’ ability to acquire text-book vocabulary.8 Additional studies that examined students’ scores on the vocab-ulary subtests of standardized reading tests demonstrated that explicit vocabu-lary instruction had a substantial effect on students’ vocabulary acquisition in the context of a variety of texts, including

6. Swanborn and de Glopper (1999).

7. Beck et al. (1982).

8. Baumann et al. (2003); Bos and Anders (1990)

prose, expository texts, and specialized word lists.9

Explicit vocabulary instruction is a name for a family of strategies that can be di-vided into two major approaches: direct in-struction in word meaning and instruction in strategies to promote independent vo-cabulary acquisition skills. Direct instruc-tion in word meaning includes helping stu-dents look up definitions in dictionaries and glossaries, read the words and their definitions, match words and their defini-tions, participate in oral recitation, memo-rize definitions, and use graphic displays of the relationships among words and con-cepts such as semantic maps. Strategies to promote independent vocabulary acqui-sition skills include analyzing semantic, syntactic, or context clues to derive the meaning of words by using prior knowl-edge and the context in which the word is presented. Research shows that both ap-proaches can effectively promote students’ vocabulary.10 The first approach can add to students’ ability to learn a given set of words, whereas the second approach has the added value of helping students gen-eralize their skills to a variety of new texts in multiple contexts. In that respect, the two approaches are complementary rather than conflicting.

Some students acquire words best from reading and writing activities, whereas other students benefit more from visual and physical experiences.11 For exam-ple, short documentary videos may help students learn new concepts and terms because they provide a vivid picture of how the object looks in the context of its

9. Barron and Melnik (1973); Baumann et al. (2002); Beck et al. (1982); Brett et al. (1996); Nel-son and Stage (2007)

10. Baumann et al. (2003); Bos and Anders (1990); Jenkins et al. (1989)

11. Barron and Melnik (1973); Xin and Reith (2001).


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environment or specialized use.12 Using computer software to teach vocabulary is an effective way to leverage instructional time and provide a variety of practice modes—oral, print, and even multimedia elaborations of words and concepts. Pro-grams that allow students to engage in independent practice can free teachers to work with other students in other instruc-tional modes.

Other studies have shown that students also learn vocabulary through rich discus-sions of texts (see recommendation 3). For instance, one study showed that discus-sion improved knowledge of word mean-ings and relationships for students reading biology texts.13 Discussion was also used in another study as part of the interven-tion.14 Discussion seems to have its effects by allowing students to participate as both speakers and listeners. While this is not explicit instruction, it does have some additional benefits. For example, discus-sion might force students to organize vo-cabulary as they participate, even testing whether or not the vocabulary is used ap-propriately. It also presents opportunities for repeated exposure to words, shown to be a necessary condition for vocabulary learning. Vocabulary learning in these cases did not result from explicit instruc-tion, but teachers who recognize potential of this kind of learning can supplement these interactions with new vocabulary with brief, focused explicit instruction to ensure that students share a common understanding of unfamiliar words and terms and have an opportunity to practice new vocabulary.

Although the research noted so far dem-onstrates the positive effects of explicit vocabulary instruction on vocabulary acquisition, there are mixed results with

12. Xin and Reith (2001).

13. Barron and Melnik (1973).

14. Xin and Reith (2001).

respect to the effects of such instruction on general measures of comprehension. Only a small number of the studies on explicit vocabulary instruction included comprehension outcome measures and found meaningful increases in students’ reading comprehension. It may be that whereas limited vocabulary interferes with comprehension, additional literacy skills are needed for successful reading comprehension.

How to carry out the recommendation

1. Dedicate a portion of the regular class-room lesson to explicit vocabulary instruc-tion. The amount of time will be dictated by the vocabulary load of the text to be read and the students’ prior knowledge of the vocabulary. Making certain that students are familiar with the vocabulary they will encounter in reading selections can help make the reading task easier. Computer in-struction can be an effective way to provide practice on vocabulary and leverage class-room time.

2. use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice sessions.15 Words are usu-ally learned only after they appear several times. In fact, researchers16 estimate that it could take as many as 17 exposures for a student to learn a new word. Repeated ex-posure could be in the same lesson or pas-sage, but the exposures will be most effec-tive if they appear over an extended period of time.17 Words that appear only once or twice in a text are typically not words that should be targeted for explicit instruction because there may never be enough prac-tice to learn the word completely. Students should be provided with the definitions of these infrequent words.

15. Jenkins et al. (1989).

16. Ausubel and Youssef (1965).

17. Ausubel and Youssef (1965).


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3. give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing, and extended reading. This will ensure that stu-dents begin to acquire a range of productive meanings for the words they are learning and the correct way to use those words in addition to simply being able to recognize them in print.

4. Provide students with strategies to make them independent vocabulary learners. One way is to give them strategies to use com-ponents (prefixes, roots, suffixes) of words to derive the meaning of unfamiliar words; another is to make use of reference ma-terial such as glossaries included in their textbooks.18

Potential roadblocks and solutions

1. Students may vary in their response to different vocabulary instruction strategies. for example, some students respond better to sensory information than to verbal infor-mation about word meaning. Teachers need to combine multiple approaches in provid-ing explicit vocabulary instruction.19 for in-stance, as described above, it is helpful to expose students to vocabulary numerous times either in one lesson or over a series of lessons. It is also helpful to combine this re-peated exposure with a number of different explicit instruction strategies, such as using direct instruction techniques (getting stu-dents to look up definitions in dictionaries), helping promote students to independently acquire vocabulary skills (using context clues to derive meaning), offering students the opportunity to work on the computer using various software, and allowing students to discuss what they have read.

2. Teachers may not know how to select words to teach, especially in content areas.

18. Baumann et al. (2002); Baumann et al. (2003).

19. Lieberman (1967).

Content-area textbooks are loaded with too much specialized vocabulary and jargon. Teachers need to select carefully the most important words to teach explicitly each day. Several popular methods of selecting words for vocabulary instruction are avail-able. Two methods seem important for ado-lescent readers:

One method uses as a criterion the •frequency of the words in instruc-tional materials.20 This, again, is more important for elementary materials where the vocabulary is selected from a relatively constrained set of instruc-tional materials. For most adolescents, this constraint on vocabulary in in-structional materials diminishes over time, making the frequency method of selecting words less useful for teach-ing adolescent students reading con-tent. However, for adolescent students who have limited vocabularies, select-ing high-frequency, unknown words remains an important instructional strategy.

Another method uses three categories •of words: Tier I, Tier II, and Tier III. This concept has been applied most effectively for literary texts with stu-dents at elementary levels. Tier I words are those typically in readers’ vocab-ularies and should not be the focus of instruction. These high-frequency words are usually acquired very early. Tier III words are rare words that are recommended for instruction only when they are encountered in a text. That leaves Tier II words as the focus of explicit vocabulary instruction prior to reading a text. The criteria for what constitutes membership in each tier are not sharply defined, but are loosely based on frequency and the utility for future reading.21

20. Biemiller (2005); Hiebert (2005).

21. Beck et al. (1982).


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For adolescent readers of content mate-•rials, vocabulary should be selected on the basis of how important the words are for learning in the particular disci-pline, rather than the tier in which the word is located. For example, in a 9th-grade biology text, the word “cytoskel-eton” might be a target for prereading instruction in a chapter on cell biology, even though it would generally be con-sidered a Tier III word because it al-most never appears in general reading or conversation. Most of the words for adolescent readers should be selected on the basis of how important they are to understanding the content that stu-dents are expected to read. For much content material, the words that carry the burden of the meaning of the text are rare words, except in texts and ma-terials related to a specific discipline. Despite the rarity of the words, they are often critical to learning the discipline content and thus should be the subject of explicit instruction, which is almost the only way they can be learned.

3. Teachers may perceive that they do not have time to teach vocabulary. Teachers are often focused on the factual aspect of stu-dents’ content-area learning and find little time to focus on other issues in reading. Whenever reading is part of a lesson, a few minutes spent on explicit vocabulary in-struction will pay substantial dividends for student learning. Some effort in teaching students to become independent vocabu-lary learners will lessen the amount of time required by teachers as part of the lesson.22 Making students even slightly more inde-pendent vocabulary learners will eventually increase the amount of content-area instruc-tional time.

Using computers can give teachers the op-portunity to provide independent practice on learning vocabulary. Teachers will be able to leverage instructional time by hav-ing students work independently, either before or after reading texts.

22. Baumann et al. (2002); Baumann et al. (2003).

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Planning Year 2010-2011 Implementation September 2011-June 2014

Rainier Middle School

Strategic Improvement Plan

Strategic Plan Adopted by the Auburn School Board of Directors on insert school board approval date here.

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September 2011-June 2014 Auburn School District Strategic Improvement Plan

District Improvement Goal 1: Student Achievement With district support, leadership, and guidance each student will achieve proficiency in the Washington Comprehensive Assessment Program (WCAP) and all schools will meet adequate yearly progress by meeting or exceeding the Washington State uniform bar in reading and mathematics in grades 3 through 8 and 10. District Improvement Goal 2: Dropout Rate and On-time Graduation Schools will reduce dropout rates and meet additional Adequate Yearly Progress indicators as determined by K-8 attendance and high school on-time graduation rates. District Improvement Goal 3: Parents/Guardians and Community Partnerships The district and schools will continue to develop partnerships to support student academic achievement and success. District Improvement Goal 4: Policies and Resource Management The district will focus on improving student academic achievement and narrowing the achievement gaps in its policy decisions and resource allocation. 2010-2011 Stated District Objectives-Student Achievement and Accountability Superintendent implements district strategic improvement plan to establish professional learning communities, become a standards-based district, produce power standards, develop common formative assessments, monitor student achievement, and provide intervention for continuous improvement for 10% more students at or above standards in reading and math. Superintendent increases high school graduation rates to 95% and increasing high school aggregate credits earned and decreasing failing grades in 9th grade. Superintendent increases learning enrichment and achievement beyond standards for all students including less represented population.

School:

Rainier Middle School

Date of SIP Team District Improvement Goal Review:

SIP Team Members:

Sheila McCord Cyndi Ulrich Jack Madigan

Kirk Jonasson Sonya Rempfer Ben Talbert

Debbie Allison Scott Davidson

Robin Light Harriet Dalos

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Requirements for School Improvement Plan WAC 180-16-220

Each school in the district shall be approved annually by the school board of directors under an approval process determined by the district board of directors. “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan”. The checklist below contains the required elements for School Improvement Plans under WAC 180-16-220. School Improvement Plans are subject to review by the Office of Superintendent of Public Instruction (OSPI).

1. Evidence and date of annual school board approval.

2. Evidence staff certification requirements were met. (Highly Qualified)

3. Evidence the plan is based on self-review and participation of required

participants (staff, students, families, parents, and community members).

4. Brief summary of use of data to establish improvement.

5. How continuous improvement in student achievement of state learning goals and essential academic learning requirements (EALRs) is promoted.

6. Recognition of non-academic student learning, what and how.

(School Climate, bullying, counselors, community resources, partnerships, student leadership; interpersonal relationship skills)

7. Plan addresses characteristics of successful schools.

8. Plan addresses educational equity (gender, race, ethnicity, culture,

language, and physical/mental ability).

9. Plan addresses use of technology to facilitate instruction.

10. Plan addresses parent, family, and community involvement. Failure to make AYP for two consecutive years will result in identification for school improvement beginning with Step 1. The consequences associated with each step are detailed at: http://www.k12.wa.us/ESEA/AdequateYearlyProgress.aspx

http://www.k12.wa.us/ESEA/AdequateYearlyProgress.aspx�

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Executive Summary

Auburn School District Mission In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong learners.

Auburn School District Vision The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and ethically responsible decision making.

School Mission The Rainier Staff is committed to providing our students with the essential academic skills, an appreciation for the arts, and an understanding of the importance of health and fitness that will enable them to function in our global society according to their individual strengths. We are committed to assisting students to develop personal responsibility, self-respect and acceptance of others while fostering a desire for life-long learning and responsible citizenship.

School Vision In a setting where diversity of thinking and cultures is valued, Rainier Middle School students establish a foundation that will prepare them for success in high school on a path for college or other post-secondary training.

Background Information WAC 180-16-220 Requirements for School Improvement Plan

Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WLPTII, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.

The Rainier Middle School SIP team was comprised primarily of the content team leaders; ELL teacher; building administration and student, parent and community

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members. During the 2009-10 school year each team identified content specific improvement goals and action plans. This was expanded during the 2010-11 school year as the team participated with the Auburn School District’s model for the revised School Improvement Process. The team met at least twice a month and attended monthly training meetings at the Auburn School District central office. The team also held additional planning sessions after school and used occasional release days as needed. In the 2011-12 school year the leadership team and a reading sub-committee has continued to meet regularly to review the plan as it is being implemented and make adjustments based on our experiences. We are presently in the process of revising the reading plan making changes in how the words for explicit vocabulary instruction are selected and reinforced. This document reflects improvement plans in two parts; whole school activities, and individual content area strategies. The whole school components are those elements in which every teacher in the school can participate regardless of the content area or assignment they have. For example, it is understood that the physical education teacher will not dedicate large portions of their class time to the teaching of phonics, but it is reasonable to ask them to assist with the attainment of certain reading skills. Similarly, it is understood that broad-based strategies by themselves are insufficient to help students with more intensive needs breach the gaps in which they find themselves. For students with greater needs, specific plans have been made to help them overcome the larger scale of deficits they are struggling with.

Highly Qualified Staff At the present time 100% of Rainier Middle School staff meet the highly qualified requirements. Significant attention has been given to ensuring that each staff member has been assigned to teach in areas for which they are endorsed and qualified. Revisions to the middle school model in Auburn two years ago have allowed us to give priority to teachers working almost exclusively in single-subject assignments.

Demographic data Rainier Middle School is one of four middle schools in the Auburn School District. Rainier Middle School is located on the east hill of Auburn. In the last decade, the east hill area known as the community of Lea Hill, has transformed from a rural,

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agricultural community to a bedroom community of commuters to the cities of Seattle and Tacoma. The attendance area covers a large geographical area including parts of unincorporated King County and the City of Auburn. Additionally, many families from nearby Kent waiver into Auburn schools on the east hill. Over 830 students attend Rainier Middle School. Rainier Middle School’s student body is comprised of: 2% American Indian/Alaskan Native; 10% Asian; 10% Black; 13% Hispanic; 65% White. Approximately 45% of the students are eligible for free and reduced price meals, and the mobility rate is 14%. The student gender percentages are approximately 51% male and 49% female.

Discipline and Attendance Analysis Rainier Middle School separates disciplinary incidents into two categories; low level incidents such as chewing gum, coming to class prepared with materials, etc.; and more serious incidents such as insubordination, harassment, physical altercations, etc. Low level behaviors are handled on a system of infractions, points, and achieving honor level status. Significant behaviors are referred to the office for administrative review and more serious consequences. Staff members at Rainier Middle School effectively prioritize responses to misconduct and solve most problems at the lowest levels possible. In the 2011-12 school year 247 referrals for misconduct requiring administrative intervention have occurred. Eighteen staff members have written five or fewer discipline referrals, eight staff members have written 9 or fewer referrals, and eight staff members have written ten or more referrals. The large majority of students at Rainier Middle School, 94%, are never referred to the office for administrative follow-up. Attendance at Rainier Middle School is overall very good but a cursory review of the numbers warrant explanation. As of February of the 2011-12 school year, there were a total of 362 unexcused absences generated by 142 students. A closer examination shows that of those absences, 122 were generated by six students. The remaining 136 students had one or two unexcused absences that were typically the result of a legitimate absence and the parent failed to make contact with the school in a timely manner. These absences remained unresolved even after the school’s attempts to contact the home.

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Of the six students with chronic absenteeism, the school implemented multiple interventions including parent conferences, counselor and academic support, school discipline that did not exclude the student from school, and truancy petitions. In all six cases the school was successful in getting the student to attend regularly and improve academic performance.

Assessment Decisions Rainier Middle School primarily used summative assessments in considering revisions to our School Improvement Plan including the MSP and MAP results. There was an extensive dialogue about the value of using the MSP data to advise our improvement plans. On the one hand, the MSP is what is used to calculate Adequate Yearly Progress and other aspects of state and federal compatibility. However, using those results to drive actual changes in instruction and practices is problematic at best. The results arrive long after the teacher has the opportunity to continue interacting with students and other and the results that are given lack the detail necessary to truly advise what aspects of instruction need to change. The results are not completely without merit. They do in fact help us see trends in how various subgroups of our population are performing when they are disaggregated by gender, ethnicity, socioeconomics, etc. The greatest value of the MSP results is that they prompt us to ask further questions about what students, which students in particular need additional support, where e need to explore further. The MAP results are also summative in nature but our efforts are to use them in a formative way. The results are immediately available and we have tools available to help us review sub-strands of information within the content areas tested. For example, the MAP results can readily be organized in reading or math by each particular class and viewed by RIT ranges of sub-strands of content. There are other assessments being used to make decisions such as the District Writing Assessment, CBAs in Health and Fitness, Social Studies, Music, etc. The math team uses the Orleans-Hannah as a screener for class placement, and intervention classes are now using the Mathematical Foundations Test and AIMS Web assessments for progress monitoring. Math, Science, Social Studies, Health and Fitness common assessments have been and continue to be developed by each content area.

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Assessment decisions are becoming a stronger area of competence at Rainier Middle School. The culture of the school has evolved from one where the collective use of data by a team or the entire school was not valued, to one where not only is the data valued but the skills of using it effectively is being cultivated. It is now typical to see teams at PLC meetings reviewing assessment data to make decisions about the upcoming instruction and student placement. For example, in the spring of the upcoming school year teachers collate data from the Orleans-Hannah screener and MAPs to develop class rosters. These placements are cross-referenced at the end of summer when MSP and EOC data becomes available. This year an additional section of geometry was created in response to the high level of students meeting and exceeding standard on the EOC. Additional intervention and support sections were also created based on those results. Throughout the year the math team reviews the results of The Mathematical Foundations Pre-test (and now AIMS Web) to make move students into classes that have instruction best suited to their current level of instructional need. The Mathematical Foundations Pre-test assesses skills in whole numbers, fractions, decimals, proportions, percents, and integers. Similarly, students receiving reading intervention support are assessed using tools from Phonics Blitz, Accelerated Reader, MAPs, and now, AIMSWeb. Progress monitoring takes place at intervals of about every ten lessons. As a result of the data review, class placements and section offerings are revised each semester according to student needs. Language Arts teachers use the district writing assessment to measure student skills in writing and The Health and Fitness teachers administer the Fitness Gram and Fit for Pat assessments. The team meets to score assessments together, organize the data, and determine program success according to the results. Instructional units are revised according to the results and re-teaching occurs as necessary.

Data Analysis- MAPS Strengths: A review of data for the 2011-12 school year reflects that 60% of the assessed student population made gains of at least one RIT point or more in reading from fall of 2011 to winter of 2012.

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Approximately 31% of students made gains equivalent to a grade level or more of increase in reading. A review of data for the 2011-12 school year reflects that 62% of the assessed student population made gains of at least one RIT point or more in mathematics from fall of 2011 to winter of 2012. Approximately 34% of students made gains equivalent to a grade level or more of increase in mathematics. Challenges: A review of MAPs data demonstrates that approximately two thirds of our student body is “on target.” In mathematics 13% of students are at-risk and 22% of students are at moderate risk for failure.

Data Analysis- WLPTII Strengths: In the category of AMAO-Making Progress, 91.9% of ELL students at Rainier Middle School were identified as making progress, exceeding the state target of 66.7% by 25.2%. In the category of AMAO-Attainment of English Proficiency, 14.6% of ELL students at Rainier Middle School were identified as transitioning or exiting, exceeding the state target of 13.3% by 1.3%. Challenges: ELL students did not make AYP in reading or math in the 2010-11 school year. Although 14.6% of ELL students were identified as transitioning, this is just over the minimum target and a higher level of proficiency is attainable.

Data Analysis- Credit Attainment, Honors/AP Enrollment Strengths: Rainier Middle School has doubled the number of honors level courses in language arts.

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Rainier Middle School has expanded honors level mathematics course exponentially to include two sections of geometry, and a third more sections of algebra to allow 7th graders to also take advanced course work. In addition, sixth grade students who demonstrate readiness are eligible to participate in pre-algebra classes putting them on track to take geometry in the 8th grade. Challenges: Current enrollment in honors level courses does not reflect the demographics of our enrollment in relation to ethnicity and income.

Data Analysis- CEE Perceptual Survey Strengths: In a comparison of longitudinal data gathered over four years from 2006 through 2010, perceptions of the 9 characteristics of high performing schools improved by at least 10 percent in every category. Clear and shared focus saw the most notable gains of at least 20% for a total favorable rating of at least 80%. Effective school leadership approached the 80% range of being favorably perceived by school staff. Challenges: Focused professional development and frequent monitoring of teaching and learning were perceived as having the least amount of growth and to be in the lowest rated areas of all nine categories. Collaboratively planning lessons and reviewing data from peer observations were amongst the lowest rated aspects of frequent monitoring of teaching and learning. Only 50% of the staff perceived the school as being engaged in professional development activities to learn and apply reading skills. Staff noted that 38% of teachers engage in classroom-based professional development.

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Achievement Strengths: In the area of mathematics, students identified as Asian/Pacific Islander, Hispanic and White met proficiency goals in 2010-11. In the area of math students identified as Asian/Pacific Islander met proficiency goals in 2010-11. Challenges: In the area of mathematics students identified as Black, ELL, Special Education, and Low Income did not meet proficiency goals in 2010-11. In the area of mathematics students identified as Black, Hispanic, White, ELL, Special Education, and Low Income did not meet proficiency goals in 2010-11.

MSP/HSPE Reading Strengths: Results from 2011 MSP show an 11% increase in math achievement from 2010 in the 6th grade. Challenges: Even with an 11% increase in 6th grade reading scores in 2010-11, this brought the achievement levels back to the average of previous years, and reading proficiency as measured by the MSP has remained largely the same at each respective grade level for several years. Achievement levels for black and Hispanic students have been consistently below the achievement levels of their peers in other ethnic demographic groups (20% - 30% lower). Students at Rainier Middle School show a declining rate of achievement in mathematics from the 6th to the 8th grade.

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MSP/HSPE Math Strengths: Results from 2011 MSP show a 12% increase in math achievement from 2010 in the 6th grade. 6th grade students at Rainier Middle School showed a 7% positive difference in proficiency (67.5%) compared to other 6th graders around the state (60.9%). Results from the 2011 End of Course (EOC) exam showed 94% of students demonstrating proficiency or mastery in Algebra. Challenges: Achievement levels at the 7th grade have plateaued between 50% to 60% at the 7th grade, and at around 50% at the 8th grade for several years. Achievement levels for black and Hispanic students have been consistently below the achievement levels of their peers in other ethnic demographic groups (20% - 30% lower). Students at Rainier Middle School show a declining rate of achievement in mathematics from the 6th to the 8th grade.

MSP/HSPE Science Strengths:

From its inception in 2002-2003, students at Rainier Middle School have moved from 35.6% to 57.8% proficiency on the science assessment.

Challenges:

The gains made in science over the course of nine years average on 2.5% each year.

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Prioritized Challenges A review of the challenge in raising student achievement at Rainier Middle School exist determined the following:

• The school has essentially plateaued in relation to reading and math achievement.

• Students in the achievement gap, primarily students of poverty and color, have not made appreciable gains over time.

• Intervention efforts have been successful when the school has had access to the students in need of help. This has typically occurred outside the school day which limits the number of students who benefit. Creating infrastructures that provide whole-child approach to learning as well as the intervention support needed is a formidable challenge.

• Staff rated frequent monitoring of teaching and learning, focused professional development, and high standards and expectations with the fewest number of positive responses on the CEE survey.

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Study Teams (Each study team should consider parent/community involvement, cultural competency and integration of technology as potential strategies in

each goal area e.g. How can parent involvement, cultural competence and technology assist the school in meeting its reading goal?)

Literacy Goal Group: Sheila McCord, Cyndi Ulrich, Harriet Dalos, Ben Talbert Reading Goal Group Research Materials: Improving Adolescent Literacy: Effective Classroom and Intervention Practices Strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention. Math Goal Group: Kirk Jonasson, Tracy Lasher, John Woody, KT Smargiassi, Lynn Kamola, Michele Rock, Christy Gullard, Charlie Thomas, Jack Madigan, Ben Talbert Math Goal Group Research Materials: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Eight recommendations designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. Focused Professional Development/Frequent Monitoring of Teaching and Learning: Debbie Allison, Sonya Rempfer, Scott Davidson, Dawn Rasmussen, Sheila McCord, Kirk Jonasson, Cyndi Ulrich, Jack Madigan, Ben Talbert Focused Professional Development/Frequent Monitoring of Teaching and Learning Materials: Nine principles for designing effective “learner-centered” professional development. (Hawley and Valli) Content focuses on what students are to learn, driven by analyses of the differences between the goals and standards for student learning and (current) student performance, involves teachers in the identification of what they need to learn, school based and integral to school operations (job-embedded), collaborative problem solving, must be “continuous and ongoing, involving follow-up and support for further learning, evaluation of multiple sources of information on outcomes for students, opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned, integrated with a comprehensive change process that addresses impediments to student learning, mentoring and peer support, teacher inquiry, lesson study.

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Improvement Goals While Rainier Middle School has been amongst the higher achieving middle schools in south King County and the Auburn School District, it has reached a holding pattern in terms of its growth in student achievement. This has been especially true of students of color and poverty. White students continue to make steady, modest gains but black and Hispanic students, particularly those of poverty, demonstrate a continual up-down cycle depending on the school year. A review of Rainier Middle School’s demographic trends over the last decade give added urgency to the need of helping low-income ethnic students bridge the achievement gap. Rainier Middle School’s population continues to evolve from one of rural, semi-affluent Caucasians to one that is almost 50% free and reduced and at least 40% ethnically diverse.

SMART Goal 1: The percentage of Rainier Middle School students meeting grade level median reading standard will increase by 5% from 64% to 69%, as measured by the MAP reading scores from Spring 2011 to Spring 2012.

SMART Goal 2: The percentage of Rainier Middle School students meeting grade level median math standard will increase by 5% from 60% to 65%, as measured by the MAP math scores from Spring 2011 to Spring 2012.

SMART Goal 3: The percentage of staff rating focused professional development and frequent monitoring of teaching and learning will increase from 40% to 60% as measured by the Center for Education Effectiveness Survey will increase from 40% to 60% from October 2010 to October 2012.

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Needs Assessment Data Documents In this section please place all supporting documents you used to write your SMART GOALS and ACTION STEPS. These documents may include but are not limited to:

o MAP Data Dashboard

o WLPTII results

o Honors/AP Dashboards

o CEE Spider chart

o Discipline Dashboards

o Demographic charts

o AYP Results

o MSP/HSPE Results and trend charts

o Other data

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School Improvement Planning SMART Goal Worksheet

School Name: Rainier Middle School SMART GOAL Subject Area: Reading

Target Population: Students Performing Below Standard in Reading as Measured by the MAP Assessment

Our Reality: On average, 64% of students meet standard in reading as measured by MAP and MSP assessment, and this level of achievement is the average performance over the last 3-4 years.

Our SMART Goal:

The percentage of Rainier Middle School students meeting grade level median reading standard will increase by 5% from 64% to 69%, as measured by the MAP reading scores from Spring 2011 to Spring 2012.

Strategies from the District Strategic Improvement Plan

Action Steps Responsibility Timeline Resources Evidence of SMART Goal

Attainment

Provide explicit vocabulary instruction/word recognition skills.

SIP Team Dept./Content Team Leaders All teachers Administrators

Essential vocabulary lists developed by June 2011 Content vocabulary draft lists completed by June 2011 In-service calendar completed

Building Academic Vocabulary ASCD Series Building 21 Hours Bi-Weekly Staff Meetings Building funds for instructional materials.

• Essential (Assessment) vocabulary lists

• Core content vocabulary lists • Calendar for teaching

vocabulary • In-service each month on

vocabulary teaching strategies • Calendar for sharing

successes and struggles each month

• Create/implement/analyze common assessments for essential vocabulary

• Teach affixes and root words.

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Teach knowledge of text components. (To be implemented in the 2012-2013 school year.)

SIP Team Dept./Content Team Leaders All teachers Administrators

One each year MAP/DesCartes results and mapping tool. Building 21 Hours Bi-Weekly Staff Meetings Building funds for instructional materials.

• Understand time order of sequence

• Story elements for points of view

• Analyze text for similarities, differences and categories

• Analyze text for cause and effect

Alignment to District Improvement Plan Objectives:

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SMART Goal 2

Subject Area: Mathematics



demographic, discipline and attendance data analysis:

Students Performing Below Standard in Math as Measured by the MAP Assessment

Our Reality-based on assessment

data analysis:

On average, 60% of students meet standard in math as measured by MAP and MSP assessment, and this level of achievement is the average performance over the last 3-4 years.



The percentage of Rainier Middle School students meeting grade level median math standard will increase by 5% from 60% to 65%, as measured by the MAP math scores from Spring 2011 to Spring 2012.

Action Steps Responsibility Timeline Resources Evidence of SMART Goal Attainment

Sequential- what comes first? Who will monitor? Who will

implement?

Detailed milestones/markers

of progress towards evidence

Examples include: PLC, Building 21

Student evidence Staff evidence

Evidence of impact

Screen all students using MSP and MAP scores, Hannah-Orleans Assessment and teacher recommendation to identify those in need of intervention.

Math teachers, counselors, administrators.

Review: MSP results annually. MAP results at each testing window. Hannah-Orleans results at least bi-monthly.

District Assessment Coordinator PLC meetings Waiver Days

Data tables

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Place students in math classes according to one or more of eight tiers of instruction ranging including intervention instruction, Foundations, General Math, Pre-Algebra, Algebra, and Geometry.

Math teachers, counselors, administrators.

Quarterly updates to student schedules

Assistant principal, counselors, math team leader.

Student schedules

Provide instruction specific to student’s needs including basic facts and problem-solving.

Math teachers Monthly reviews of pacing and skill acquisition

Adopted materials, supplemental materials including iSucceed, Algebraic Thinking, teacher developed resources.

Lesson plans, pacing guides, etc.

Monitor progress at regular intervals, at least quarterly, and revise instructional groupings accordingly.

Math teachers, administrators

Review: MAP results at each testing window. Hannah-Orleans results at least bi-monthly.

District Assessment Coordinator PLC meetings Waiver Days

Data tables


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SMART Goal 3

Subject Area:



demographic, discipline and attendance data analysis:

Certificated and Classified staff members of Rainier Middle School

Our Reality-based on assessment

data analysis:

Staff rated frequent monitoring of teaching and learning, focused professional development, and high standards and expectations with the fewest number of positive responses on the CEE survey.



The percentage of staff rating focused professional development and frequent monitoring of teaching and learning will increase from 40% to 60% as measured by the Center for Education Effectiveness Survey will increase from 40% to 60% from October 2010 to October 2012.

Action Steps Responsibility Timeline Resources Evidence of SMART Goal

Attainment Sequential- what comes first? Who will monitor?

Who will implement?

Detailed milestones/markers

of progress towards evidence

Examples include: PLC, Building 21

Student evidence Staff evidence

Evidence of impact

Create staff-development calendar with heightened focus on vocabulary and assessment.

Principal, Content team Leaders

PDTIP Completed June 2011 Staff meeting calendar completed August 2011

District LID time Building 21 Hours Bi-Weekly Staff Meetings Building funds for instructional materials.

Completed calendars.

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Develop and train core of facilitators from RMS staff.

Principal Two staff members participate in ATLA training At least five staff members attend Seven Strategies of Assessment training in October, 2011 Acquire Marzano’s Vocabulary Development materials and organize training with facilitators, June 2011 Conduct summer planning session August, 2011

Tuition Reimbursement Building funds

Completed training.

Conduct regular training with all-staff on designated areas of vocabulary and assessment.

Teacher Leaders, Administrators, Contracted Trainers

Bi-weekly staff meetings Waiver Days Building 21 Hours

Staff meetings Waiver Days Building 21 hours District LID time

Completed training Training Evaluations

Increase administrative presence in classrooms to be 50% of administrator time.

Administrators, Secretaries.

Two day classroom visitation model (Breakthrough Coaching Model)

Two days of time each week. Breakthrough Coaching training materials

Completed tracking spreadsheet

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Train administrators in instructional coaching model.

Building Administrators, Louanne Decker, Cindi Blansfield

Attend Seattle University Instructional Coaching training June 2011 Monthly meetings between building and district administrators to review model implementation

Professional development funds

Completed training

Conduct coaching model with at least fifteen staff members.

Administrators, Participating teachers

At least one monthly meeting with each staff participating staff member.

Time to plan Training materials

Individual professional growth plans

Develop peer-coaching model Administrators, teacher leaders

Begin planning in January 2012 Implement September 2013

Training materials


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Planning Implementation Calendar, 2010-2011: In this section develop a timeline for the SIP process for the next school year.

Timeline for Planning Process School Leadership Team Meetings: The school leadership team met approximately every two weeks. School Improvement Planning was regular agenda item. Special planning sessions took place with sub-groups in the months of January, February, March, and June: District Meetings: November 12, 2010: Data Analysis and Goal Setting December 10, 2010: Using Data – Building Literacy for All Learners January 14, 2011: Using Data – Building Math Literacy for All Learners February 11, 2011: Strategies for Crafting and Monitoring the Student Academic Improvement March 11, 2011: Strategies for Crafting and Monitoring the Student Academic Improvement Staff Professional Development: August 30, 2010: Principles of Collaboration/Strengthening Instruction with Learning Targets October 8, 2010: Assessment – Common and Formative Assessment Strategies January 25, 2011: School Improvement Plan Development – Writing Narrative Statements and Goals April 13, 2011: School Improvement Plan Development – Review and Planning of Reading Strategies June 15, 2011: School Improvement Plan Development – Essential Academic Vocabulary

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Planning Implementation Calendar 2010-2011

SIP TIMELINE 2010-11 June Aug Sept Oct Nov Dec Jan Feb March April May June MATH Screen all students using MSP and MAP scores, Hannah-Orleans Assessment and teacher recommendation to identify those in need of intervention. X X X X X X X Place students in math classes according to one or more of eight tiers of instruction ranging including intervention instruction, Foundations, General Math, Pre-Algebra, Algebra, and Geometry. X X X X X Provide instruction specific to student’s needs including basic facts and problem-solving. X X X X X X X X X X Monitor progress at regular intervals, at least quarterly, and revise instructional groupings accordingly. X X X X X SIP TIMELINE 2010-11 June Aug Sept Oct Nov Dec Jan Feb March April May June READING Teach knowledge of text components. (To be implemented in the 2012-2013 school year.) X X X X X X X X X X X Provide explicit vocabulary instruction/word recognition skills. X X X X X X X X X X SIP TIMELINE 2010-11 June Aug Sept Oct Nov Dec Jan Feb March April May June School Culture Create staff-development calendar with heightened focus on vocabulary and assessment. X X X X X X Develop and train core of facilitators X X X X

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from RMS staff. Conduct regular training with all-staff on designated areas of vocabulary and assessment. X X X X X X X X X X X Increase administrative presence in classrooms to be 50% of administrator time. X X X X X X X X X X Train administrators in instructional coaching model. X X X X X X Conduct coaching model with at least fifteen staff members. X X X X X X X X X X Develop peer-coaching model X X X X


PERSONNEL--CERTIFICATED AND CLASSIFIED 1. Certificated and Classified Personnel Report Attached is the personnel report, for certificated and classified

personnel, for the board’s approval. Recommendation: That the board approve the attached

report. 2. Requests for Travel

a. Michael Newman, deputy superintendent, requests permission to travel to Orlando, Florida, Sunday to Saturday, February 17-23. The purpose of the trip is to attend the John Maxwell Leadership Conference. Lodging will be at the World Center Mariott, meals will be at local restaurants, and travel will be by airplane. All expenses will be paid with district funds. No substitute is needed.

b. Dennis Kip Herren, Michael Newman, Rodney Luke, and Louanne Decker,

Auburn School District administrators, request permission to travel to San Diego, California, Friday to Monday, April 12-15. The purpose of the trip is to attend the National School Boards Association (NSBA) Annual Conference. Lodging will be at the Omni hotel, meals will be at local restaurants, and travel will be by airplane. All expenses will be paid by district funds. No substitutes are needed.

c. Tamara Leitzke, occupational therapist with student special

services, requests permission to travel to San Diego, California, Wednesday to Sunday, April 24-28. The purpose of the trip is to attend the American Occupational Therapy Association National Conference. Lodging will be at a hotel to be determined, meals will be at local restaurants, and travel will be by airplane. All expenses will be paid with personal funds. No substitute is needed.

d. Karen Arnzen and Vickie Jenson, transportation dispatchers, request

permission to travel to Boston, Massachusetts, Saturday to Sunday, April 27–May 5. The purpose of the trip is to attend the 2013 Connect Conference. Lodging will be at the Marriott hotel, meals will be at local restaurants, and travel will be by airplane. Meal expenses will be paid by personal funds and all other expenses will be paid by district funds. No substitutes are needed.

Recommendation: That the above trips be approved as

requested.


PERSONNEL--CERTIFICATED

Curriculum/Non-Curriculum hours

Assist with N Tapps HS info night

Aarstad, Jon 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

1 .

Bardsley, Stacy 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

2 .

Benedict, Meri 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

3 .

Hartt, Samuel 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

4 .

Lobdell, Kathy 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

5 .

Sandland, Gina 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

6 .

Sigurdson, Janice 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

7 .

Wright, Timothy 1.5 hour(s) @ hourly rate of pay effective 1/1/2013

8 .

ATLA project

Barrett, Jill 3 hour(s) @ hourly rate of pay effective 1/29/2013

1 .

Caldwell, Jennifer 3 hour(s) @ hourly rate of pay effective 1/23/2013

2 .

Dragseth, Paula 3 hour(s) @ hourly rate of pay effective 1/7/2013

3 .

Dunham, Ryan 3 hour(s) @ hourly rate of pay effective 1/23/2013

4 .

Holbrook, Deanna 3 hour(s) @ hourly rate of pay effective 1/23/2013

5 .

Lewis, Jessica 3 hour(s) @ hourly rate of pay effective 1/23/2013

6 .

Page 1


Light, Robin 3 hour(s) @ hourly rate of pay effective 1/23/2013

7 .

Moore, Erika 3 hour(s) @ hourly rate of pay effective 1/23/2013

8 .

Pratt, Robin 3 hour(s) @ hourly rate of pay effective 1/11/2013

9 .

Scott, Timothy 3 hour(s) @ hourly rate of pay effective 1/11/2013

10 .

Sleeth, Amy 3 hour(s) @ hourly rate of pay effective 1/7/2013

11 .

Willson, Jennifer 3 hour(s) @ hourly rate of pay effective 1/29/2013

12 .

CCSS transition support

Campbell, Linda 20 hour(s) @ hourly rate of pay effective 1/7/2013

1 .

Carroll, Leah 40 hour(s) @ hourly rate of pay effective 1/7/2013

2 .

Fitzgerald, Michael 40 hour(s) @ hourly rate of pay effective 1/7/2013

3 .

Horn, Lisa 40 hour(s) @ hourly rate of pay effective 1/7/2013

4 .

Jeffreys, Brendan 40 hour(s) @ hourly rate of pay effective 1/7/2013

5 .

Jenks, Karen 40 hour(s) @ hourly rate of pay effective 1/7/2013

6 .

Logan, Carolyn 20 hour(s) @ hourly rate of pay effective 1/7/2013

7 .

Morris, Gary 20 hour(s) @ hourly rate of pay effective 1/7/2013

8 .

District strategic plan

Collette, Gregg 3 hour(s) @ hourly rate of pay effective 1/22/2013

1 .

Page 2


James, Susan E. 3 hour(s) @ hourly rate of pay effective 1/22/2013

2 .

Swanson, Jennifer 3 hour(s) @ hourly rate of pay effective 1/22/2013

3 .

Early intervention program

Hess, Lyn 34 hour(s) @ hourly rate of pay effective 1/7/2013

1 .

Hyde, Shannon 34 hour(s) @ hourly rate of pay effective 1/7/2013

2 .

Knapp, Stephanie 19 hour(s) @ hourly rate of pay effective 1/7/2013

3 .

Luke, Dorothy 34 hour(s) @ hourly rate of pay effective 1/7/2013

4 .

Marcotte, Michael 34 hour(s) @ hourly rate of pay effective 1/7/2013

5 .

Scheer, Melissa 34 hour(s) @ hourly rate of pay effective 1/7/2013

6 .

Extended day 21st century grant

Matthews, Stephanie 12 hour(s) @ hourly rate of pay effective 1/28/2013

1 .

Gates Grant

Carlson, Hanna 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

1 .

Kaleta, Amy 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

2 .

Kelly, Amy 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

3 .

Uffalussy, Leslie 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

4 .

Wisener, Amy 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

5 .

Wright, Shelley 4.5 hour(s) @ hourly rate of pay effective 1/22/2013

6 .

Page 3


IEP meeting

Beaubien, Monica 1.25 hour(s) @ hourly rate of pay effective 10/18/2012

1 .

Johnson, Lindsey 1 hour(s) @ hourly rate of pay effective 10/18/2012

2 .

Mason, Lisa 1 hour(s) @ hourly rate of pay effective 10/18/2012

3 .

Minus, Tonette 2 hour(s) @ hourly rate of pay effective 10/18/2012

4 .

Implement service plans

Jordan, Keri 8 hour(s) @ hourly rate of pay effective 1/28/2013

1 .

Involuntary room move

Stickley, Emily 14 hour(s) @ hourly rate of pay effective 1/29/2013

1 .

iSucceed math intervention

Laukala, Rachel 3 hour(s) @ hourly rate of pay effective 1/22/2013

1 .

Spencer, Jr., Arthur 4 hour(s) @ hourly rate of pay effective 1/22/2013

2 .

Preparation for WELPA

Dalos, Harriett 4 hour(s) @ hourly rate of pay effective 1/17/2013

1 .

McCann, Vallery 4 hour(s) @ hourly rate of pay effective 1/17/2013

2 .

Nurzhanov, Nuka 4 hour(s) @ hourly rate of pay effective 1/17/2013

3 .

Reading and math standards

Daniels, Treena 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

1 .

Galati, Elizabeth 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

2 .

Page 4


Harlor II, John 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

3 .

Horn, Lisa 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

4 .

Rowe, Alesha 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

5 .

Skiff, Carl 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

6 .

Smith, James 4.5 hour(s) @ hourly rate of pay effective 1/16/2013

7 .

SIP preparation/presentation

Signal, Michael 3 hour(s) @ hourly rate of pay effective 1/28/2013

1 .

Spring, Sarah 3 hour(s) @ hourly rate of pay effective 1/28/2013

2 .

Sports medicine curriculum review

Parsons, Krista 8 hour(s) @ hourly rate of pay effective 1/17/2013

1 .

Leave

Teacher

Ellison, Emelyn effective 1/28/2013 1 .Personal reasonsRemainder of the 2012-13 school year

New Hire

Teacher

Pierce, Fletcher effective 1/28/2013 1 .C1, S0.5 ELL and .5 Learn. Spec. (replacement)

Resignation/Retire

Teacher

Riley, James effective 2/8/2013 1 .Employment elsewhere

Page 5


PERSONNEL--CLASSIFIED

Curriculum/Non-Curriculum hours

Assistant coach - Girls basketball

Hummell, Sean 147.25 hour(s) @ hourly rate of pay effective 2/3/2013

1 .

Stipend - $2,940

Assistant coach - Gymnastics

German, Linda 148.37 hour(s) @ hourly rate of pay effective 11/13/2012

1 .

Stipend - $3,206

Coach - Girls track (6th grade)

Harris, Ebonie 40 hour(s) @ hourly rate of pay effective 4/21/2013

1 .

Stipend - $794

Extra hours - ASB

May, Jonna 80 hour(s) @ hourly rate of pay effective 9/4/2012

1 .

Extra hours - Athletic

Larson, Laurali 20 hour(s) @ hourly rate of pay effective 9/4/2012

1 .

Extra hours - Health duies

Isom, Kimberly 8 hour(s) @ hourly rate of pay effective 2/1/2013

1 .

New Hire

Bus Driver

Kucharski, Thomas 4.5 hour(s) for 91 day(s) @ hourly rate of pay effective 1/28/2013

1 .

Qualified, willing applicant hired through the interview process

Head Start Assistant Teacher

Weygint, Keri 5.4 hour(s) for 109 day(s) @ hourly rate of pay effective 1/7/2013

1 .


JROTC Instructor

Page 6


Gondo, Edouard 8 hour(s) for 150 day(s) @ hourly rate of pay effective 2/4/2013

1 .


Para Educator English Language Learner

Lempert, Deirdre 5 hour(s) for 84 day(s) @ hourly rate of pay effective 2/6/2013

1 .

Qualified, willing applicant hire through the interview process.

Para Educator Special Education Special Kids

Titus, Katie 6.5 hour(s) for 91 day(s) @ hourly rate of pay effective 1/28/2013

1 .

Qualified, willing applilcant hired through the interview process.

Para Educator Title

Chapman, Sandra 6 hour(s) for 89 day(s) @ hourly rate of pay effective 1/30/2013

1 .

Qualified, willing applicant hired through the interview process.

Resignation/Retire

Personal

Holman, Brittney effective 6/22/2012 1 .

Pogson, David effective 6/1/2012 2 .

Page 7

CERTIFICATED RESUME

a.

Mr. Pierce earned his bachelor degree at Central Washington University.

Fletcher Pierce--.5 ELL and .5 learning specialist--Lea Hill Elementary

Fletcher is a graduate of Auburn High School and has been a substitute in the Auburn School District.


BUILDING PROGRAM 1. Resolution No. 1175—Asphalt Improvements Project Resolution No. 1175 and a memo from the Auburn School District Project

Coordinator are attached accepting the work of Superior Asphalt Maintenance for the Asphalt Improvements project. The work has been completed, inspected, and found acceptable.

Jeffrey Grose, executive director of capital projects, will recommend

acceptance of the project. Recommendation: That Resolution No. 1175 accepting the

work of Superior Asphalt Maintenance for the Asphalt Improvements project be adopted.

2, Resolution No. 1176—Hazelwood Elementary School/Rainier Middle School

Modernization Project Resolution No. 1176 and a letter from the architect are attached

accepting the work of Lincoln Construction, Inc. for the Hazelwood Elementary School/Rainier Middle School Modernization project. The work has been completed, inspected, and found acceptable.

Jeffrey Grose will recommend acceptance of the project. Recommendation: That Resolution No. 1176 accepting the

work of Lincoln Construction, Inc. for the Hazelwood Elementary School/Rainier Middle School Modernization project be adopted.

AUBURN SCHOOL DISTRICT NO. 408 RESOLUTION NO. 1175

A RESOLUTION OF ACCEPTANCE OF THE WORK OF THE CONTRACTOR FOR THE ASPHALT IMPROVEMENTS PROJECT

WHEREAS, Superior Asphalt Maintenance, Contractor for the Asphalt Improvements project has completed the Work according to the contract documents, and WHEREAS, said project was inspected by the administration, and WHEREAS, based on the foregoing inspection, the Work was found to be satisfactorily complete, NOW, THEREFORE BE IT RESOLVED, that the Board of Directors of AUBURN SCHOOL DISTRICT NO. 408, King County, Washington, accept the Work of Superior Asphalt Maintenance as complete. ADOPTED this 11th day of February, 2013. BOARD OF DIRECTORS _________________________________ _________________________________ _________________________________ ATTEST: _________________________________ _____________________________ _________________________________ Secretary to the Board

AUBURN SCHOOL DISTRICT NO. 408 RESOLUTION NO. 1176

A RESOLUTION OF ACCEPTANCE OF THE WORK OF THE CONTRACTOR FOR THE HAZELWOOD ELEMENTARY SCHOOL / RAINIER MIDDLE SCHOOL

MODERNIZATION PROJECT WHEREAS, Lincoln Construction, Inc., Contractor for the Hazelwood Elementary School / Rainier Middle School Modernization project has completed the Work according to the contract documents, and WHEREAS, said project was inspected by the administration, and WHEREAS, based on the foregoing inspection, the Work was found to be satisfactorily complete, NOW, THEREFORE BE IT RESOLVED, that the Board of Directors of AUBURN SCHOOL DISTRICT NO. 408, King County, Washington, accept the Work of Lincoln Construction, Inc. as complete. ADOPTED this 11th day of February, 2013. BOARD OF DIRECTORS _________________________________ _________________________________ _________________________________ ATTEST: _________________________________ _____________________________ _________________________________ Secretary to the Board


FINANCE 1.

Vouchers

Vouchers will be presented. Recommendation: That these vouchers be signed. 2.

2012-13 Revised Budget Hearing

The revised 2012-13 budget for the Capital Projects and the Debt Service Fund will be presented by Michael Newman, deputy superintendent for Business and Operations. The public will have the opportunity to be heard for or against any section of these budget extensions.

3.

Resolution No. 1174--A Resolution to Revise and Extend the Capital Projects and Debt Service Fund Budgets for the 2012-13 Fiscal Year

Attached is a copy of Resolution No. 1174 adopting the extension of the Capital Projects and Debt Service Fund budgets for the 2012-13 fiscal year.

Recommendation: That Resolution No. 1174 be adopted.

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of February 11, 2013, the board, by a __________________________ vote, approves payments, totaling $689,061.81. The payments are further identified in this document. Total by Payment Type for Cash Account, US Bank of Washington: Warrant Numbers 411005 through 411209, totaling $689,061.81 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 411005 *WEA- 001 (COBRA) 02/11/2013 11,540.65 411006 *WEA - 003 (COBRA) 02/11/2013 78.55 411007 3 WIRE GROUP INC 02/11/2013 98.09 411008 911 ETC INC 02/11/2013 308.60 411009 ADVANTAGE GRAPHICS INC 02/11/2013 396.94 411010 AGRISHOP INC 02/11/2013 79.65 411011 ALSAIDY, SAID 02/11/2013 24.32 411012 AMERICAN PRODUCTS LTD 02/11/2013 106.00 411013 AN APPLE A DAY LLC 02/11/2013 3,612.50 411014 ARAMARK UNIFORM SERVICES 02/11/2013 22.96 411015 AUBURN ELECTRICAL SERVICE INC 02/11/2013 254.25 411016 AUBURN MOUNTAINVIEW H S 02/11/2013 576.00 411017 BARNES & NOBLE INC 5903315 02/11/2013 529.43 411018 BARNES DISTRIBUTION 02/11/2013 757.13 411019 BINDER PRODUCTS INC 02/11/2013 164.25 411020 BRAINPOP 02/11/2013 205.00 411021 BRYSON SALES & SERVICE 02/11/2013 230.95

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 411022 BUDGET OFFICE PRODUCTS LLC 02/11/2013 458.81 411023 CAPITAN, KIM 02/11/2013 18.18 411024 CAREERSTAFF UNLIMITED INC 02/11/2013 13,906.00 411025 CARPINITO BROTHERS INC 02/11/2013 718.76 411026 CDW GOVERNMENT INC 02/11/2013 35.35 411027 CITY OF KENT 02/11/2013 380.00 411028 CLASSAPPS 02/11/2013 250.00 411029 COASTWIDE LABORATORIES 02/11/2013 8,222.25 411030 COCA COLA REFRESHMENTS USA INC 02/11/2013 914.53 411031 COLLEGE BOARD 02/11/2013 609.25 411032 CUMMINS NW LLC 02/11/2013 984.08 411033 DAIRY FRESH FARMS INC 02/11/2013 22,300.96 411034 DB SECURE SHRED 02/11/2013 67.17 411035 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411036 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411037 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411038 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411039 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411040 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411041 DEPT HEALTH HEARING AND SPEEC 02/11/2013 340.00 411042 DEPT HEALTH HEARING AND SPEEC 02/11/2013 305.00 411043 DEPT OF ENTERPRISE SERVICES 02/11/2013 350.00 411044 DESIGN AIR LTD 02/11/2013 9,100.91 411045 DISHNETWORK 02/11/2013 88.23 411046 DK CUSTOM INK 02/11/2013 2,578.73

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 411047 DON SMALL & SONS OIL DIST CO 02/11/2013 163.81 411048 DONOVAN, JOSH P 02/11/2013 75.00 411049 DYNAMIC LANGUAGE CENTER INC 02/11/2013 260.22 411050 EASTBAY 02/11/2013 3,837.98 411051 EASTEX PRODUCTS INC 02/11/2013 41.27 411052 ECOLAB INC 02/11/2013 139.37 411053 EMPLOYMENT SECURITY DEPT QTRLY 02/11/2013 2,637.70 411054 FEDERAL EXPRESS CORPORATION 02/11/2013 47.52 411055 FERGUSON ENTERPRISES INC #3007 02/11/2013 778.40 411056 FOOD SERVICES OF AMERICA 02/11/2013 3,967.02 411057 FOOD SERVICES OF AMERICA ** 02/11/2013 31,990.61 411058 FOOD SERVICES OF AMERICA *** 02/11/2013 74,821.95 411059 FULL COMPASS SYSTEMS LTD 02/11/2013 1,840.67 411060 GOODY MAN DISTRIBUTING INC 02/11/2013 5,266.46 411061 GOS PRINTING CORP 02/11/2013 158.96 411062 GOSNEY MOTOR PARTS INC 02/11/2013 576.94 411063 GRAINGER DEPT 810392688 02/11/2013 1,231.58 411064 HAGGEN INC 02/11/2013 200.07 411065 HAMMOND ASHLEY VIOLINS 02/11/2013 1,440.34 411066 HARTNESS, ADRIANE L 02/11/2013 2,600.00 411067 HEALTH CARE AUTHORITY DIVISION 02/11/2013 7,054.57 411068 HEALTH VENTURE 02/11/2013 1,968.75 411069 HOBART SERVICE 02/11/2013 1,390.38 411070 IBBETSON THERAPEUTIC SERVICES 02/11/2013 11,910.13 411071 ISSAQUAH SCHOOL DISTRICT 02/11/2013 235.23

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 4 Check Nbr Vendor Name Check Date Check Amount 411072 JW PEPPER & SON INC 02/11/2013 39.38 411073 KELLEY IMAGING SYSTEMS 02/11/2013 11.26 411074 KENNETH JONES ASSOCIATES 02/11/2013 1,970.00 411075 KING COUNTY DIRECTORS ASSN 02/11/2013 3,129.37 411076 LANGUAGE LINE TRANSLATION SOLU 02/11/2013 1,864.99 411077 M ROSE ENTERPRISES DBA 02/11/2013 389.93 411078 MACGILL & CO 02/11/2013 276.36 411079 MACKIN EDUCATIONAL RESOURCES 02/11/2013 1,375.76 411080 MCBOYNTON LLC 02/11/2013 1,800.00 411081 MCGRAW-HILL COMPANIES INC 02/11/2013 1,341.43 411082 MCLENDON HARDWARE INC 02/11/2013 118.39 411083 MIDAMERICA BOOKS 02/11/2013 467.28 411084 MINDJET LLC 02/11/2013 138.28 411085 MOTOR OIL SUPPLY INC 02/11/2013 1,862.93 411086 MT BAKER M S 02/11/2013 1,000.00 411087 MUSIC CENTERS INC 02/11/2013 11.17 411088 NASCO MODESTO 02/11/2013 44.13 411089 NATIONAL TRAINING NETWORK 02/11/2013 80.87 411090 NCS PEARSON INC 02/11/2013 1,458.56 411091 NW TEXTBOOK DEPOSITORY 02/11/2013 3,429.63 411092 OCCUPATIONAL HEALTH SERVICES 02/11/2013 250.00 411093 OLYMPIC ESD 114 02/11/2013 600.00 411094 ORCA PACIFIC INC 02/11/2013 944.17 411095 OSPI CHILD NUTRITION SERV 02/11/2013 8,272.66 411096 PACIFIC OFFICE AUTOMATION 02/11/2013 6.27

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 5 Check Nbr Vendor Name Check Date Check Amount 411097 PACIFIC WELDING SUPPLIES 02/11/2013 67.29 411098 PACIFIC POWER PRODUCTS COMPANY 02/11/2013 106.92 411099 PASCO SCIENTIFIC 02/11/2013 435.10 411100 PETRO CARD 02/11/2013 31,782.07 411101 PIERCE COUNTY BUDGET & FINANCE 02/11/2013 4,933.44 411102 PITNEY BOWES PRESORT SERVICES 02/11/2013 439.12 411103 PLANK ROAD PUBLISHING INC 02/11/2013 132.20 411104 PLATT ELECTRIC 02/11/2013 4,673.18 411105 PUGET SOUND INSTRUMENTS 02/11/2013 89.79 411106 PUGET SOUND ENERGY ELECTRIC 02/11/2013 7,413.93 411107 PUGET SOUND ENERGY NAT GAS 02/11/2013 21,068.02 411108 PUGET SOUND ESD 02/11/2013 200.00 411109 READ NATURALLY INC 02/11/2013 841.50 411110 RENTON SCHOOL DISTRICT NUTRITI 02/11/2013 2,000.00 411111 SAFEWAY INC 02/11/2013 539.15 411112 SAFEWAY INC 02/11/2013 126.30 411113 SCHETKY NW SALES INC 02/11/2013 269.17 411114 SCHOOL NURSE SUPPLY INC 02/11/2013 78.90 411115 SCHOOL SPECIALTY 02/11/2013 314.00 411116 SEATTLE POTTERY SUPPLY INC 02/11/2013 1,445.93 411117 SIX ROBBLEES INC 02/11/2013 15.11 411118 SOOS CREEK WATER & SEWER DISTR 02/11/2013 2,185.80 411119 SOUND ENERGY SYSTEMS 02/11/2013 1,095.00 411120 SOUND PUBLISHING INC 02/11/2013 96.63 411121 SPECIALTY FOREST PRODUCTS INC 02/11/2013 245.50

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 6 Check Nbr Vendor Name Check Date Check Amount 411122 SPECIALTY METALS CORPORATION 02/11/2013 333.42 411123 STAFF DEVELOPMENT FOR EDUCATOR 02/11/2013 199.00 411124 STAPLES ADVANTAGE 02/11/2013 8.37 411125 SUNBELT STAFFING LLC 02/11/2013 9,735.00 411126 SUPREME AUDIO INC 02/11/2013 302.00 411127 SWIFT TOOL COMPANY INC 02/11/2013 109.64 411128 TACOMA PIERCE CO HEALTH DEPART 02/11/2013 380.00 411129 TACOMA SCREW PRODUCTS INC 02/11/2013 1.27 411130 THOMAS, STEPHANIE 02/11/2013 250.00 411131 TOKUNBO, ANTHONY 02/11/2013 7.00 411132 UNIFIRST CORPORATION 02/11/2013 432.47 411133 UNITED PARCEL SERVICE 02/11/2013 143.07 411134 UNIVERSAL LANGUAGE SERVICE INC 02/11/2013 341.25 411135 VALLEY COMMUNICATIONS CENTER 02/11/2013 120.00 411136 WASH ASSN FOR LEARNING ALTERNA 02/11/2013 310.00 411137 WASH STATE SCHOOL DIRECTORS AS 02/11/2013 18,325.85 411138 WATER DISTRICT #111 02/11/2013 3,304.20 411139 WENTZ ELECTRONICS 02/11/2013 5,733.42 411140 WEST COAST PLATEN COMPANY 02/11/2013 35.66 411141 WORLD LANGUAGE SERVICES LLC 02/11/2013 620.36 411142 COLUMBIA STATE BANK 02/11/2013 1,854.50 411143 DELL MARKETING LP % DELL USA L 02/11/2013 1,846.67 411144 HARGIS ENGINEERS INC 02/11/2013 8,824.50 411145 INSLEE BEST DOEZIE & RYDER PS 02/11/2013 115.50 411146 LINCOLN CONSTRUCTION INC 02/11/2013 38,759.05

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 7 Check Nbr Vendor Name Check Date Check Amount 411147 MCGRANAHAN ARCHITECTS 02/11/2013 91,845.00 411148 MICRO COMPUTER SYSTEMS INC 02/11/2013 1,097.07 411149 SHOCKEY PLANNING GROUP INC 02/11/2013 1,891.11 411150 SUPERIOR ASPHALT MAINTENANCE I 02/11/2013 23,512.50 411151 WESTERN VENTURES CONSTRUCTION 02/11/2013 38,496.92 411152 BANK OF NEW YORK CORPORATE TRU 02/11/2013 258.08 411153 ACERS FASTPITCH ORGANIZATION 02/11/2013 500.00 411154 AREA 5 DECA C/O DECATUR HIGH S 02/11/2013 1,476.50 411155 AUBURN RIVERSIDE H S 02/11/2013 1,383.08 411156 AUBURN SCHOOL DIST 408 ** 02/11/2013 528.00 411157 AUBURN SCHOOL DIST 408 ** 02/11/2013 176.00 411158 CARQUEST AUTO PARTS STORES 02/11/2013 68.77 411159 CASCADE VALLEY BLENDS LLC 02/11/2013 109.12 411160 COSTCO 02/11/2013 1,952.63 411161 DECARTERET DESIGNS LLC 02/11/2013 188.00 411162 DOMINOS PIZZA-7113 02/11/2013 75.12 411163 DVERSIFIED GYMNASTICS & SPORTS 02/11/2013 164.25 411164 EASTBAY 02/11/2013 2,212.04 411165 EK BEVERAGE COMPANY 02/11/2013 635.25 411166 EWEBANKS CREATIONS 02/11/2013 48.18 411167 FOOD SERVICES OF AMERICA 02/11/2013 1,175.08 411168 FULL COMPASS SYSTEMS LTD 02/11/2013 68.36 411169 GAME TIME EVENTS 02/11/2013 1,700.00 411170 GOLF CLUB AT NEWCASTLE 02/11/2013 3,195.20 411171 GOSNEY MOTOR PARTS INC 02/11/2013 255.13

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 8 Check Nbr Vendor Name Check Date Check Amount 411172 IMAGE MASTERS INC 02/11/2013 107.86 411173 IMPACT PLUS FUNDRAISING 02/11/2013 5,735.00 411174 KAKU, CASEY DIGA 02/11/2013 6.00 411175 KENTRIDGE HIGH SCHOOL 02/11/2013 225.00 411176 KENTWOOD HIGH SCHOOL 02/11/2013 140.00 411177 KEY CLUB INTERNATIONAL 02/11/2013 36.00 411178 KING COUNTY DIRECTORS ASSN 02/11/2013 78.19 411179 KROGER DBA FRED MEYER 02/11/2013 114.55 411180 LIDS TEAM SPORTS 02/11/2013 2,006.54 411181 LIVING VOICES INC 02/11/2013 581.00 411182 MENDEZ, NATALIE MARIE 02/11/2013 3.00 411183 MT HOOD COMMUNITY COLLEGE 02/11/2013 525.00 411184 MT RAINIER EMERGENCY PHYSICIAN 02/11/2013 699.00 411185 NATIONAL FORENSIC LEAGUE 02/11/2013 135.00 411186 PACIFIC NW THEATRE ASSN INC 02/11/2013 210.00 411187 PACIFIC PUBLISHING COMPANY 02/11/2013 447.04 411188 PRAXAIR DISTRIBUTION INC 02/11/2013 25.26 411189 PUYALLUP HIGH SCHOOL 02/11/2013 20.00 411190 SCHROEDER, CHUCK 02/11/2013 347.93 411191 SIPES, CHANDLER RAE 02/11/2013 43.70 411192 SKILLS USA INC 02/11/2013 48.00 411193 SPECIALTY FROZEN DISTIBUTING 02/11/2013 373.60 411194 STAPLES ADVANTAGE 02/11/2013 173.84 411195 SUTRICK, COLLIN JAMES 02/11/2013 3.00 411196 TAYLOR PUBLISHING COMPANY 02/11/2013 2,500.00

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 9 Check Nbr Vendor Name Check Date Check Amount 411197 UNIV OF PUGET SOUND 02/11/2013 260.00 411198 UP FOR GRABS INC 02/11/2013 450.00 411199 USBORNE BOOKS & MORE 02/11/2013 300.00 411200 USBORNE BOOKS & MORE 02/11/2013 300.00 411201 WALMART SAMS CLUB 02/11/2013 1,687.72 411202 WASH INTERSCHOLASTIC ACTIVITIE 02/11/2013 110.00 411203 WASH MUSIC EDUCATION ASSN 02/11/2013 433.00 411204 WEST COAST AWARDS & ATHLETICS 02/11/2013 38.33 411205 WILSON HIGH SCHOOL 02/11/2013 90.00 411206 AUBURN RIVERSIDE H S 02/11/2013 307.50 411207 AUBURN SENIOR H S 02/11/2013 20.00 411208 RAINIER M S 02/11/2013 12.00 411209 SCHETKY NW SALES INC 02/11/2013 56,809.88 205 Computer Check(s) For a Total of 689,061.81

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 11:51 AM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 10 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 205 Computer Checks For a Total of 689,061.81 Total For 205 Manual, Wire Tran, ACH & Computer Checks 689,061.81 Less 0 Voided Checks For a Total of 0.00 Net Amount 689,061.81 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 31,334.72 106.32 357,806.22 389,247.26 20 Capital Projects 0.00 0.00 208,242.82 208,242.82 30 Debt Service Fun 0.00 0.00 258.08 258.08 40 ASB Fund -6.49 0.00 34,170.76 34,164.27 70 Private Purpose 0.00 0.00 339.50 339.50 90 Transportation V 0.00 0.00 56,809.88 56,809.88

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:14 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of February 11, 2013, the board, by a __________________________ vote, approves payments, totaling $103,712.86. The payments are further identified in this document. Total by Payment Type for Cash Account, US Bank Wire Transfers: Wire Transfer Payments 201200412 through 201200448, totaling $103,712.86 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 201200412 COSTCO 02/11/2013 728.66 201200413 FIRST US FOUNDATION FOR INSPIR 02/11/2013 4,000.00 201200414 MUSIC IN THE PARKS 02/11/2013 300.00 201200415 NW CASCADE INC 02/11/2013 112.25 201200416 WESTERN HORTICULTURAL PRODUCTS 02/11/2013 413.38 201200417 AT & T 02/11/2013 59.15 201200418 CENTURY LINK 02/11/2013 3,653.41 201200418 CENTURY LINK BUSINESS SERVICES 02/11/2013 355.22 201200419 CITY OF AUBURN UTILITIES 02/11/2013 8,443.06 201200420 COMCAST 02/11/2013 67.62 201200421 SPRINT 02/11/2013 223.91 201200422 3 WIRE GROUP INC 02/11/2013 260.45 201200423 ALPHATRONICS 02/11/2013 38.17 201200424 APPERSON 02/11/2013 167.14 201200425 BLICK ART MATERIALS 02/11/2013 97.99 201200426 CRYSTAL PRODUCTIONS CO 02/11/2013 39.90 201200427 CAMBIUM LEARNING INC 02/11/2013 5,704.95

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:14 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 201200428 CUMMINS NW LLC 02/11/2013 289.18 201200429 CASCADIA INTERNATIONAL LLC 02/11/2013 638.28 201200430 FERGUSON ENTERPRISES INC #3007 02/11/2013 569.35 201200431 GOSNEY MOTOR PARTS INC 02/11/2013 1,320.32 201200432 INTERNATIONAL SOCIETY OF CERTI 02/05/2013 70.00 201200433 JW PEPPER & SON INC 02/05/2013 1,120.06 201200434 KING COUNTY DIRECTORS ASSN 02/05/2013 12,630.85 201200434 KING COUNTY DIRECTORS ASSN 02/05/2013 79.54 201200435 LUCKS MUSIC LIBRARY 02/05/2013 440.10 201200436 MUSIC CENTERS INC 02/05/2013 448.18 201200437 MACDONALD MEAT COMPANY LLC 02/05/2013 2,984.88 201200438 MICONTROLS INC 02/05/2013 2,924.60 201200439 MCCONKEY COMPANY 02/05/2013 1,640.63 201200439 MCCONKEY COMPANY 02/05/2013 489.74 201200440 NW BATTERIES 02/05/2013 328.50 201200441 OFFICE DEPOT INC 02/05/2013 44,014.42 201200442 PLATT ELECTRIC 02/05/2013 130.66 201200443 SPECIALTY FOREST PRODUCTS INC 02/05/2013 36.11 201200444 TOTAL FILTRATION SERVICES, INC 02/05/2013 3,751.67 201200445 ELECTRONIX EXPRESS 02/05/2013 345.85 201200446 HOUGHTON MIFFLIN CO 02/05/2013 875.15 201200447 STAPLES ADVANTAGE 02/11/2013 3,616.84 201200448 HARBOR FREIGHT TOOLS 02/11/2013 302.69 40 Wire Transfer Check(s) For a Total of 103,712.86

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:14 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 3 0 Manual Checks For a Total of 0.00 40 Wire Transfer Checks For a Total of 103,712.86 0 ACH Checks For a Total of 0.00 0 Computer Checks For a Total of 0.00 Total For 40 Manual, Wire Tran, ACH & Computer Checks 103,712.86 Less 0 Voided Checks For a Total of 0.00 Net Amount 103,712.86 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 52,306.08 0.00 45,283.21 97,589.29 40 ASB Fund 0.00 0.00 6,123.57 6,123.57

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:22 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of February 11, 2013, the board, by a __________________________ vote, approves payments, totaling $68,499.70. The payments are further identified in this document. Total by Payment Type for Cash Account, AP Direct Dep Settlement Accou: ACH Numbers 121300983 through 121301053, totaling $68,499.70 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 121300983 AUBURN SCHOOL DIST REVOLVING F 02/11/2013 2,171.88 121300984 BARKER, CAROL JEAN 02/11/2013 223.11 121300985 BAYER, JAMES L 02/11/2013 21.70 121300986 BLACKBURN, MICHAEL T 02/11/2013 105.00 121300987 BLOOM, JANET M 02/11/2013 60.16 121300988 BLOSSER, REBEKAH LYNN 02/11/2013 58.29 121300989 BOWERS, SUSAN MAY 02/11/2013 50.62 121300990 BROWN, SARAH MARIE 02/11/2013 26.88 121300991 BRYANT, VALERIE ELTON 02/11/2013 130.39 121300992 BULSON, LAURIE JEAN 02/11/2013 535.36 121300993 BURKHART, VICTORIA E. 02/11/2013 99.35 121300994 BURT, TIFFANY ANN 02/11/2013 28.48 121300995 CAMPBELL, JULIE D 02/11/2013 199.00 121300996 COLBURN, KRISTINA LAURENE 02/11/2013 215.00 121300997 COLBURN, SALLY ANNE 02/11/2013 6.07 121300998 DANIEL, ERIC STUART 02/11/2013 34.97 121300999 DECKER, LOUANNE H 02/11/2013 39.78

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:22 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 121301000 DETWILER, KIMBERLY FLINT 02/11/2013 74.40 121301001 DOWDEN HUGHES, SHERITH L 02/11/2013 55.55 121301002 ES SPEECH & LANGUAGE SERVICES 02/11/2013 3,937.50 121301003 FAGER, ELSA TOPACIO 02/11/2013 76.93 121301004 FAWVER, RICHARD ALLEN 02/11/2013 23.22 121301005 FORTE, RHONDA MICHELLE 02/11/2013 257.00 121301006 FOSTER, RYAN BRENT 02/11/2013 198.87 121301007 FRAZIER, LESLIE RICHELLE 02/11/2013 349.00 121301008 GABRIELE, SHERYL L 02/11/2013 24.13 121301009 HALES, KYM MICHELE 02/11/2013 83.35 121301010 HALL, BRANDON LEE 02/11/2013 206.22 121301011 HIDALGO, OFELIA ESTELA 02/11/2013 20.68 121301012 JACKOWSKI, ERIN ANDREWS 02/11/2013 5.00 121301013 KEBBA, NOREEN A 02/11/2013 20.78 121301014 KING, DENISE DAWN 02/11/2013 175.00 121301015 LACY, CHRISTINA L 02/11/2013 100.00 121301016 LAM, TAN VAN 02/11/2013 38.42 121301017 LEWIS, PAUL M 02/11/2013 51.31 121301018 MANNAS, JOSEPH ANTHONY 02/11/2013 85.00 121301019 MARRERO BURGOS, ZAYRA ENID 02/11/2013 110.00 121301020 MOBERG, JULIE ANN 02/11/2013 148.91 121301021 MULICK, PATRICK JAMES 02/11/2013 452.35 121301022 OLSON, JILL MARIE 02/11/2013 167.65 121301023 RAMIREZ JR, FRANK J 02/11/2013 125.99 121301024 ROGERS, LAURA CHRISTINE 02/11/2013 20.17

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:22 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 121301025 SAXON, JAN K 02/11/2013 21.87 121301026 SPEARS, LINDSAY LARENE 02/11/2013 52.17 121301027 TOY, DIXIE L 02/11/2013 42.51 121301028 TURNER, MEGAN DENISE 02/11/2013 41.53 121301029 TYSYACHUK, ALLA V 02/11/2013 27.75 121301030 US BANK CORP PAYMENT SYSTEMS P 02/11/2013 18,028.56 121301031 US BANK CORP PAYMENT SYSTEM TR 02/11/2013 903.40 121301032 WEIBEL, MICHAEL A 02/11/2013 45.00 121301033 WHITE, KENNY L 02/11/2013 44.49 121301034 WILKINSON, LISA M 02/11/2013 15.00 121301035 WITTGOW, ERICA MARIE 02/11/2013 14.00 121301036 AUBURN SCHOOL DIST REVOLVING F 02/11/2013 650.00 121301037 US BANK CORP PAYMENT SYSTEMS P 02/11/2013 905.08 121301038 AUBURN SCHOOL DIST REVOLVING F 02/11/2013 318.00 121301039 AUBURN SENIOR HIGH IMPREST 02/11/2013 1,519.00 121301040 BRYANT, VALERIE ELTON 02/11/2013 12.21 121301041 CARTER, JEREMIAH DANIEL 02/11/2013 60.00 121301042 CHAVEZ, LUIS C 02/11/2013 109.01 121301043 FAGER, ELSA TOPACIO 02/11/2013 38.33 121301044 HAMILTON, DONNA JEAN 02/11/2013 296.22 121301045 HOGG, ELAINE M 02/11/2013 14.49 121301046 MAY, JONNA G 02/11/2013 124.80 121301047 PIZZA TIME 02/11/2013 995.36 121301048 RAY, KEITH DONALD 02/11/2013 51.95 121301049 SCOTT, TIMOTHY MELVIN 02/11/2013 418.44

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:22 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 4 Check Nbr Vendor Name Check Date Check Amount 121301050 SWANSON, PENNI J 02/11/2013 49.93 121301051 US BANK CORP PAYMENT SYSTEMS P 02/11/2013 29,736.49 121301052 US BANK CORP PAYMENT SYSTEM TR 02/11/2013 3,109.39 121301053 WILKINSON, LISA M 02/11/2013 41.25 71 ACH Check(s) For a Total of 68,499.70

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:22 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 5 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 71 ACH Checks For a Total of 68,499.70 0 Computer Checks For a Total of 0.00 Total For 71 Manual, Wire Tran, ACH & Computer Checks 68,499.70 Less 0 Voided Checks For a Total of 0.00 Net Amount 68,499.70 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 1,898.86 0.00 28,150.89 30,049.75 20 Capital Projects 579.12 0.00 975.96 1,555.08 40 ASB Fund -424.89 0.00 37,319.76 36,894.87

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:44 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of February 11, 2013, the board, by a __________________________ vote, approves payments, totaling $3,370.93. The payments are further identified in this document. Total by Payment Type for Cash Account, AP Direct Dep Settlement Accou: ACH Numbers 121301054 through 121301055, totaling $3,370.93 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 121301054 DEPT OF REVENUE STATE OF WASH 02/11/2013 1,698.96 121301055 DEPT OF REVENUE STATE OF WASH 02/11/2013 1,671.97 2 ACH Check(s) For a Total of 3,370.93

3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 12:44 PM 02/06/13 05.12.10.00.00-10.2-010019 Check Summary PAGE: 2 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 2 ACH Checks For a Total of 3,370.93 0 Computer Checks For a Total of 0.00 Total For 2 Manual, Wire Tran, ACH & Computer Checks 3,370.93 Less 0 Voided Checks For a Total of 0.00 Net Amount 3,370.93 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 1,649.97 48.99 0.00 1,698.96 40 ASB Fund 1,671.97 0.00 0.00 1,671.97


DIRECTORS 1.

Approval of Minutes

The minutes of the regular meeting of Monday, January 28, have been forwarded to the board.

Recommendation: That the minutes be approved. 2.

Waiver Closures

To address the issues of growth and utilization of space at three schools, the administration is recommending that Mt. Baker Middle School and Lakeland Hills Elementary School continue to be closed to waivers for the 2013-14 school year. The administration also recommends that Hazelwood Elementary School also be closed to waivers as the school has exceeded its student capacity. The two other elementary schools, Lea Hill and Arthur Jacobsen, have additional capacity. Both Mt. Baker and Lakeland Hills Elementary are the largest schools at their respective grade levels and additional new home starts continue within their boundaries.

Recommendation: That the board approve the waiver

restrictions for Mt. Baker Middle School, Lakeland Hills Elementary School, and Hazelwood Elementary School for the 2013-14 school year.

3.

Discussion

4.

Executive Session


INFORMATION 1. The Wednesday, February 4, enrollment is included in the board

background material.

1sonyr01.p 37-2 CASCADE MIDDLE SCHOOL 01/03/13 Page:1

05.12.10.00.00-10.2 Course/Class Count Report 202 1:27 PM

EST NBR NBR ----TOTALS---- ---Spec ed----

COURSE DESCRIPTION LGTH SEC AVL REQ TOT FEM MAL TOT FEM MAL

ART610 ART SURVEY 6 SM 1 120 53| 48 23 25 | 8 3 5 |

31 ERIC HOWE S1 03 | 26 12 14 | 4 3 1 |

41 ERIC HOWE S1 04 | 22 11 11 | 4 0 4 |

Number of Sections: 2 Average Students Per Section: 24.00

ART710 ART SURVEY 7 SM 1 120 50| 50 18 32 | 7 3 4 |

11 ERIC HOWE S1 01 | 22 9 13 | 1 0 1 |

61 ERIC HOWE S1 06 | 28 9 19 | 6 3 3 |


ART810 ART SURVEY 8 SM 1 60 30| 29 13 16 | 5 2 3 |

21 ERIC HOWE S1 02 | 29 13 16 | 5 2 3 |


CTE101 STEM ROBOTICS 1 SM 1 120 47| 47 24 23 | 3 0 3 |

11 MARCUS R. DEAVER S1 01 | 21 10 11 | 0 0 0 |

21 MARCUS R. DEAVER S1 02 | 26 14 12 | 3 0 3 |


ELL601 ELL 6 SM 1 80 5| 5 4 1 | 0 0 0 |

11 MARTHA C. ROBAYO WHITE S1 01 | 3 2 1 | 0 0 0 |



ELL701 ELL 7 SM 1 10 0| 0 0 0 | 0 0 0 |



ELL801 ELL 8 SM 1 80 6| 6 4 2 | 0 0 0 |




GEN010 ELL MONITORING YR 1 100 56| 56 27 29 | 11 6 5 |

71 MARTHA C. ROBAYO WHITE YR 07 | 56 27 29 | 11 6 5 |


GEN100 STUDY SKILLS SM 1 2 0| 0 0 0 | 0 0 0 |

61 REBECCA A. RAMIREZ-DIL S1 06 | 0 0 0 | 0 0 0 |


GEN110 LEADERSHIP SM 1 120 57| 54 21 33 | 6 3 3 |

51 KEVIN P. OLSON S1 05 | 28 12 16 | 3 2 1 |

61 KENTON C. BARKER S1 06 | 26 9 17 | 3 1 2 |


GEN111 LEADERSHIP 2 SM 1 60 26| 26 9 17 | 2 0 2 |

51 ROBERT A. ROBINSON S1 05 | 26 9 17 | 2 0 2 |


GEN710 TEACHERS AIDE 7 SM 1 45 22| 22 15 7 | 1 1 0 |

11 ISAIAH D. JOHNSON S1 01 | 0 0 0 | 0 0 0 |

110 SANDRA L. LUETTGEN S1 01 | 1 0 1 | 0 0 0 |

111 STEPHANIE R. AUSTIN S1 01 | 1 1 0 | 0 0 0 |

112 SHAYNA E. BROWN S1 01 | 1 1 0 | 0 0 0 |

12 KANIKA L. WATKINS S1 01 | 0 0 0 | 0 0 0 |



211 LORI KARPAN S1 02 | 1 1 0 | 0 0 0 |

212 KEVIN P. OLSON S1 02 | 1 1 0 | 0 0 0 |

213 CHRISTINA W. THOMSEN S1 02 | 1 1 0 | 0 0 0 |

214 SHAYNA E. BROWN S1 02 | 1 1 0 | 0 0 0 |

215 SHARON K. BELL S1 02 | 1 1 0 | 1 1 0 |

31 LORI KARPAN S1 03 | 1 0 1 | 0 0 0 |

410 KEVIN P. OLSON S1 04 | 1 1 0 | 0 0 0 |


61 LORI KARPAN S1 06 | 0 0 0 | 0 0 0 |





611 JULIE K. KOVASH S1 06 | 1 0 1 | 0 0 0 |

612 KEVIN P. OLSON S1 06 | 1 0 1 | 0 0 0 |



62 SHARON K. BELL S1 06 | 1 0 1 | 0 0 0 |

621 AARON S. LEE S1 06 | 2 2 0 | 0 0 0 |





112 PAULA A. DRAGSETH S1 01 | 0 0 0 | 0 0 0 |

13 CHRISTINE S. AREND S1 01 | 1 0 1 | 0 0 0 |

21 CASEY A. KILLETT S1 02 | 3 2 1 | 1 1 0 |

210 CORRIE L. AGNEW S1 02 | 1 1 0 | 0 0 0 |


212 CHARLES R. CHEW JR S1 02 | 1 1 0 | 0 0 0 |


215 JOEL R. MACDOUGALL S1 02 | 1 1 0 | 0 0 0 |

216 KENTON C. BARKER S1 02 | 1 1 0 | 0 0 0 |

217 DANIEL A. MCNEESE S1 02 | 0 0 0 | 0 0 0 |

218 QUYNH N. TAYLOR S1 02 | 1 1 0 | 0 0 0 |


22 ALETHEA C. DOZIER S1 02 | 1 0 1 | 0 0 0 |

221 AMY J. SLEETH S1 02 | 0 0 0 | 0 0 0 |

223 JUSTIN W. MENTINK S1 02 | 1 0 1 | 0 0 0 |

23 DENISE M. BAXTER S1 02 | 1 0 1 | 0 0 0 |


25 LORI KARPAN S1 06 | 1 1 0 | 0 0 0 |

26 PAULETTE T. FONDA S1 02 | 1 1 0 | 0 0 0 |

27 CORRIE L. AGNEW S1 02 | 1 0 1 | 0 0 0 |


311 QUYNH N. TAYLOR S1 03 | 1 1 0 | 0 0 0 |

312 KENTON C. BARKER S1 03 | 1 1 0 | 0 0 0 |




317 MATHEW R. LUDWIGSON S1 03 | 1 1 0 | 0 0 0 |

32 KEVIN P. OLSON S1 03 | 1 1 0 | 0 0 0 |


33 KEITH D. RAY S1 03 | 1 1 0 | 0 0 0 |





413 KENTON C. BARKER S1 04 | 1 1 0 | 0 0 0 |

414 SHARON K. BELL S1 04 | 1 1 0 | 0 0 0 |


43 KEITH D. RAY S1 04 | 1 1 0 | 0 0 0 |


511 JENNY HOMFELDT S1 05 | 1 0 1 | 0 0 0 |

512 SHARON K. BELL S1 05 | 2 2 0 | 1 1 0 |



52 ROBERT K. WEBB S1 05 | 0 0 0 | 0 0 0 |

521 AMY J. SLEETH S1 05 | 1 0 1 | 0 0 0 |






54 DENISE M. BAXTER S1 05 | 1 0 1 | 0 0 0 |



612 SHARON K. BELL S1 06 | 2 2 0 | 1 1 0 |


614 SANDRA L. HALFORD S1 06 | 1 0 1 | 0 0 0 |

615 QUYNH N. TAYLOR S1 06 | 0 0 0 | 0 0 0 |



HOM610 HOME EC 6 SM 1 120 54| 51 23 28 | 1 1 0 |

31 VALERIE E. BRYANT S1 03 | 28 12 16 | 0 0 0 |



HOM710 HOME EC 7 SM 1 120 50| 50 13 37 | 10 3 7 |




HOM810 HOME EC 8 SM 1 60 30| 28 7 21 | 6 0 6 |



LAN111 YEARBOOK 1 SM 1 20 19| 19 14 5 | 0 0 0 |



LAN601 LAN ARTS 6 1 SM 7 270 203| 203 93 110 | 14 7 7 |

11 LORI KARPAN S1 01 | 20 14 6 | 0 0 0 |

12 JULIE K. KOVASH S1 01 | 17 7 10 | 0 0 0 |

22 JULIE K. KOVASH S1 02 | 23 10 13 | 3 0 3 |

31 LORI KARPAN S1 03 | 15 7 8 | 3 2 1 |

41 LORI KARPAN S1 04 | 23 10 13 | 2 2 0 |

42 JULIE K. KOVASH S1 04 | 24 9 15 | 2 1 1 |

51 LORI KARPAN S1 05 | 28 15 13 | 1 0 1 |

52 JULIE K. KOVASH S1 05 | 28 13 15 | 3 2 1 |

62 JULIE K. KOVASH S1 06 | 25 8 17 | 0 0 0 |


LAN611 HON LA 6 1 SM 1 30 27| 27 10 17 | 0 0 0 |



LAN650 LAP READING 6 SM 1 60 18| 18 8 10 | 2 0 2 |




LAN701 LANG ARTS 7 1 SM 12 205 185| 185 86 99 | 8 5 3 |









LAN711 HON LA 7 1 SM 2 30 24| 24 11 13 | 0 0 0 |



LAN751 LAP READING 7 1 SM 1 60 22| 22 7 15 | 1 1 0 |

41 KARLY N. JONASSON S1 04 | 12 4 8 | 1 1 0 |







LAN801 LANG ARTS 8 1 SM 1 210 167| 167 85 82 | 11 6 5 |

11 AMY J. SLEETH S1 01 | 23 11 12 | 0 0 0 |



31 AMY J. SLEETH S1 03 | 21 7 14 | 3 1 2 |

41 AMY J. SLEETH S1 04 | 29 15 14 | 1 1 0 |

51 AMY J. SLEETH S1 05 | 31 20 11 | 3 2 1 |

61 AMY J. SLEETH S1 06 | 27 15 12 | 1 0 1 |


LAN811 HON LA 8 1 SM 2 60 39| 39 28 11 | 0 0 0 |




LAN816 JOURNALISM 8 SM 1 60 27| 27 13 14 | 0 0 0 |






MAT081 MATH STRAT 1B TM 1 90 39| 39 19 20 | 8 2 6 |

11 DENISE M. BAXTER T2 01 | 12 7 5 | 2 1 1 |

13 PAULETTE T. FONDA T2 01 | 10 4 6 | 3 1 2 |


51 JENNY HOMFELDT T2 05 | 7 5 2 | 0 0 0 |



11 SHAYNA E. BROWN T2 01 | 1 1 0 | 0 0 0 |


51 QUYNH N. TAYLOR T2 05 | 0 0 0 | 0 0 0 |




11 SANDRA L. HALFORD T2 01 | 23 6 17 | 1 0 1 |

31 CHARLES R. CHEW JR T2 03 | 13 8 5 | 1 0 1 |


MAT111 MATH 1 SM 8 510 217| 210 92 118 | 15 3 12 |

121 JENNY HOMFELDT S1 01 | 16 4 12 | 3 0 3 |

211 DENISE M. BAXTER S1 02 | 25 10 15 | 2 1 1 |

221 JENNY HOMFELDT S1 02 | 26 8 18 | 2 0 2 |


311 DENISE M. BAXTER S1 03 | 21 8 13 | 1 0 1 |

411 DENISE M. BAXTER S1 04 | 22 11 11 | 0 0 0 |

421 JENNY HOMFELDT S1 04 | 23 11 12 | 0 0 0 |

511 DENISE M. BAXTER S1 05 | 26 16 10 | 0 0 0 |

621 JENNY HOMFELDT S1 06 | 26 13 13 | 1 1 0 |


MAT112 MATH 2 SM 1 360 114| 114 54 60 | 5 3 2 |

211 SHAYNA E. BROWN S1 02 | 24 8 16 | 3 2 1 |

221 QUYNH N. TAYLOR S1 02 | 15 9 6 | 0 0 0 |

321 QUYNH N. TAYLOR S1 03 | 20 13 7 | 2 1 1 |

511 SHAYNA E. BROWN S1 05 | 0 0 0 | 0 0 0 |

611 SHAYNA E. BROWN S1 06 | 29 15 14 | 0 0 0 |

621 QUYNH N. TAYLOR S1 06 | 26 9 17 | 0 0 0 |


MAT115 PRE ALGEBRA 1 SM 4 150 90| 90 42 48 | 0 0 0 |





31 SHAYNA E. BROWN S1 03 | 30 11 19 | 0 0 0 |

41 QUYNH N. TAYLOR S1 04 | 30 17 13 | 0 0 0 |

411 SHAYNA E. BROWN S1 04 | 30 14 16 | 0 0 0 |






MAT120 ALGEBRA 1 SM 1 120 58| 58 35 23 | 1 1 0 |





11 SHAYNA E. BROWN T2 01 | 17 9 8 | 3 2 1 |

51 QUYNH N. TAYLOR T2 05 | 17 8 9 | 0 0 0 |


MAT210 GEOMETRY 1 SM 1 30 8| 8 5 3 | 0 0 0 |



MUS610 MUSIC SURVEY 6 SM 1 60 21| 21 7 14 | 5 2 3 |

31 KELLI A. TAYLOR S1 03 | 21 7 14 | 5 2 3 |


MUS611 CHOIR 1 SM 1 100 50| 50 50 0 | 5 5 0 |

11 DAVID L. CAMPBELL S1 01 | 50 50 0 | 5 5 0 |


MUS612 CHOIR 2 SM 1 90 22| 22 0 22 | 3 0 3 |

21 DAVID L. CAMPBELL S1 02 | 22 0 22 | 3 0 3 |


MUS621 BAND 6 1 SM 1 30 29| 29 12 17 | 0 0 0 |

41 KELLI A. TAYLOR S1 04 | 29 12 17 | 0 0 0 |


MUS631 ORCHESTRA 6 1 SM 1 45 14| 14 7 7 | 0 0 0 |

11 DAVID L. STAFFORD S1 01 | 14 7 7 | 0 0 0 |



51 KELLI A. TAYLOR S1 05 | 20 7 13 | 1 1 0 |


MUS721 BAND 7 1 SM 1 45 31| 31 17 14 | 2 1 1 |

21 KELLI A. TAYLOR S1 02 | 31 17 14 | 2 1 1 |


MUS731 ORCHESTRA 7 1 SM 1 45 26| 26 17 9 | 1 1 0 |



MUS811 CHOIR 8 1 SM 1 0 0| 0 0 0 | 0 0 0 |

MUS821 BAND 8 1 SM 1 0 0| 0 0 0 | 0 0 0 |

MUS831 ORCHESTRA 8 1 SM 1 45 28| 28 22 6 | 1 1 0 |



PHY621 HEALTH FIT 6 1 SM 1 360 137| 136 46 90 | 14 3 11 |







PHY721 HEALTH FIT 7 1 SM 1 360 110| 103 46 57 | 10 4 6 |










PHY801 HEALTH 8 SM 1 300 105| 99 52 47 | 14 4 10 |







PHY822 HEALTH FIT 8 2 SM 1 360 88| 88 41 47 | 15 7 8 |

11 KEITH D. RAY S1 01 | 7 2 5 | 1 1 0 |

31 KEITH D. RAY S1 03 | 20 13 7 | 7 4 3 |

41 KEITH D. RAY S1 04 | 11 7 4 | 3 0 3 |

51 KEITH D. RAY S1 05 | 26 7 19 | 1 1 0 |

61 KEITH D. RAY S1 06 | 24 12 12 | 3 1 2 |


SBMA01 ALGEBRA 1 SM 1 60 59| 59 34 25 | 1 1 0 |




SBMA16 PRE ALGEBRA 2 SM 1 120 51| 51 18 33 | 1 0 1 |




SCI601 SCIENCE 6 1 SM 9 300 246| 246 106 140 | 27 9 18 |


12 CORRIE L. AGNEW S1 01 | 19 8 11 | 2 0 2 |


22 CORRIE L. AGNEW S1 02 | 23 9 14 | 0 0 0 |

32 CORRIE L. AGNEW S1 03 | 19 9 10 | 1 0 1 |



52 CORRIE L. AGNEW S1 05 | 29 16 13 | 1 0 1 |


62 CORRIE L. AGNEW S1 06 | 28 15 13 | 6 5 1 |


SCI701 SCIENCE 7 1 SM 1 265 223| 223 102 121 | 22 10 12 |


21 CASEY A. KILLETT S1 02 | 22 9 13 | 11 5 6 |


31 CASEY A. KILLETT S1 03 | 28 15 13 | 1 1 0 |


41 CASEY A. KILLETT S1 04 | 22 10 12 | 2 2 0 |


51 CASEY A. KILLETT S1 05 | 22 8 14 | 2 0 2 |



SCI751 ENVIR SCIENCE 7 SM 1 46 18| 18 9 9 | 3 1 2 |

11 CASEY A. KILLETT S1 01 | 18 9 9 | 3 1 2 |


SCI801 SCIENCE 8 1 SM 1 240 224| 224 119 105 | 28 12 16 |

12 ROBERT K. WEBB S1 01 | 29 14 15 | 5 1 4 |

22 ROBERT K. WEBB S1 02 | 26 17 9 | 3 2 1 |





32 ROBERT K. WEBB S1 03 | 26 15 11 | 0 0 0 |

41 MARCUS R. DEAVER S1 04 | 29 15 14 | 5 3 2 |

42 ROBERT K. WEBB S1 04 | 29 11 18 | 3 0 3 |

51 MARCUS R. DEAVER S1 05 | 28 20 8 | 6 3 3 |

61 MARCUS R. DEAVER S1 06 | 27 13 14 | 3 0 3 |

62 ROBERT K. WEBB S1 06 | 30 14 16 | 3 3 0 |


SOC601 SOC STUDIES 6 1 SM 8 270 199| 199 90 109 | 26 9 17 |


21 KEVIN P. OLSON S1 02 | 26 13 13 | 3 2 1 |


31 KEVIN P. OLSON S1 03 | 23 12 11 | 5 1 4 |


41 KEVIN P. OLSON S1 04 | 27 10 17 | 3 1 2 |

61 KEVIN P. OLSON S1 06 | 29 14 15 | 7 2 5 |

62 LORI KARPAN S1 06 | 29 16 13 | 1 0 1 |



13 DEAN Y. GODFREY S1 01 | 18 6 12 | 0 0 0 |


SOC611 HON SOC STD 6 1 SM 1 30 27| 27 10 17 | 0 0 0 |



SOC701 WA ST HISTORY 7 SM 1 265 198| 198 90 108 | 21 9 12 |


21 KENTON C. BARKER S1 02 | 23 10 13 | 4 2 2 |

31 KENTON C. BARKER S1 03 | 29 15 14 | 1 1 0 |



41 KENTON C. BARKER S1 04 | 29 8 21 | 5 1 4 |


51 KENTON C. BARKER S1 05 | 24 14 10 | 2 2 0 |


SOC711 HON WA ST HIST7 SM 2 30 24| 24 11 13 | 0 0 0 |



SOC801 US HISTORY 8 1 SM 1 210 183| 183 90 93 | 28 12 16 |

12 STEVEN HOMFELDT S1 01 | 28 15 13 | 3 1 2 |


31 DEAN Y. GODFREY S1 03 | 20 7 13 | 1 1 0 |


41 DEAN Y. GODFREY S1 04 | 29 15 14 | 5 3 2 |

51 DEAN Y. GODFREY S1 05 | 28 10 18 | 8 1 7 |

61 DEAN Y. GODFREY S1 06 | 24 13 11 | 3 1 2 |


SOC811 HON US HIST 8 1 SM 2 60 39| 39 28 11 | 0 0 0 |




SPE011 MATH SE 1 SM 2 105 54| 54 24 30 | 54 24 30 |











SPE041 LANG ARTS SE 1 SM 2 48 48| 48 25 23 | 48 25 23 |

11 NORMA F. KING S1 01 | 17 8 9 | 17 8 9 |

31 NORMA F. KING S1 03 | 15 8 7 | 15 8 7 |


61 NORMA F. KING S1 06 | 15 8 7 | 15 8 7 |


SPE051 ADAPTIVE PE 1 SM 1 30 13| 13 2 11 | 13 2 11 |



SPE101 STRUC LEARN 1 SM 3 300 87| 86 24 62 | 86 24 62 |

11 AARON S. LEE S1 01 | 5 1 4 | 5 1 4 |

12 SHARON K. BELL S1 01 | 10 1 9 | 10 1 9 |

21 AARON S. LEE S1 02 | 9 5 4 | 9 5 4 |

22 SHARON K. BELL S1 02 | 10 1 9 | 10 1 9 |

41 AARON S. LEE S1 04 | 9 5 4 | 9 5 4 |

42 SHARON K. BELL S1 04 | 10 1 9 | 10 1 9 |

51 AARON S. LEE S1 05 | 8 4 4 | 8 4 4 |

52 SHARON K. BELL S1 05 | 9 1 8 | 9 1 8 |

61 AARON S. LEE S1 06 | 8 4 4 | 8 4 4 |

62 SHARON K. BELL S1 06 | 8 1 7 | 8 1 7 |


SPE601 LAN ARTS SE 6 1 SM 1 30 31| 31 9 22 | 30 9 21 |

41 NORMA F. KING S1 04 | 14 5 9 | 14 5 9 |

51 NORMA F. KING S1 05 | 17 4 13 | 16 4 12 |



05.12.10.00.00-10.2 Course/Class Count Report Totals 1:27 PM

TITLE FOR TOTAL

TOTALS GROUP TOTAL FEMALE MALE

GRAND TOTALS 4333 2031 2302

Spec ed 598 233 365

************************ End of report ************************

1sonyr01.p 37-2 MT BAKER MIDDLE SCHOOL 01/03/13 Page:1


EST NBR NBR ----TOTALS---- ---Spec Ed----


ART610 ART SURVEY 6 SM 10 90 58| 54 22 32 | 3 1 2 |

121 NICOLE L. WELLS S1 02 | 29 11 18 | 2 0 2 |

161 NICOLE L. WELLS S1 06 | 25 11 14 | 1 1 0 |


ART710 ART SURVEY 7 SM 11 165 57| 51 25 26 | 3 1 2 |

111 NICOLE L. WELLS S1 01 | 30 15 15 | 1 0 1 |

141 NICOLE L. WELLS S1 04 | 21 10 11 | 2 1 1 |

151 NICOLE L. WELLS S1 05 | 0 0 0 | 0 0 0 |


ART810 ART SURVEY 8 SM 2 60 25| 25 11 14 | 3 0 3 |

131 NICOLE L. WELLS S1 03 | 25 11 14 | 3 0 3 |


ART815 VIS COM 8 SM 2 60 23| 22 8 14 | 3 0 3 |

141 BRUCE J. JACOBS S1 04 | 22 8 14 | 3 0 3 |


BUS610 KEYBD SURVEY 6 SM 10 180 55| 55 20 35 | 0 0 0 |

131 JAMES J. KEMP S1 03 | 22 8 14 | 0 0 0 |

151 JAMES J. KEMP S1 05 | 20 4 16 | 0 0 0 |

161 JAMES J. KEMP S1 06 | 13 8 5 | 0 0 0 |


BUS710 COMPUTER APP 7 SM 11 60 32| 27 15 12 | 3 1 2 |

141 JAMES J. KEMP S1 04 | 27 15 12 | 3 1 2 |


BUS810 COMPUTER APP 8 SM 2 60 24| 24 10 14 | 1 0 1 |

121 JAMES J. KEMP S1 02 | 24 10 14 | 1 0 1 |


CTE105 STEM CNSTR FND1 SM 10 120 99| 97 36 61 | 6 1 5 |

121 BRUCE J. JACOBS S1 02 | 14 3 11 | 1 0 1 |

131 BRUCE J. JACOBS S1 03 | 27 13 14 | 3 0 3 |

151 BRUCE J. JACOBS S1 05 | 28 6 22 | 0 0 0 |

161 BRUCE J. JACOBS S1 06 | 28 14 14 | 2 1 1 |



01 VALLERY MCCANN YR 00 | 65 26 39 | 15 4 11 |


GEN020 LANG ARTS ELL SM 4 330 61| 59 29 30 | 9 3 6 |

111 VALLERY MCCANN S1 01 | 6 3 3 | 0 0 0 |

121 VALLERY MCCANN S1 02 | 11 3 8 | 4 1 3 |

131 VALLERY MCCANN S1 03 | 13 11 2 | 2 2 0 |

151 VALLERY MCCANN S1 05 | 16 10 6 | 0 0 0 |

161 VALLERY MCCANN S1 06 | 13 2 11 | 3 0 3 |



121 ANN B. DURHAM S1 02 | 27 3 24 | 3 0 3 |

151 ANN B. DURHAM S1 05 | 30 16 14 | 2 0 2 |

231 SUSAN R. WINTER S1 03 | 20 9 11 | 2 2 0 |



161 SHARON J. LINDGREN S1 06 | 21 10 11 | 2 0 2 |



01 DENA L. WALKER S1 04 | 0 0 0 | 0 0 0 |

02 KATRINA A. MITCHELL S1 03 | 0 0 0 | 0 0 0 |



01 KENNETH D. PERMAN S1 01 | 1 0 1 | 0 0 0 |





03 ARLEEN J. BURKHALTER S1 01 | 1 1 0 | 0 0 0 |

06 DENNIS LUBASH S1 01 | 0 0 0 | 0 0 0 |

07 DENNIS LUBASH S1 02 | 1 0 1 | 0 0 0 |

08 MATTHEW L. KING S1 01 | 0 0 0 | 0 0 0 |

12 JENNIFER K. KEMP S1 01 | 0 0 0 | 0 0 0 |


16 JEREMIAH D. CARTER S1 01 | 0 0 0 | 0 0 0 |

17 MELINDA A. WHARTON S1 01 | 3 3 0 | 0 0 0 |

171 MARCIA L. DARRAH S1 01 | 1 1 0 | 1 1 0 |

172 KATHY LANTZ S1 06 | 1 0 1 | 0 0 0 |

176 MARCIA L. DARRAH S1 06 | 0 0 0 | 0 0 0 |

19 SHARI M. NELSON S1 01 | 0 0 0 | 0 0 0 |

21 PENNI J. SWANSON S1 01 | 1 1 0 | 0 0 0 |

23 CORRIE A. CARSTENS S1 01 | 0 0 0 | 0 0 0 |

24 ERIN B. CARNAHAN S1 01 | 0 0 0 | 0 0 0 |

25 CHRISTINE A. THORINGTO S1 02 | 1 1 0 | 0 0 0 |

26 DIANE K. ABRAHAM S1 01 | 0 0 0 | 0 0 0 |

27 PATRICE L. RADEMACHER S1 01 | 0 0 0 | 0 0 0 |

28 DEONNA J. STEFFY S1 01 | 4 1 3 | 0 0 0 |

29 DEONNA J. STEFFY S1 02 | 2 2 0 | 0 0 0 |

30 DEONNA J. STEFFY S1 03 | 2 2 0 | 0 0 0 |

31 DEONNA J. STEFFY S1 04 | 2 2 0 | 0 0 0 |

32 DEONNA J. STEFFY S1 05 | 4 2 2 | 0 0 0 |

33 DEONNA J. STEFFY S1 06 | 2 1 1 | 0 0 0 |

34 DIXIE L. TOY S1 02 | 0 0 0 | 0 0 0 |

35 DENA L. WALKER S1 01 | 1 1 0 | 0 0 0 |

36 ANN B. DURHAM S1 01 | 0 0 0 | 0 0 0 |

37 SALLY J. KOENIG S1 02 | 0 0 0 | 0 0 0 |

371 STACEY K. ROGERS S1 03 | 0 0 0 | 0 0 0 |

38 MARCIA L. DARRAH S1 02 | 0 0 0 | 0 0 0 |

39 VALLERY MCCANN S1 02 | 0 0 0 | 0 0 0 |

40 DENA L. WALKER S1 02 | 0 0 0 | 0 0 0 |

41 KATHY LANTZ S1 01 | 0 0 0 | 0 0 0 |

42 STACEY K. ROGERS S1 02 | 0 0 0 | 0 0 0 |

548 NICOLE L. WELLS S1 06 | 1 1 0 | 0 0 0 |

55 REBECCA A. MARCOTTE S1 06 | 1 1 0 | 0 0 0 |


611 PENNI J. SWANSON S1 03 | 1 1 0 | 0 0 0 |


671 SHARI M. NELSON S1 06 | 0 0 0 | 0 0 0 |


711 ANNE S. CLARK S1 01 | 0 0 0 | 0 0 0 |

73 MINDY L. HAWK S1 03 | 1 1 0 | 0 0 0 |

76 VALLERY MCCANN S1 06 | 1 1 0 | 0 0 0 |

811 NICOLE L. WELLS S1 01 | 0 0 0 | 0 0 0 |


848 ERIN B. CARNAHAN S1 06 | 1 1 0 | 0 0 0 |

851 ANN B. DURHAM S1 06 | 1 1 0 | 0 0 0 |

856 BRUCE J. JACOBS S1 03 | 1 1 0 | 0 0 0 |

858 DIANE K. ABRAHAM S1 06 | 1 1 0 | 0 0 0 |

859 DEBORAH M. CALKINS S1 05 | 1 1 0 | 0 0 0 |

861 LINDSEY C. HAMMOND S1 03 | 1 1 0 | 0 0 0 |

864 SHARI M. NELSON S1 06 | 2 2 0 | 0 0 0 |

868 DIXIE L. TOY S1 05 | 1 1 0 | 0 0 0 |

869 DIXIE L. TOY S1 03 | 0 0 0 | 0 0 0 |

871 VALLERY MCCANN S1 03 | 1 1 0 | 0 0 0 |





876 SUSAN M. BUHR S1 05 | 1 1 0 | 0 0 0 |

882 SALLY J. KOENIG S1 05 | 1 1 0 | 0 0 0 |


888 MATTHEW L. KING S1 03 | 1 0 1 | 0 0 0 |

891 MICALA H. ROOT S1 03 | 1 0 1 | 0 0 0 |


894 NICOLE L. WELLS S1 03 | 0 0 0 | 0 0 0 |

896 MATTHEW L. KING S1 05 | 0 0 0 | 0 0 0 |

898 CARMELLA A. DUCA S1 03 | 1 0 1 | 0 0 0 |

977 JENNIFER K. KEMP S1 04 | 1 1 0 | 0 0 0 |


993 STACEY K. ROGERS S1 01 | 1 1 0 | 0 0 0 |




GEN850 BULLDOG TIME SM 1 0 0| 0 0 0 | 0 0 0 |

HOM610 HOME EC 6 SM 10 120 52| 52 31 21 | 6 6 0 |

141 MINDY L. HAWK S1 04 | 29 22 7 | 4 4 0 |

151 DIXIE L. TOY S1 05 | 23 9 14 | 2 2 0 |


IND815 TECH SURVEY 8 SM 2 60 0| 0 0 0 | 0 0 0 |

131 BRUCE J. JACOBS S1 03 | 0 0 0 | 0 0 0 |


LAN601 LAN ARTS 6 1 SM 9 240 205| 205 103 102 | 11 9 2 |

111 DENA L. WALKER S1 01 | 21 11 10 | 3 2 1 |

121 DENA L. WALKER S1 02 | 19 11 8 | 1 1 0 |

131 DENA L. WALKER S1 03 | 19 11 8 | 0 0 0 |

151 DENA L. WALKER S1 05 | 20 13 7 | 1 1 0 |

221 SUSAN R. WINTER S1 02 | 19 8 11 | 1 1 0 |

311 KATHY LANTZ S1 01 | 22 10 12 | 2 2 0 |

321 KATHY LANTZ S1 02 | 20 8 12 | 0 0 0 |

331 KATHY LANTZ S1 03 | 19 9 10 | 0 0 0 |

341 KATHY LANTZ S1 04 | 21 11 10 | 1 1 0 |

361 KATHY LANTZ S1 06 | 25 11 14 | 2 1 1 |


LAN611 HON LA 6 1 SM 2 56 52| 52 29 23 | 0 0 0 |

211 SUSAN R. WINTER S1 01 | 27 15 12 | 0 0 0 |

261 SUSAN R. WINTER S1 06 | 25 14 11 | 0 0 0 |


LAN641 READ CLINIC 6 A SM 1 20 8| 7 2 5 | 3 2 1 |

161 DENA L. WALKER S1 06 | 7 2 5 | 3 2 1 |



131 SUSAN D. MILLANG S1 03 | 13 10 3 | 2 2 0 |


LAN660 DRAMA 6 SM 10 60 27| 27 18 9 | 0 0 0 |

131 JAMES A. CHAR S1 03 | 27 18 9 | 0 0 0 |


LAN701 LANG ARTS 7 1 SM 12 300 279| 279 141 138 | 10 4 6 |

111 ANN B. DURHAM S1 01 | 26 13 13 | 0 0 0 |



321 SALLY J. KOENIG S1 02 | 21 8 13 | 0 0 0 |

341 SALLY J. KOENIG S1 04 | 26 13 13 | 0 0 0 |

351 SALLY J. KOENIG S1 05 | 26 15 11 | 1 0 1 |









511 PENNI J. SWANSON S1 01 | 27 14 13 | 0 0 0 |

521 PENNI J. SWANSON S1 02 | 15 7 8 | 1 1 0 |


LAN711 HON LA 7 1 SM 3 56 59| 59 30 29 | 1 0 1 |

141 ANN B. DURHAM S1 04 | 28 14 14 | 1 0 1 |

161 ANN B. DURHAM S1 06 | 31 16 15 | 0 0 0 |


LAN716 MEDIA 7 SM 11 60 35| 28 22 6 | 0 0 0 |

121 PETER D. WARRING S1 02 | 28 22 6 | 0 0 0 |


LAN741 READ CLINC 7 A SM 1 20 11| 11 7 4 | 0 0 0 |




141 SUSAN D. MILLANG S1 04 | 13 4 9 | 3 1 2 |


LAN760 DRAMA 7 SM 11 60 32| 28 14 14 | 4 2 2 |

151 JAMES A. CHAR S1 05 | 28 14 14 | 4 2 2 |


LAN801 LANG ARTS 8 1 SM 9 234 94| 94 51 43 | 3 1 2 |

231 PETER D. WARRING S1 03 | 26 17 9 | 0 0 0 |

241 PETER D. WARRING S1 04 | 23 12 11 | 1 1 0 |

261 PETER D. WARRING S1 06 | 20 12 8 | 0 0 0 |



LAN811 HON LA 8 1 SM 2 56 56| 56 35 21 | 0 0 0 |




LAN823 INTRO JOURNALSM SM 1 60 20| 20 10 10 | 0 0 0 |

111 PETER D. WARRING S1 01 | 20 10 10 | 0 0 0 |



151 SUSAN D. MILLANG S1 05 | 13 5 8 | 2 0 2 |


MAT011 MATH 1 SM 1 90 57| 57 33 24 | 0 0 0 |





MAT070 LAP MATH 1A SM 1 15 14| 14 5 9 | 1 0 1 |

161 SUSAN D. MILLANG S1 06 | 14 5 9 | 1 0 1 |


MAT072 LAP MATH 2A SM 1 15 14| 14 7 7 | 0 0 0 |

121 SUSAN D. MILLANG S1 02 | 14 7 7 | 0 0 0 |


MAT084 MATH STRAT 2A SM 2 18 14| 14 8 6 | 1 0 1 |

151 DENNIS LUBASH S1 05 | 14 8 6 | 1 0 1 |





MAT111 MATH 1 SM 10 275 178| 178 87 91 | 7 3 4 |





111 DENNIS LUBASH S1 01 | 24 12 12 | 1 0 1 |

121 DENNIS LUBASH S1 02 | 19 7 12 | 0 0 0 |

131 DENNIS LUBASH S1 03 | 21 12 9 | 3 2 1 |

141 DENNIS LUBASH S1 04 | 25 11 14 | 0 0 0 |

211 DIXIE L. TOY S1 01 | 23 13 10 | 0 0 0 |

231 DIXIE L. TOY S1 03 | 21 13 8 | 0 0 0 |

241 DIXIE L. TOY S1 04 | 26 11 15 | 3 1 2 |

261 DIXIE L. TOY S1 06 | 19 8 11 | 0 0 0 |



641 JENNIFER K. KEMP S1 04 | 26 13 13 | 0 0 0 |

713 AARON R. COWAN S1 01 | 26 8 18 | 2 0 2 |

715 JENNIFER K. KEMP S1 01 | 26 10 16 | 0 0 0 |


725 JENNIFER K. KEMP S1 02 | 26 15 11 | 1 0 1 |

733 AARON R. COWAN S1 03 | 27 13 14 | 1 0 1 |


743 AARON R. COWAN S1 04 | 29 15 14 | 0 0 0 |



755 JENNIFER K. KEMP S1 05 | 27 18 9 | 1 1 0 |


765 JENNIFER K. KEMP S1 06 | 24 12 12 | 0 0 0 |

812 DAVID W. KNIGHTON S1 01 | 22 12 10 | 1 0 1 |








MAT120 ALGEBRA 1 SM 4 120 109| 109 57 52 | 0 0 0 |


821 AARON R. COWAN S1 02 | 28 12 16 | 0 0 0 |


851 AARON R. COWAN S1 05 | 29 16 13 | 0 0 0 |


MAT210 GEOMETRY 1 SM 1 16 16| 16 8 8 | 0 0 0 |




141 R K. PAUSTIAN S1 04 | 25 10 15 | 5 2 3 |


MUS611 CHOIR 6 1 SM 1 50 48| 48 32 16 | 6 5 1 |

61 JAMES A. CHAR S1 06 | 48 32 16 | 6 5 1 |


MUS621 BAND 6 1 SM 1 50 31| 31 10 21 | 0 0 0 |

31 R K. PAUSTIAN S1 03 | 31 10 21 | 0 0 0 |


MUS631 ORCHESTRA 6 1 SM 1 50 54| 53 39 14 | 1 0 1 |



MUS711 CHOIR 7 1 SM 1 50 54| 54 42 12 | 2 1 1 |

11 JAMES A. CHAR S1 01 | 54 42 12 | 2 1 1 |


MUS721 BAND 7 1 SM 1 50 47| 46 10 36 | 2 0 2 |





51 R K. PAUSTIAN S1 05 | 46 10 36 | 2 0 2 |


MUS731 ORCHESTRA 7 1 SM 2 100 70| 70 49 21 | 1 0 1 |




MUS811 CHOIR 8 1 SM 1 50 49| 49 42 7 | 1 0 1 |

21 JAMES A. CHAR S1 02 | 49 42 7 | 1 0 1 |


MUS821 BAND 8 1 SM 1 50 40| 40 15 25 | 3 0 3 |

61 R K. PAUSTIAN S1 06 | 40 15 25 | 3 0 3 |


MUS831 ORCHESTRA 8 1 SM 1 50 47| 47 30 17 | 0 0 0 |



PHY611 PHYS ED 6 SM 9 320 133| 132 63 69 | 12 5 7 |


221 MATTHEW L. KING S1 02 | 33 18 15 | 2 2 0 |

241 MATTHEW L. KING S1 04 | 24 15 9 | 4 1 3 |

251 MATTHEW L. KING S1 05 | 31 8 23 | 0 0 0 |



PHY711 PHYS ED 7 SM 11 432 176| 161 81 80 | 5 1 4 |



261 MATTHEW L. KING S1 06 | 31 14 17 | 1 1 0 |




PHY801 HEALTH 8 SM 10 240 91| 90 46 44 | 4 1 3 |

121 CARMELLA A. DUCA S1 02 | 12 4 8 | 0 0 0 |

131 CARMELLA A. DUCA S1 03 | 23 10 13 | 2 0 2 |

141 CARMELLA A. DUCA S1 04 | 27 18 9 | 2 1 1 |

151 CARMELLA A. DUCA S1 05 | 12 3 9 | 0 0 0 |

161 CARMELLA A. DUCA S1 06 | 16 11 5 | 0 0 0 |


PHY811 PHYS ED 8 SM 9 360 129| 128 64 64 | 6 2 4 |



231 MATTHEW L. KING S1 03 | 30 14 16 | 0 0 0 |




SBLA81 LANG ARTS 8 1 SM 1 150 112| 112 59 53 | 3 1 2 |

111 CAROLYN M. HUBBELL S1 01 | 18 15 3 | 0 0 0 |






SBSS81 US HISTORY 1 SM 1 60 38| 38 20 18 | 3 1 2 |

111 ERIN B. CARNAHAN S1 01 | 19 13 6 | 2 1 1 |



SCI601 SCIENCE 6 1 SM 10 300 227| 226 114 112 | 25 13 12 |

111 SUSAN M. BUHR S1 01 | 28 13 15 | 4 1 3 |





121 SUSAN M. BUHR S1 02 | 28 17 11 | 4 3 1 |

131 SUSAN M. BUHR S1 03 | 28 11 17 | 3 1 2 |

211 MARGERY A. DAVIS S1 01 | 28 14 14 | 5 4 1 |

221 MARGERY A. DAVIS S1 02 | 28 15 13 | 3 1 2 |

231 MARGERY A. DAVIS S1 03 | 29 14 15 | 2 1 1 |

251 MARGERY A. DAVIS S1 05 | 29 14 15 | 1 0 1 |

261 MARGERY A. DAVIS S1 06 | 28 16 12 | 3 2 1 |


SCI611 SCIENCE 6 1 SM 1 60 53| 53 27 26 | 3 1 2 |




SCI701 SCIENCE 7 1 SM 12 360 347| 347 172 175 | 24 6 18 |

111 STACEY K. ROGERS S1 01 | 27 12 15 | 1 0 1 |

131 STACEY K. ROGERS S1 03 | 30 13 17 | 0 0 0 |

141 STACEY K. ROGERS S1 04 | 29 15 14 | 2 1 1 |

151 STACEY K. ROGERS S1 05 | 30 16 14 | 1 0 1 |

161 STACEY K. ROGERS S1 06 | 27 15 12 | 2 0 2 |

211 SHARI M. NELSON S1 01 | 29 10 19 | 3 1 2 |

221 SHARI M. NELSON S1 02 | 29 13 16 | 4 2 2 |

231 SHARI M. NELSON S1 03 | 29 13 16 | 1 0 1 |

241 SHARI M. NELSON S1 04 | 29 12 17 | 4 1 3 |

261 SHARI M. NELSON S1 06 | 30 18 12 | 2 0 2 |

351 SUSAN M. BUHR S1 05 | 29 17 12 | 1 0 1 |

361 SUSAN M. BUHR S1 06 | 29 18 11 | 3 1 2 |


SCI801 SCIENCE 8 1 SM 10 300 273| 273 147 126 | 17 4 13 |

111 NICHOLAS W. JOHNSON S1 01 | 26 15 11 | 1 0 1 |





211 MICALA H. ROOT S1 01 | 26 10 16 | 1 1 0 |

221 MICALA H. ROOT S1 02 | 27 17 10 | 1 0 1 |

231 MICALA H. ROOT S1 03 | 29 17 12 | 4 3 1 |

241 MICALA H. ROOT S1 04 | 29 16 13 | 2 0 2 |

261 MICALA H. ROOT S1 06 | 26 18 8 | 1 0 1 |



111 DIANE K. ABRAHAM S1 01 | 30 13 17 | 5 2 3 |

121 DIANE K. ABRAHAM S1 02 | 28 15 13 | 4 3 1 |

141 DIANE K. ABRAHAM S1 04 | 29 13 16 | 3 2 1 |

151 DIANE K. ABRAHAM S1 05 | 30 14 16 | 2 0 2 |

161 DIANE K. ABRAHAM S1 06 | 29 13 16 | 3 1 2 |

211 MINDY L. HAWK S1 01 | 27 15 12 | 2 1 1 |

231 MINDY L. HAWK S1 03 | 29 16 13 | 3 2 1 |



SOC611 HON SOC STD 6 1 SM 2 60 51| 51 29 22 | 0 0 0 |

321 MINDY L. HAWK S1 02 | 27 17 10 | 0 0 0 |

351 MINDY L. HAWK S1 05 | 24 12 12 | 0 0 0 |


SOC701 WORLD HISTORY 7 SM 10 300 210| 207 99 108 | 15 4 11 |








311 JASON W. BROWN S1 01 | 30 17 13 | 3 2 1 |

341 JASON W. BROWN S1 04 | 30 13 17 | 1 0 1 |

351 JASON W. BROWN S1 05 | 29 16 13 | 3 1 2 |

361 JASON W. BROWN S1 06 | 30 9 21 | 3 1 2 |


SOC702 WA ST HISTORY 7 SM 10 300 86| 84 42 42 | 8 1 7 |

232 PENNI J. SWANSON S1 03 | 29 12 17 | 0 0 0 |

242 PENNI J. SWANSON S1 04 | 27 14 13 | 6 1 5 |

262 PENNI J. SWANSON S1 06 | 28 16 12 | 2 0 2 |


SOC711 HON WORLD HIST7 SM 2 60 57| 57 30 27 | 0 0 0 |

311 SALLY J. KOENIG S1 01 | 27 16 11 | 0 0 0 |

331 SALLY J. KOENIG S1 03 | 30 14 16 | 0 0 0 |


SOC801 US HISTORY 8 1 SM 8 270 176| 176 90 86 | 15 3 12 |

111 ERIN B. CARNAHAN S1 01 | 0 0 0 | 0 0 0 |

141 ERIN B. CARNAHAN S1 04 | 23 10 13 | 2 1 1 |

151 ERIN B. CARNAHAN S1 05 | 27 15 12 | 3 0 3 |

161 ERIN B. CARNAHAN S1 06 | 26 17 9 | 2 1 1 |





331 JASON W. BROWN S1 03 | 26 9 17 | 4 0 4 |


SOC811 HON US HIST 8 1 SM 2 60 60| 60 37 23 | 0 0 0 |

121 ERIN B. CARNAHAN S1 02 | 31 17 14 | 0 0 0 |



SPE211 READING SE 78 1 SM 1 14 11| 11 5 6 | 11 5 6 |



SPE231 MATH SE 6 7 1 SM 3 14 17| 17 6 11 | 17 6 11 |



SPE601 LAN ARTS SE 1 SM 2 14 10| 10 2 8 | 10 2 8 |

121 MARCIA L. DARRAH S1 02 | 10 2 8 | 10 2 8 |


SPE611 READING SE 6 1 SM 2 14 16| 16 5 11 | 16 5 11 |



SPE631 MATH SE 1 SM 3 14 16| 16 9 7 | 15 8 7 |

151 MARCIA L. DARRAH S1 05 | 16 9 7 | 15 8 7 |


SPE701 LAN ARTS SE 7 1 SM 1 28 21| 21 4 17 | 21 4 17 |

131 MARCIA L. DARRAH S1 03 | 13 2 11 | 13 2 11 |

161 MARCIA L. DARRAH S1 06 | 8 2 6 | 8 2 6 |


SPE711 READING SE 7 1 SM 2 14 14| 14 1 13 | 13 1 12 |



SPE801 LAN ARTS SE 8 1 SM 1 14 11| 11 2 9 | 11 2 9 |

111 MARCIA L. DARRAH S1 01 | 11 2 9 | 11 2 9 |


SPE831 MATH SE 8 1 SM 1 14 12| 12 3 9 | 11 3 8 |









TITLE FOR TOTAL



Spec Ed 445 148 297

************************ End of report ************************

1sonyr01.p 37-2 OLYMPIC MIDDLE SCHOOL 01/03/13 Page:1




BUS401 COMPUTER APPS 1 SM 4 180 111| 111 56 55 | 6 3 3 |

11 KIMBERLY A. STROBEL S1 01 | 18 14 4 | 1 1 0 |

31C KIMBERLY A. STROBEL S1 03 | 16 12 4 | 0 0 0 |

41C KIMBERLY A. STROBEL S1 04 | 24 4 20 | 2 1 1 |





11 ROBERT C. MORITZ S1 01 | 20 11 9 | 1 0 1 |

31 ROBERT C. MORITZ S1 03 | 14 3 11 | 2 0 2 |

41 ROBERT C. MORITZ S1 04 | 21 4 17 | 4 0 4 |

51 ROBERT C. MORITZ S1 05 | 21 5 16 | 2 0 2 |

61 ROBERT C. MORITZ S1 06 | 28 6 22 | 4 0 4 |


ELL401 ELL 6 7 8 A SM 2 150 58| 58 27 31 | 7 2 5 |

11 SERAPHINE M. GERBER S1 01 | 9 4 5 | 0 0 0 |







10 SERAPHINE M. GERBER YR 07 | 28 8 20 | 16 5 11 |


GEN100 STUDY SKILLS 1 SM 2 150 40| 40 23 17 | 10 4 6 |

11 LAURIE SISON S1 01 | 7 2 5 | 2 0 2 |

21 LAURIE SISON S1 02 | 4 3 1 | 1 1 0 |

31 LAURIE SISON S1 03 | 11 9 2 | 0 0 0 |

51 LAURIE SISON S1 05 | 10 5 5 | 4 2 2 |

61 LAURIE SISON S1 06 | 8 4 4 | 3 1 2 |



51 ORLYN M. CARNEY S1 05 | 19 11 8 | 3 2 1 |

61 ORLYN M. CARNEY S1 06 | 25 16 9 | 0 0 0 |


GEN710 TEACHER AIDE 7A SM 1 50 13| 13 13 0 | 0 0 0 |

11 JILL A. WALETZKO S1 01 | 0 0 0 | 0 0 0 |

12 ELSA T. FAGER S1 01 | 1 1 0 | 0 0 0 |

13 LAURA V. HOGENSON S1 01 | 1 1 0 | 0 0 0 |

14 MARK M. BUTLER S1 01 | 1 1 0 | 0 0 0 |

15 LISA C. CLARK S1 01 | 1 1 0 | 0 0 0 |

21 KATHERINE A. BALL S1 02 | 1 1 0 | 0 0 0 |

22 AARON A. DUNHAM S1 02 | 1 1 0 | 0 0 0 |

23 MARK M. BUTLER S1 02 | 1 1 0 | 0 0 0 |

24 JILL A. WALETZKO S1 02 | 1 1 0 | 0 0 0 |

25 JENNIFER L. WILLSON S1 02 | 1 1 0 | 0 0 0 |

31 LAURA C. ROGERS S1 03 | 1 1 0 | 0 0 0 |

32 JILL A. WALETZKO S1 03 | 0 0 0 | 0 0 0 |

33 DANIEL V. NOMURA S1 03 | 1 1 0 | 0 0 0 |

34 LISA C. CLARK S1 03 | 0 0 0 | 0 0 0 |


41 JILL A. WALETZKO S1 04 | 0 0 0 | 0 0 0 |


43 JONNA G. MAY S1 04 | 0 0 0 | 0 0 0 |

51 LAURA C. ROGERS S1 05 | 0 0 0 | 0 0 0 |






53 JILL A. WALETZKO S1 05 | 1 1 0 | 0 0 0 |


GEN810 TEACHER AIDE 8A SM 1 550 12| 12 11 1 | 0 0 0 |

11 JILL A. WALETZKO S1 01 | 1 1 0 | 0 0 0 |

12 JILL A. WALETZKO S1 02 | 0 0 0 | 0 0 0 |

13 JERI L. MASON S1 01 | 0 0 0 | 0 0 0 |

14 ROBYN R. KNUDTSON S1 01 | 0 0 0 | 0 0 0 |

15 DANIEL V. NOMURA S1 01 | 1 1 0 | 0 0 0 |

16 JILL A. WALETZKO S1 06 | 0 0 0 | 0 0 0 |

21 GLORIA J. SMITH-DORSEY S1 02 | 0 0 0 | 0 0 0 |

22 CHRISTY A. PRICE S1 02 | 1 1 0 | 0 0 0 |

23 BRANDY F. ENGLANDER S1 02 | 0 0 0 | 0 0 0 |


25 LISA C. CLARK S1 02 | 0 0 0 | 0 0 0 |

26 KARRI E. MILLICAN S1 06 | 0 0 0 | 0 0 0 |

31 JILL A. WALETZKO S1 03 | 1 1 0 | 0 0 0 |

41 JILL A. WALETZKO S1 04 | 1 1 0 | 0 0 0 |

42 CHRISTY A. PRICE S1 04 | 1 1 0 | 0 0 0 |


44 GLORIA J. SMITH-DORSEY S1 04 | 1 1 0 | 0 0 0 |

45 LAINE M. LENIHAN S1 04 | 1 1 0 | 0 0 0 |

46 JONNA G. MAY S1 04 | 1 1 0 | 0 0 0 |

47 MATTHEW J. ROY S1 04 | 1 1 0 | 0 0 0 |


52 MARK M. BUTLER S1 05 | 0 0 0 | 0 0 0 |

53 JILL A. WALETZKO S1 05 | 0 0 0 | 0 0 0 |

61 JERI L. MASON S1 06 | 0 0 0 | 0 0 0 |

62 LAINE M. LENIHAN S1 06 | 0 0 0 | 0 0 0 |

63 LISA C. CLARK S1 06 | 0 0 0 | 0 0 0 |

64 JILL A. WALETZKO S1 06 | 1 0 1 | 0 0 0 |


LAN111 JOURNALISM 1 SM 1 30 15| 15 12 3 | 0 0 0 |



LAN120 READING 1 A SM 1 150 58| 58 24 34 | 3 1 2 |

11 JILL C. BARRETT S1 01 | 7 2 5 | 1 0 1 |

31 JILL C. BARRETT S1 03 | 13 5 8 | 2 1 1 |

41 JILL C. BARRETT S1 04 | 11 4 7 | 0 0 0 |

51 JILL C. BARRETT S1 05 | 10 4 6 | 0 0 0 |

61 JILL C. BARRETT S1 06 | 17 9 8 | 0 0 0 |


LAN121 READING 2 A SM 1 90 30| 29 15 14 | 5 1 4 |





LAN122 READING 3 A SM 5 150 97| 97 45 52 | 1 1 0 |







LAN601 LAN ARTS 6 1 SM 7 180 161| 161 67 94 | 27 6 21 |

11 MARGARET MORGAN S1 01 | 26 9 17 | 4 2 2 |






31 SUSAN J. KINDEM S1 03 | 29 14 15 | 4 1 3 |

41 SUSAN J. KINDEM S1 04 | 29 15 14 | 5 2 3 |

61 SUSAN J. KINDEM S1 06 | 28 14 14 | 4 1 3 |



LAN611 HON LA 6 1 SM 2 60 51| 51 23 28 | 0 0 0 |


51 SUSAN J. KINDEM S1 05 | 26 12 14 | 0 0 0 |


LAN701 LANG ARTS 7 1 SM 7 120 109| 109 54 55 | 13 4 9 |

11 SUSAN J. KINDEM S1 01 | 25 11 14 | 4 0 4 |

31 LISA C. CLARK S1 03 | 28 10 18 | 3 1 2 |


61 LISA C. CLARK S1 06 | 31 21 10 | 3 2 1 |


LAN703 LANG ARTS 7 1 SM 7 60 57| 57 30 27 | 9 4 5 |

21 TROY A. REICHERTER S1 02 | 28 14 14 | 3 2 1 |



LAN711 HON LA 7 1 SM 1 30 28| 28 15 13 | 0 0 0 |

41 LISA C. CLARK S1 04 | 28 15 13 | 0 0 0 |


LAN801 LANG ARTS 8 1 SM 6 180 152| 152 73 79 | 21 7 14 |

11 LISA C. CLARK S1 01 | 29 13 16 | 2 1 1 |


21 LISA C. CLARK S1 02 | 15 8 7 | 2 0 2 |





LAN811 HON LA 8 1 SM 2 60 47| 47 32 15 | 0 0 0 |




MAT070 LAP MATH 1A SM 2 60 33| 33 19 14 | 3 0 3 |

51 KIMBERLY F. DETWILER S1 05 | 19 13 6 | 1 0 1 |



MAT074 LAP MATH 3A SM 2 90 57| 57 29 28 | 2 0 2 |





MAT111 MATH 1 SM 5 210 159| 159 67 92 | 23 5 18 |

11 PAUL R. COOPER III S1 01 | 18 10 8 | 1 0 1 |

12 MARK M. BUTLER S1 01 | 20 8 12 | 2 1 1 |

21 MARK M. BUTLER S1 02 | 24 12 12 | 4 0 4 |


41 MARK M. BUTLER S1 04 | 30 9 21 | 5 1 4 |

51 MARK M. BUTLER S1 05 | 24 9 15 | 3 0 3 |



MAT115 PRE ALGEBRA 1 1 SM 5 150 123| 123 57 66 | 19 6 13 |

11A LAURA V. HOGENSON S1 01 | 24 12 12 | 4 2 2 |








62A MARK M. BUTLER S1 06 | 28 12 16 | 4 1 3 |


MAT116 PRE ALGEBRA 2 1 SM 9 270 224| 224 119 105 | 13 3 10 |

11A CHRISTY A. PRICE S1 01 | 28 15 13 | 1 0 1 |

21A PAUL R. COOPER III S1 02 | 18 8 10 | 1 0 1 |


23A DEBORAH CHOI S1 02 | 20 11 9 | 1 1 0 |







MAT120 ALGEBRA 1 SM 3 90 85| 85 44 41 | 0 0 0 |

11 DEBORAH CHOI S1 01 | 28 13 15 | 0 0 0 |

41 CHRISTY A. PRICE S1 04 | 27 17 10 | 0 0 0 |

61 CHRISTY A. PRICE S1 06 | 30 14 16 | 0 0 0 |


MATHSB SB MATH SM 1 0 0| 0 0 0 | 0 0 0 |

MUS401 BAND 6 7 1 SM 3 60 76| 76 27 49 | 7 1 6 |

21 ORLYN M. CARNEY S1 02 | 33 9 24 | 5 0 5 |

41 ORLYN M. CARNEY S1 04 | 43 18 25 | 2 1 1 |


MUS410 CHOIR 6 7 8 1 SM 1 120 43| 43 37 6 | 5 4 1 |

21 AARON A. DUNHAM S1 02 | 14 12 2 | 0 0 0 |

31 AARON A. DUNHAM S1 03 | 29 25 4 | 5 4 1 |


MUS631 ORCHESTRA 6 1 SM 1 30 23| 23 13 10 | 0 0 0 |

11 ELSA T. FAGER S1 01 | 23 13 10 | 0 0 0 |


MUS831 ORCHESTRA 8 1 SM 2 30 44| 44 36 8 | 1 1 0 |

21 ELSA T. FAGER S1 02 | 44 36 8 | 1 1 0 |


PHY612 PHYS ED 6 1 SM 7 210 173| 173 64 109 | 47 13 34 |

11 DEBORAH G. EYMANN S1 01 | 18 7 11 | 3 0 3 |




51 MATTHEW A. MUXEN S1 05 | 32 11 21 | 7 2 5 |

61S DEBORAH G. EYMANN S1 06 | 32 13 19 | 20 6 14 |


PHY712 PHYS ED 7 1 SM 5 175 136| 136 65 71 | 19 5 14 |

11 PHILLIP R. WAY S1 01 | 21 10 11 | 1 1 0 |

21 PHILLIP R. WAY S1 02 | 30 15 15 | 3 0 3 |

31 PHILLIP R. WAY S1 03 | 29 17 12 | 1 1 0 |

51 PHILLIP R. WAY S1 05 | 32 12 20 | 7 2 5 |

61 PHILLIP R. WAY S1 06 | 24 11 13 | 7 1 6 |


PHY812 PHYS ED 8 1 SM 6 140 96| 96 40 56 | 18 6 12 |

11 MATTHEW A. MUXEN S1 01 | 21 9 12 | 2 0 2 |

31 MATTHEW A. MUXEN S1 03 | 21 12 9 | 4 1 3 |

41 MATTHEW A. MUXEN S1 04 | 31 11 20 | 6 3 3 |

61 MATTHEW A. MUXEN S1 06 | 23 8 15 | 6 2 4 |


SBSC71 SCIENCE 7 1 SM 1 90 87| 87 42 45 | 6 2 4 |









SBSC81 SCIENCE 8 1 SM 8 210 196| 196 101 95 | 18 3 15 |



22 LAINE M. LENIHAN S1 02 | 28 12 16 | 2 0 2 |

31 LAINE M. LENIHAN S1 03 | 27 16 11 | 2 1 1 |

41 LAINE M. LENIHAN S1 04 | 29 15 14 | 5 1 4 |

51 LAINE M. LENIHAN S1 05 | 30 15 15 | 5 1 4 |

61 LAINE M. LENIHAN S1 06 | 26 14 12 | 3 0 3 |


SCI601 SCIENCE 6 1 SM 9 210 188| 188 78 110 | 22 5 17 |

11 DANIEL V. NOMURA S1 01 | 26 12 14 | 3 1 2 |

21 LAURA C. ROGERS S1 02 | 27 13 14 | 1 1 0 |

31 LAURA C. ROGERS S1 03 | 26 9 17 | 2 1 1 |

32 DANIEL V. NOMURA S1 03 | 25 10 15 | 2 0 2 |

41 DANIEL V. NOMURA S1 04 | 28 10 18 | 8 1 7 |

51 LAURA C. ROGERS S1 05 | 29 13 16 | 4 1 3 |

61 DANIEL V. NOMURA S1 06 | 27 11 16 | 2 0 2 |


SCI701 SCIENCE 7 1 SM 7 90 92| 92 48 44 | 5 2 3 |

11 LAURA C. ROGERS S1 01 | 31 16 15 | 2 1 1 |

21 DANIEL V. NOMURA S1 02 | 31 15 16 | 0 0 0 |

61 LAURA C. ROGERS S1 06 | 30 17 13 | 3 1 2 |




12 MICHELLE M. COBURN S1 01 | 30 11 19 | 3 1 2 |








11 SCOTT E. MILLICAN S1 01 | 28 18 10 | 1 0 1 |







SOC801 US HISTORY 8 1 SM 8 210 199| 199 104 95 | 21 6 15 |

11 TRACY M. SHERIN S1 01 | 30 12 18 | 3 1 2 |

21 TRACY M. SHERIN S1 02 | 26 16 10 | 2 1 1 |

31 TRACY M. SHERIN S1 03 | 29 13 16 | 2 0 2 |


51 TRACY M. SHERIN S1 05 | 30 17 13 | 2 1 1 |


61 TRACY M. SHERIN S1 06 | 26 13 13 | 2 1 1 |


SPE011 MATH SE 1 SM 2 56 45| 45 17 28 | 44 16 28 |

11 MOLLY RICHARDSON S1 01 | 9 3 6 | 9 3 6 |












SPE101 STRUC LEARN 1 SM 2 450 143| 143 37 106 | 143 37 106 |

11A SHELLEY S. WARNER S1 01 | 10 3 7 | 10 3 7 |

12B GLORIA J. SMITH-DORSEY S1 01 | 11 2 9 | 11 2 9 |

13C MATTHEW J. ROY S1 01 | 9 3 6 | 9 3 6 |



23C MATTHEW J. ROY S1 02 | 8 2 6 | 8 2 6 |



33C MATTHEW J. ROY S1 03 | 8 2 6 | 8 2 6 |



43C MATTHEW J. ROY S1 04 | 8 2 6 | 8 2 6 |



53C MATTHEW J. ROY S1 05 | 8 2 6 | 8 2 6 |


SPE121 ADAPTVE BEHAV 1 SM 1 14 13| 13 2 11 | 13 2 11 |



SPE611 READING SE 1 SM 3 70 57| 57 17 40 | 56 16 40 |

11 JUDY DENNIS S1 01 | 16 4 12 | 16 4 12 |

21 JUDY DENNIS S1 02 | 6 2 4 | 6 2 4 |

31 JUDY DENNIS S1 03 | 12 3 9 | 12 3 9 |

51 JUDY DENNIS S1 05 | 16 6 10 | 15 5 10 |

61 JUDY DENNIS S1 06 | 7 2 5 | 7 2 5 |




TITLE FOR TOTAL



Spec Ed 662 188 474

************************ End of report ************************

1sonyr01.p 37-2 RAINIER MIDDLE SCHOOL 01/03/13 Page:1




ART110 ART SM 2 240 113| 113 61 52 | 10 5 5 |

21 LUIS C. CHAVEZ S1 02 | 28 19 9 | 1 0 1 |

41 LUIS C. CHAVEZ S1 04 | 29 14 15 | 2 1 1 |

51 LUIS C. CHAVEZ S1 05 | 27 12 15 | 6 3 3 |

61 LUIS C. CHAVEZ S1 06 | 29 16 13 | 1 1 0 |


ART610 ART SURVEY 6 TM 1 120 29| 29 16 13 | 4 2 2 |

12 LUIS C. CHAVEZ T2 01 | 29 16 13 | 4 2 2 |


BUS110 COMPUTER APPS SM 1 60 28| 28 16 12 | 0 0 0 |

31 ERIN G. WILLIAMS S1 03 | 28 16 12 | 0 0 0 |


BUS610 COMPUTER APPS 6 TM 1 240 53| 53 28 25 | 6 2 4 |

12 ERIN G. WILLIAMS T2 01 | 27 15 12 | 4 0 4 |

22 ERIN G. WILLIAMS T2 02 | 26 13 13 | 2 2 0 |



11 JOHN A. ERICKSON S1 01 | 27 11 16 | 4 1 3 |

21 JOHN A. ERICKSON S1 02 | 28 15 13 | 3 1 2 |


CTE105 STEM CNSTR FND1 SM 1 100 84| 84 34 50 | 10 5 5 |

11 SCOTT D. DAVIDSON S1 01 | 27 13 14 | 3 1 2 |




ELL101 ELL 1 SM 1 150 23| 23 10 13 | 5 3 2 |

11 HARRIETT M. DALOS S1 01 | 6 3 3 | 3 2 1 |






ELL102 ELL 2 SM 1 150 0| 0 0 0 | 0 0 0 |


51 DAVID-MICHAEL D. COX S1 05 | 15 1 14 | 1 0 1 |



61 CINDY A. PRIDEMORE S1 06 | 23 15 8 | 2 1 1 |


GEN122 PEER MENTORING SM 1 60 24| 24 19 5 | 0 0 0 |

21 DEBORAH L. ALLISON S1 02 | 24 19 5 | 0 0 0 |


GEN610 TEACHR AIDE 6 1 SM 1 6 2| 2 0 2 | 2 0 2 |

13 DEBRA K. NESBITT S1 03 | 1 0 1 | 1 0 1 |

15 DEBRA K. NESBITT S1 05 | 1 0 1 | 1 0 1 |




121 KELLY A. PORTMANN S1 02 | 1 1 0 | 0 0 0 |

221 WILLIAM E. DORSCHEL S1 02 | 1 1 0 | 0 0 0 |

31 ERIN G. WILLIAMS S1 03 | 1 1 0 | 0 0 0 |



011 JENNIFER G. MEREDITH S1 01 | 1 1 0 | 0 0 0 |

021 JANET M. BLOOM S1 02 | 2 1 1 | 0 0 0 |

023 TRACY L. LASHER S1 02 | 0 0 0 | 0 0 0 |









101 DEBRA K. NESBITT S1 01 | 1 0 1 | 1 0 1 |

12 TRACY L. BRENNAN S1 01 | 1 1 0 | 0 0 0 |

121 KIRK R. JONASSON S1 02 | 1 1 0 | 0 0 0 |

13 CHERYL SNYDER S1 01 | 1 1 0 | 0 0 0 |


20 DEBRA K. NESBITT S1 02 | 1 0 1 | 1 0 1 |

22 JOHN A. ERICKSON S1 02 | 1 1 0 | 0 0 0 |

24 ROBIN K. LIGHT S1 03 | 0 0 0 | 0 0 0 |

25 ROBIN K. LIGHT S1 02 | 1 0 1 | 0 0 0 |

26 MICHELE L. ROCK S1 02 | 0 0 0 | 0 0 0 |

42 CHRISTINE L. WILSON S1 04 | 0 0 0 | 0 0 0 |

43 JANET M. BLOOM S1 04 | 1 1 0 | 0 0 0 |

52 CHRISTINE A. LUDWIGSON S1 05 | 1 1 0 | 0 0 0 |

53 CYNDIA S. ULRICH S1 05 | 1 0 1 | 1 0 1 |

601 CYNDIA S. ULRICH S1 06 | 1 0 1 | 1 0 1 |

62 TIMOTHY A. HELLING S1 05 | 1 0 1 | 0 0 0 |

63 KENNETH R. WARD S1 06 | 0 0 0 | 0 0 0 |

64 JANET M. BLOOM S1 06 | 1 1 0 | 0 0 0 |


GEN825 HOME SCHOOL SM 1 420 13| 13 11 2 | 0 0 0 |

11 BENJAMIN S. TALBERT S1 01 | 5 4 1 | 0 0 0 |







HOM110 HOME & FAMILY SM 2 120 58| 58 28 30 | 7 4 3 |




HOM610 HOME EC 6 TM 1 240 53| 53 26 27 | 4 2 2 |

12 CINDY A. PRIDEMORE T2 01 | 26 15 11 | 3 2 1 |

22 CINDY A. PRIDEMORE T2 02 | 27 11 16 | 1 0 1 |


IND110 IND ARTS SM 2 90 0| 0 0 0 | 0 0 0 |

IND610 TECH SURVEY TM 1 120 23| 23 9 14 | 3 1 2 |

22 SCOTT D. DAVIDSON T2 02 | 23 9 14 | 3 1 2 |


LAN110 DRAMA SM 2 180 68| 68 29 39 | 9 2 7 |





LAN111 YEARBOOK 1 SM 2 30 30| 30 26 4 | 1 1 0 |



LAN601 LAN ARTS 6 1 SM 6 180 170| 170 86 84 | 5 2 3 |

11 SHEILA R. MCCORD S1 01 | 28 8 20 | 0 0 0 |


31 SHEILA R. MCCORD S1 03 | 28 15 13 | 0 0 0 |






51 SHEILA R. MCCORD S1 05 | 29 13 16 | 1 1 0 |



LAN611 HON LA 6 1 SM 2 60 59| 59 36 23 | 0 0 0 |





21 MELINDA M. WENTZEL S1 02 | 2 0 2 | 0 0 0 |



LAN660 DRAMA 6 TM 1 120 16| 16 10 6 | 1 0 1 |

21 DAVID-MICHAEL D. COX T2 02 | 16 10 6 | 1 0 1 |


LAN701 LANG ARTS 7 1 SM 8 240 163| 163 90 73 | 3 1 2 |

11 TRACY L. BRENNAN S1 01 | 29 16 13 | 0 0 0 |

210 TRACY L. BRENNAN S1 02 | 8 1 7 | 1 0 1 |

31 JONI L. FLORY S1 03 | 29 15 14 | 1 0 1 |

410 TRACY L. BRENNAN S1 04 | 11 6 5 | 0 0 0 |

42 CHERYL SNYDER S1 04 | 26 14 12 | 0 0 0 |

51 CHERYL SNYDER S1 05 | 29 20 9 | 1 1 0 |

510 TRACY L. BRENNAN S1 05 | 3 3 0 | 0 0 0 |

61 CHERYL SNYDER S1 06 | 28 15 13 | 0 0 0 |


LAN711 HON LA 7 1 SM 2 60 59| 59 36 23 | 0 0 0 |

11 CHERYL SNYDER S1 01 | 30 20 10 | 0 0 0 |

31 CHERYL SNYDER S1 03 | 29 16 13 | 0 0 0 |


LAN731 CONTENT FND 7 1 SM 1 0 0| 0 0 0 | 0 0 0 |

LAN741 READ CLINIC 7 1 SM 1 0 0| 0 0 0 | 0 0 0 |


21 LINDA J. GERMAN S1 02 | 5 3 2 | 0 0 0 |

61 LINDA J. GERMAN S1 06 | 6 5 1 | 1 0 1 |


LAN801 LANG ARTS 8 1 SM 222 90 73| 73 31 42 | 3 0 3 |

12 ERIKA S. ASTLE S1 01 | 25 7 18 | 0 0 0 |

31 ERIKA S. ASTLE S1 03 | 25 15 10 | 1 0 1 |

61 ERIKA S. ASTLE S1 06 | 23 9 14 | 2 0 2 |


LAN811 HON LA 8 1 SM 2 60 61| 61 38 23 | 1 0 1 |

21 ERIKA S. ASTLE S1 02 | 31 15 16 | 1 0 1 |

51 ERIKA S. ASTLE S1 05 | 30 23 7 | 0 0 0 |


LAN841 READ CLINC 8 1 SM 1 30 13| 13 5 8 | 0 0 0 |

61 TRACY L. BRENNAN S1 06 | 13 5 8 | 0 0 0 |



21 MONICA M. CHRISTENSEN S1 02 | 5 4 1 | 3 2 1 |



MAT070 LAP MATH 1A SM 1 180 14| 14 6 8 | 4 3 1 |

11 LINDA J. GERMAN S1 01 | 5 2 3 | 1 1 0 |

41 LINDA J. GERMAN S1 04 | 3 1 2 | 1 1 0 |

51 LINDA J. GERMAN S1 05 | 6 3 3 | 2 1 1 |


MAT072 LAP MATH 2A SM 1 180 18| 18 12 6 | 1 1 0 |









MAT073 LAP MATH 2B SM 1 180 20| 20 7 13 | 2 0 2 |






11 TRACY L. LASHER S1 01 | 11 7 4 | 2 2 0 |

21 TRACY L. LASHER S1 02 | 12 2 10 | 4 2 2 |

41 TRACY L. LASHER S1 04 | 10 5 5 | 0 0 0 |

51 TRACY L. LASHER S1 05 | 11 9 2 | 1 0 1 |

61 TRACY L. LASHER S1 06 | 6 5 1 | 0 0 0 |


MAT111 MATH 1 SM 7 210 195| 195 99 96 | 13 6 7 |

11 CHARLES G. THOMAS S1 01 | 25 9 16 | 2 1 1 |





53 CHRISTINA N. GULLARD S1 05 | 30 17 13 | 3 2 1 |



MAT112 MATH 2 SM 2 60 63| 63 40 23 | 0 0 0 |





11 LYNN J. KAMOLA S1 01 | 27 14 13 | 2 1 1 |

13 MICHELE L. ROCK S1 01 | 28 17 11 | 2 1 1 |

21 MICHELE L. ROCK S1 02 | 26 11 15 | 1 0 1 |

31 LYNN J. KAMOLA S1 03 | 27 16 11 | 2 2 0 |

33 MICHELE L. ROCK S1 03 | 28 14 14 | 3 1 2 |

41 MICHELE L. ROCK S1 04 | 23 14 9 | 1 1 0 |

43 LYNN J. KAMOLA S1 04 | 25 14 11 | 3 2 1 |

51 LYNN J. KAMOLA S1 05 | 20 11 9 | 0 0 0 |

53 MICHELE L. ROCK S1 05 | 24 16 8 | 2 0 2 |

61 LYNN J. KAMOLA S1 06 | 23 10 13 | 0 0 0 |



21 KEVETTE T. SMARGIASSI S1 02 | 32 21 11 | 2 0 2 |




MAT120 ALGEBRA 1 SM 1 150 149| 149 66 83 | 3 1 2 |


31 KIRK R. JONASSON S1 03 | 28 14 14 | 0 0 0 |


51 KIRK R. JONASSON S1 05 | 31 14 17 | 1 0 1 |

61 KIRK R. JONASSON S1 06 | 29 11 18 | 1 1 0 |


MAT210 GEOMETRY 1 SM 3 60 61| 61 32 29 | 0 0 0 |

11 KIRK R. JONASSON S1 01 | 30 16 14 | 0 0 0 |

41 KIRK R. JONASSON S1 04 | 31 16 15 | 0 0 0 |






MUS621 BAND 1 SM 2 110 53| 53 29 24 | 1 0 1 |

11 J S. ALLEN S1 01 | 13 6 7 | 1 0 1 |

61 J S. ALLEN S1 06 | 40 23 17 | 0 0 0 |


MUS630 ORCHESTRA 1 SM 1 30 8| 8 6 2 | 1 1 0 |

11 DALE E. JOHNSON S1 01 | 8 6 2 | 1 1 0 |


MUS631 ORCHESTRA 1 SM 1 60 25| 25 20 5 | 1 1 0 |

41 J S. ALLEN S1 04 | 25 20 5 | 1 1 0 |


MUS721 BAND 7 1 SM 3 75 67| 67 37 30 | 1 1 0 |

21 J S. ALLEN S1 02 | 67 37 30 | 1 1 0 |


MUS731 ORCHESTRA 7 1 SM 2 50 30| 30 20 10 | 1 1 0 |

21 DALE E. JOHNSON S1 02 | 30 20 10 | 1 1 0 |


MUS821 BAND 8 1 SM 2 75 36| 36 12 24 | 1 1 0 |

31 J S. ALLEN S1 03 | 36 12 24 | 1 1 0 |


MUS831 ORCHESTRA 8 1 SM 1 50 24| 24 13 11 | 1 1 0 |

31 DALE E. JOHNSON S1 03 | 24 13 11 | 1 1 0 |


PHY604 HEALTH 6 TM 1 240 52| 52 30 22 | 7 4 3 |

12 RULON D. HERREN T2 01 | 24 12 12 | 3 1 2 |

22 PAUL A. PRATHER T2 02 | 28 18 10 | 4 3 1 |


PHY611 PHYS ED 6 1 SM 1 216 194| 194 100 94 | 18 9 9 |

11 KATHY A. CARNINO S1 01 | 26 22 4 | 3 2 1 |

21 SONYA A. REMPFER S1 02 | 32 18 14 | 1 0 1 |

31 KATHY A. CARNINO S1 03 | 31 10 21 | 2 1 1 |

41 RULON D. HERREN S1 04 | 32 9 23 | 5 2 3 |

51 KATHY A. CARNINO S1 05 | 36 22 14 | 4 4 0 |

61 RULON D. HERREN S1 06 | 37 19 18 | 3 0 3 |


PHY705 PHYS ED 7 1 SM 1 216 188| 188 113 75 | 12 6 6 |

11 SONYA A. REMPFER S1 01 | 30 20 10 | 2 2 0 |

21 KATHY A. CARNINO S1 02 | 25 16 9 | 3 1 2 |

31 SONYA A. REMPFER S1 03 | 33 22 11 | 2 1 1 |

41 PAUL A. PRATHER S1 04 | 32 20 12 | 2 1 1 |

51 PAUL A. PRATHER S1 05 | 33 16 17 | 1 0 1 |

61 SONYA A. REMPFER S1 06 | 35 19 16 | 2 1 1 |


PHY811 PHYS ED 8 1 SM 1 216 191| 191 97 94 | 18 9 9 |

11 PAUL A. PRATHER S1 01 | 35 21 14 | 4 2 2 |

21 RULON D. HERREN S1 02 | 30 8 22 | 2 0 2 |

31 RULON D. HERREN S1 03 | 29 18 11 | 5 3 2 |

41 KATHY A. CARNINO S1 04 | 32 21 11 | 2 2 0 |

51 SONYA A. REMPFER S1 05 | 34 12 22 | 3 1 2 |

61 PAUL A. PRATHER S1 06 | 31 17 14 | 2 1 1 |


SBLA61 LANG ARTS 6 1 SM 1 30 28| 28 16 12 | 0 0 0 |

62 JULIE D. MORGAN S1 06 | 28 16 12 | 0 0 0 |


SBLA71 LANG ARTS 7 1 SM 1 60 52| 52 29 23 | 1 1 0 |

21 SHEILA R. MCCORD S1 02 | 25 12 13 | 0 0 0 |





62 SHEILA R. MCCORD S1 06 | 27 17 10 | 1 1 0 |


SBLA81 LANG ARTS 8 1 SM 1 210 137| 137 64 73 | 5 2 3 |

11 JONI L. FLORY S1 01 | 26 12 14 | 1 0 1 |

21 JONI L. FLORY S1 02 | 29 16 13 | 1 1 0 |

210 TRACY L. BRENNAN S1 02 | 8 4 4 | 0 0 0 |

41 JONI L. FLORY S1 04 | 28 13 15 | 2 1 1 |

410 TRACY L. BRENNAN S1 04 | 9 1 8 | 0 0 0 |

51 JONI L. FLORY S1 05 | 26 14 12 | 1 0 1 |

510 TRACY L. BRENNAN S1 05 | 11 4 7 | 0 0 0 |


SBSC61 SCIENCE 6 1 SM 1 120 124| 124 67 57 | 11 7 4 |

32 JAMES J. DIEBAG S1 03 | 29 15 14 | 3 2 1 |



61 JAMES J. DIEBAG S1 06 | 31 18 13 | 3 3 0 |


SBSC71 SCIENCE 7 1 SM 1 120 119| 119 67 52 | 6 1 5 |

11 JAMES J. DIEBAG S1 01 | 30 16 14 | 0 0 0 |

21 JAMES J. DIEBAG S1 02 | 31 15 16 | 3 1 2 |

42 JAMES J. DIEBAG S1 04 | 30 18 12 | 2 0 2 |

52 KRISTIN J. TODD S1 05 | 28 18 10 | 1 0 1 |


SBSC81 SCIENCE 8 1 SM 1 120 102| 102 45 57 | 12 6 6 |

12 KRISTIN J. TODD S1 01 | 31 16 15 | 6 4 2 |

22 KRISTIN J. TODD S1 02 | 16 5 11 | 1 0 1 |

41 KRISTIN J. TODD S1 04 | 30 10 20 | 2 0 2 |

61 KRISTIN J. TODD S1 06 | 25 14 11 | 3 2 1 |


SCI202 BIOLOGY 1 SM 1 60 59| 59 33 26 | 1 0 1 |




SCI601 SCIENCE 6 1 SM 9 150 155| 155 82 73 | 15 5 10 |







SCI701 SCIENCE 7 1 SM 10 150 151| 151 85 66 | 13 8 5 |







SCI801 SCIENCE 8 1 SM 10 150 143| 143 75 68 | 11 7 4 |

11 DANIEL E. DIEFENDORF S1 01 | 30 15 15 | 3 2 1 |







11 JULIE D. MORGAN S1 01 | 31 20 11 | 4 3 1 |





21 DAWN L. RASMUSSEN S1 02 | 29 19 10 | 4 3 1 |


32 JULIE D. MORGAN S1 03 | 30 16 14 | 2 0 2 |


42 JULIE D. MORGAN S1 04 | 31 14 17 | 3 1 2 |


52 JULIE D. MORGAN S1 05 | 31 16 15 | 4 2 2 |





21 ROBIN K. LIGHT S1 02 | 28 15 13 | 1 0 1 |


32 ROBIN K. LIGHT S1 03 | 31 18 13 | 4 2 2 |


42 ROBIN K. LIGHT S1 04 | 29 16 13 | 1 1 0 |

51 ROBIN K. LIGHT S1 05 | 26 11 15 | 0 0 0 |


61 ROBIN K. LIGHT S1 06 | 29 18 11 | 4 2 2 |



SOC801 US HISTORY 8 1 SM 10 300 286| 286 144 142 | 25 13 12 |

11 RYAN M. DUNHAM S1 01 | 31 16 15 | 4 2 2 |

21 PAUL C. FURTH S1 02 | 25 11 14 | 2 0 2 |

22 RYAN M. DUNHAM S1 02 | 24 13 11 | 2 2 0 |

31 PAUL C. FURTH S1 03 | 31 13 18 | 0 0 0 |

41 PAUL C. FURTH S1 04 | 30 12 18 | 2 0 2 |

42 RYAN M. DUNHAM S1 04 | 31 16 15 | 1 0 1 |

51 PAUL C. FURTH S1 05 | 30 17 13 | 3 1 2 |

52 RYAN M. DUNHAM S1 05 | 27 13 14 | 4 4 0 |

61 PAUL C. FURTH S1 06 | 29 16 13 | 3 1 2 |

62 RYAN M. DUNHAM S1 06 | 28 17 11 | 4 3 1 |


SPE011 MATH SE 1 SM 2 150 44| 44 23 21 | 44 23 21 |

31 JOHN W. WOODY SR S1 03 | 10 4 6 | 10 4 6 |

32 JOHN W. WOODY SR S1 03 | 1 0 1 | 1 0 1 |

41 JOHN W. WOODY SR S1 04 | 12 8 4 | 12 8 4 |

51 JOHN W. WOODY SR S1 05 | 9 4 5 | 9 4 5 |

61 JOHN W. WOODY SR S1 06 | 12 7 5 | 12 7 5 |



21 CYNDIA S. ULRICH S1 02 | 13 9 4 | 12 9 3 |

23 JOHN W. WOODY SR S1 02 | 9 8 1 | 9 8 1 |

24 JOHN W. WOODY SR S1 02 | 1 0 1 | 1 0 1 |

31 CYNDIA S. ULRICH S1 03 | 15 7 8 | 15 7 8 |

41 CYNDIA S. ULRICH S1 04 | 13 4 9 | 13 4 9 |

51 CYNDIA S. ULRICH S1 05 | 14 4 10 | 14 4 10 |

61 CYNDIA S. ULRICH S1 06 | 13 8 5 | 11 6 5 |


SPE121 ADAPTVE BEHAV 1 SM 1 270 41| 41 1 40 | 41 1 40 |

11 SHARI L. RUSCH-FURNSTA S1 01 | 4 0 4 | 4 0 4 |

111 GREGORY C. FARLEY S1 01 | 4 1 3 | 4 1 3 |















TITLE FOR TOTAL



Spec Ed 510 228 282

************************ End of report ************************

1sonyr01.p 37-2 AUBURN SENIOR HIGH SCHOOL 01/03/13 Page:1




ART107 2-D ART SM 2 15 18| 14 5 9 | 3 2 1 |

02 DIANE J. SARR S1 02 | 14 5 9 | 3 2 1 |


ART108 SCULPTURE SM 5 224 138| 136 74 62 | 24 7 17 |

02 KENNY L. WHITE S1 02 | 28 16 12 | 3 1 2 |

03 KENNY L. WHITE S1 03 | 28 17 11 | 5 2 3 |

04 KENNY L. WHITE S1 04 | 26 13 13 | 5 1 4 |

05 KENNY L. WHITE S1 05 | 28 14 14 | 8 1 7 |

06 KENNY L. WHITE S1 06 | 26 14 12 | 3 2 1 |


ART114 TECH THEATRE 1 SM 1 30 28| 28 9 19 | 8 1 7 |

06 WARREN D. KERR S1 06 | 28 9 19 | 8 1 7 |


ART121 ACTING 1 SM 2 21 24| 17 9 8 | 3 1 2 |

05 WARREN D. KERR S1 05 | 17 9 8 | 3 1 2 |


ART123 ACTING 3 SM 1 8 8| 8 6 2 | 0 0 0 |

05 WARREN D. KERR S1 05 | 8 6 2 | 0 0 0 |


ART125 ACTING 5 SM 1 3 1| 1 0 1 | 0 0 0 |

05 WARREN D. KERR S1 05 | 1 0 1 | 0 0 0 |


ART127 ACTING 7 SM 1 2 1| 1 0 1 | 0 0 0 |

05 WARREN D. KERR S1 05 | 1 0 1 | 0 0 0 |


CTE001 HORT SCIENCE 1 SM 3 60 52| 49 24 25 | 25 11 14 |

01 BRUCE J. MORRIS S1 01 | 25 11 14 | 16 9 7 |

02 BRUCE J. MORRIS S1 02 | 24 13 11 | 9 2 7 |


CTE115 BUS MATH SM 2 30 25| 25 14 11 | 2 1 1 |

06 VICKI H. MUNOZ S1 06 | 25 14 11 | 2 1 1 |


CTE136 ADV COMP APPS SM 1 120 125| 116 66 50 | 2 2 0 |

04K REBECCA L. KEEFE S1 04 | 30 17 13 | 0 0 0 |

04M VICKI H. MUNOZ S1 04 | 30 19 11 | 0 0 0 |


05M VICKI H. MUNOZ S1 05 | 27 15 12 | 1 1 0 |


CTE170 MARKETG/DECA 1 SM 3 60 57| 56 36 20 | 2 0 2 |

02 LORI D. JACOBS S1 02 | 27 15 12 | 1 0 1 |

03 LORI D. JACOBS S1 03 | 29 21 8 | 1 0 1 |



01 LORI D. JACOBS S1 01 | 15 11 4 | 0 0 0 |


CTE180 MARKTING SPEC 1 SM 1 5 0| 0 0 0 | 0 0 0 |

01 LORI D. JACOBS S1 01 | 0 0 0 | 0 0 0 |


CTE182 STORE RETL OP 1 SM 1 27 24| 24 10 14 | 2 2 0 |

01 LORI D. JACOBS S1 04 | 24 10 14 | 2 2 0 |


CTE184 STOR OP SM BSN1 SM 1 5 3| 3 1 2 | 0 0 0 |

04 LORI D. JACOBS S1 04 | 3 1 2 | 0 0 0 |


CTE186 MARKTNG ENTRE 1 SM 1 8 7| 7 6 1 | 0 0 0 |

01 LORI D. JACOBS S1 01 | 7 6 1 | 0 0 0 |






CTE201 TEACHING ACAD 1 SM 2 9 9| 9 8 1 | 0 0 0 |

02 LINDA K. MORRIS S1 02 | 1 1 0 | 0 0 0 |

03 LINDA K. MORRIS S1 03 | 5 4 1 | 0 0 0 |

06 LINDA K. MORRIS S1 06 | 3 3 0 | 0 0 0 |


CTE211 CAREER W/CHILD1 SM 3 33 22| 22 21 1 | 1 1 0 |

03 LINDA K. MORRIS S1 03 | 3 3 0 | 0 0 0 |

06 LINDA K. MORRIS S1 06 | 19 18 1 | 1 1 0 |



03 LINDA K. MORRIS S1 03 | 2 2 0 | 0 0 0 |


CTE225 FSHN APP DESGN1 SM 2 50 22| 21 21 0 | 7 7 0 |

05 LINDA K. MORRIS S1 05 | 21 21 0 | 7 7 0 |



02 LINDA K. MORRIS S1 05 | 2 2 0 | 0 0 0 |


CTE227 FABRIC DESIGN SM 1 54 30| 29 27 2 | 2 2 0 |

04 DIANE J. SARR S1 04 | 29 27 2 | 2 2 0 |


CTE240 INDEP LIVING SM 2 60 46| 40 35 5 | 9 7 2 |

01 LINDA K. MORRIS S1 01 | 20 16 4 | 4 3 1 |

02 LINDA K. MORRIS S1 02 | 20 19 1 | 5 4 1 |


CTE265 COSMETOLOGY 1 SM 1 5 3| 3 3 0 | 0 0 0 |

01 LORI D. JACOBS S1 03 | 3 3 0 | 0 0 0 |


CTE303 HEALTH CTE SM 1 270 151| 138 67 71 | 14 8 6 |

01 CINDY L. PRATT S1 01 | 30 6 24 | 1 0 1 |

02 CINDY L. PRATT S1 02 | 23 13 10 | 2 2 0 |

04 CINDY L. PRATT S1 04 | 29 18 11 | 5 4 1 |

05 CINDY L. PRATT S1 05 | 26 12 14 | 3 0 3 |

06 CINDY L. PRATT S1 06 | 30 18 12 | 3 2 1 |


CTE304 PREVENTIVE MED SM 2 60 23| 20 15 5 | 1 1 0 |

02 KRISTA R. PARSONS S1 02 | 20 15 5 | 1 1 0 |


CTE305 ANATOMY/PHYS 1 SM 2 60 41| 41 32 9 | 1 1 0 |




CTE307 SPORTS MED 1 SM 1 25 21| 21 19 2 | 0 0 0 |



CTE311 ADVSPORTS MED 1 SM 2 4 4| 4 4 0 | 1 1 0 |



CTE331 CULINARY ARTS SM 7 130 127| 115 66 49 | 32 14 18 |

01 MARCI J. KILLIAN S1 01 | 25 15 10 | 8 3 5 |

02 MARCI J. KILLIAN S1 02 | 24 16 8 | 5 1 4 |

03 MARCI J. KILLIAN S1 03 | 23 11 12 | 6 3 3 |

04 MARCI J. KILLIAN S1 04 | 15 8 7 | 1 0 1 |

05 MARCI J. KILLIAN S1 05 | 24 12 12 | 11 6 5 |

IND MARCI J. KILLIAN S1 08 | 4 4 0 | 1 1 0 |






CTE333 ADV CULNY ART 1 SM 4 19 18| 17 6 11 | 7 4 3 |

01 MARCI J. KILLIAN S1 01 | 3 2 1 | 2 1 1 |

02 MARCI J. KILLIAN S1 02 | 4 0 4 | 1 0 1 |

03 MARCI J. KILLIAN S1 03 | 6 2 4 | 1 1 0 |

04 MARCI J. KILLIAN S1 04 | 2 0 2 | 1 0 1 |

15 MARCI J. KILLIAN S1 01 | 1 1 0 | 1 1 0 |

16 MARCI J. KILLIAN S1 02 | 1 1 0 | 1 1 0 |


CTE351 JEWL METLSCULP1 SM 6 193 128| 124 58 66 | 19 8 11 |

01 CHRISTOPHER G. TELFORD S1 01 | 24 10 14 | 4 1 3 |






CTE355 JEWL METLSCULCS SM 4 7 3| 3 1 2 | 0 0 0 |





CTE361 VIS COM 1 SM 4 115 85| 80 27 53 | 4 1 3 |

01 CHARLES M. FITZGERALD S1 01 | 21 9 12 | 0 0 0 |





CTE365 VIS COM CS 1 SM 6 7 7| 7 2 5 | 0 0 0 |





CTE371 DRAWING 1 SM 4 126 70| 67 29 38 | 11 7 4 |

03 DIANE J. SARR S1 01 | 20 7 13 | 6 2 4 |

04 DIANE J. SARR S1 03 | 22 11 11 | 3 3 0 |


SE SARAH C. SHAW S1 03 | 1 1 0 | 1 1 0 |


CTE375 GRAPHIC DES 1 SM 1 13 6| 6 4 2 | 0 0 0 |

01 DIANE J. SARR S1 02 | 6 4 2 | 0 0 0 |


CTE381 ELECTRONICS 1 SM 3 69 71| 64 7 57 | 8 2 6 |

02 CHRISTOPHER E. ZAWISLA S1 02 | 20 4 16 | 4 1 3 |








CTE389 ROBOTICS TECH 1 SM 1 25 22| 21 0 21 | 2 0 2 |



CTE401 DRAFTING 1 SM 1 13 12| 12 0 12 | 1 0 1 |

04 RONALD L. CUGHAN S1 04 | 12 0 12 | 1 0 1 |






CTE405 DRFT ENG TECH 1 SM 1 2 2| 2 0 2 | 0 0 0 |

04 RONALD L. CUGHAN S1 04 | 2 0 2 | 0 0 0 |



04 RONALD L. CUGHAN S1 04 | 1 0 1 | 0 0 0 |


CTE409 DRAFT ENG CS 1 SM 1 3 2| 2 0 2 | 0 0 0 |

04 RONALD L. CUGHAN S1 04 | 2 0 2 | 0 0 0 |


CTE411 COMP SYS ENG 1 SM 2 25 23| 23 1 22 | 1 0 1 |




CTE421 SMALL GAS ENG 1 SM 3 45 42| 41 3 38 | 5 0 5 |

03 FRED A. DONALDSON S1 03 | 26 1 25 | 3 0 3 |



CTE425 AUTO TECH 1 SM 3 51 44| 43 5 38 | 15 1 14 |



SE1 FRED A. DONALDSON S1 01 | 0 0 0 | 0 0 0 |

SE5 FRED A. DONALDSON S1 05 | 2 0 2 | 2 0 2 |


CTE427 ADV AUTO TECH 1 SM 2 7 16| 13 0 13 | 1 0 1 |



CTE429 ADV AUTO TECH 3 SM 1 11 0| 0 0 0 | 0 0 0 |





CTE443 WELDING 1 SM 2 58 44| 44 3 41 | 8 0 8 |

01 RONALD L. CUGHAN S1 01 | 15 2 13 | 2 0 2 |

02 RONALD L. CUGHAN S1 02 | 15 1 14 | 3 0 3 |

03 RONALD L. CUGHAN S1 03 | 14 0 14 | 3 0 3 |


CTE445 MACHNST TRNG 1 SM 1 8 7| 7 0 7 | 0 0 0 |

01 RONALD L. CUGHAN S1 01 | 7 0 7 | 0 0 0 |


CTE455 WOODWRK DESGN 1 SM 5 60 76| 55 8 47 | 7 1 6 |

01 LEWIS J. KELIHER S1 01 | 19 3 16 | 2 1 1 |

02 LEWIS J. KELIHER S1 02 | 18 3 15 | 2 0 2 |

06 LEWIS J. KELIHER S1 06 | 18 2 16 | 3 0 3 |



03 LEWIS J. KELIHER S1 03 | 19 1 18 | 4 0 4 |

05 LEWIS J. KELIHER S1 05 | 21 3 18 | 2 0 2 |



01 LEWIS J. KELIHER S1 01 | 3 0 3 | 1 0 1 |

02 LEWIS J. KELIHER S1 02 | 6 1 5 | 0 0 0 |

03 LEWIS J. KELIHER S1 03 | 1 0 1 | 0 0 0 |

06 LEWIS J. KELIHER S1 06 | 5 0 5 | 1 0 1 |


CTE470 WBL GENERIC SM 1 200 18| 18 13 5 | 1 0 1 |





07 LORI D. JACOBS S1 07 | 18 13 5 | 1 0 1 |


CTE477 WBL CULNY ARTS SM 1 60 0| 0 0 0 | 0 0 0 |

01 LORI D. JACOBS S1 07 | 0 0 0 | 0 0 0 |


CTE479 WBL ELECTRONICS SM 1 1 0| 0 0 0 | 0 0 0 |

01 LORI D. JACOBS S1 07 | 0 0 0 | 0 0 0 |


CTE484 WBL MARKETING SM 1 30 3| 3 2 1 | 0 0 0 |

07 LORI D. JACOBS S1 07 | 3 2 1 | 0 0 0 |


CTE485 WBL METALS MFG SM 1 60 0| 0 0 0 | 0 0 0 |

07 LORI D. JACOBS S1 07 | 0 0 0 | 0 0 0 |


CTE487 WBL SPORTS MED SM 1 10 0| 0 0 0 | 0 0 0 |

01 LORI D. JACOBS S1 07 | 0 0 0 | 0 0 0 |


CTE488 WBL VIS COM SM 1 1 0| 0 0 0 | 0 0 0 |

01 LORI D. JACOBS S1 07 | 0 0 0 | 0 0 0 |


ELL101 ELL LAN ART 1A SM 1 11 11| 11 4 7 | 0 0 0 |

01 NUKA NURZHANOV S1 01 | 11 4 7 | 0 0 0 |


ELL120 ELL STDY SKILL1 SM 1 60 36| 36 16 20 | 1 0 1 |

03 NUKA NURZHANOV S1 03 | 20 8 12 | 1 0 1 |

06 NUKA NURZHANOV S1 06 | 16 8 8 | 0 0 0 |



02 NUKA NURZHANOV S1 01 | 10 4 6 | 0 0 0 |



02 NUKA NURZHANOV S1 02 | 21 8 13 | 0 0 0 |


FOR201 FRENCH 1 SM 4 90 71| 71 41 30 | 1 1 0 |

01 GREGORY S. ISHAM S1 01 | 28 15 13 | 0 0 0 |

05 CARMEN Z. REINHARDT S1 05 | 17 10 7 | 0 0 0 |



FOR203 FRENCH 3 SM 3 90 70| 70 50 20 | 1 1 0 |

03 GREGORY S. ISHAM S1 03 | 28 19 9 | 0 0 0 |

04 GREGORY S. ISHAM S1 04 | 25 19 6 | 1 1 0 |

05 GREGORY S. ISHAM S1 05 | 17 12 5 | 0 0 0 |


FOR205 FRENCH 5 SM 1 10 1| 1 1 0 | 0 0 0 |

02 GREGORY S. ISHAM S1 02 | 1 1 0 | 0 0 0 |


FOR209 AP FRENCH 1 SM 1 25 21| 21 11 10 | 0 0 0 |

02 GREGORY S. ISHAM S1 02 | 21 11 10 | 0 0 0 |


FOR601 SPANISH 1 SM 7 150 143| 143 73 70 | 4 2 2 |

01 BRIAN M. KELLER S1 01 | 31 15 16 | 2 0 2 |

03 AMBER A. DAVIS S1 03 | 25 9 16 | 0 0 0 |

04 AMBER A. DAVIS S1 04 | 30 19 11 | 0 0 0 |

05 AMBER A. DAVIS S1 05 | 28 16 12 | 2 2 0 |

06 AMBER A. DAVIS S1 06 | 29 14 15 | 0 0 0 |






FOR603 SPANISH 3 SM 4 135 102| 102 61 41 | 1 0 1 |

02 BRIAN M. KELLER S1 02 | 25 18 7 | 0 0 0 |

03 BRIAN M. KELLER S1 03 | 18 9 9 | 1 0 1 |

04 BRIAN M. KELLER S1 04 | 24 14 10 | 0 0 0 |

06 BRIAN M. KELLER S1 06 | 24 13 11 | 0 0 0 |

SS CARMEN Z. REINHARDT S1 02 | 11 7 4 | 0 0 0 |


FOR605 SPANISH 5 SM 2 45 25| 25 17 8 | 1 1 0 |

01 AMBER A. DAVIS S1 01 | 13 10 3 | 0 0 0 |

SS CARMEN Z. REINHARDT S1 03 | 12 7 5 | 1 1 0 |


FOR609 AP SPANISH 1 SM 1 30 14| 14 9 5 | 0 0 0 |



GEN101 ORIENTATION SM 1 378 145| 143 65 78 | 18 8 10 |

01 VICKI H. MUNOZ S1 01 | 21 7 14 | 5 1 4 |


02M VICKI H. MUNOZ S1 02 | 20 10 10 | 3 0 3 |

03 REBECCA L. KEEFE S1 03 | 26 13 13 | 7 6 1 |

05 RONALD L. CUGHAN S1 05 | 23 9 14 | 2 1 1 |

06 REBECCA L. KEEFE S1 06 | 30 14 16 | 1 0 1 |


GEN200 ADVISORY 9-12 YR 2 996 193| 193 87 106 | 131 57 74 |

01 CAMI M. SCHULTZ YR 09 | 11 7 4 | 11 7 4 |

02 ELAINE M. HOGG YR 09 | 11 4 7 | 11 4 7 |

03 BARBARA J. KNAPP YR 09 | 11 6 5 | 11 6 5 |

04 MARCELA FIGUEROA YR 09 | 10 3 7 | 10 3 7 |

05 KYLE B. JONES YR 09 | 10 4 6 | 10 4 6 |

06 TERESA A. MCLUEN YR 09 | 12 5 7 | 12 5 7 |

07 ANGELA D. STUBBLEFIELD YR 09 | 8 4 4 | 8 4 4 |

08 BRANDI N. COLE YR 09 | 7 2 5 | 7 2 5 |

09 JUDITH E. LUTTON YR 09 | 25 8 17 | 0 0 0 |

10 DANIEL B. BORDEN YR 09 | 15 7 8 | 0 0 0 |

11 MICHAELA M. HERRERA YR 09 | 16 10 6 | 0 0 0 |

12 LESLIE L. KIILSGAARD YR 09 | 6 5 1 | 0 0 0 |

13 SARAH C. SHAW YR 09 | 10 7 3 | 10 7 3 |

15 ALETA L. JOHNSON YR 09 | 10 5 5 | 10 5 5 |

16 LISA M. WOODY YR 09 | 9 4 5 | 9 4 5 |

17 KYM M. HALES YR 09 | 10 3 7 | 10 3 7 |

18 JAYNE CRIDDLE YR 09 | 12 3 9 | 12 3 9 |


GEN213 ADVISORY 2013 YR 1 570 299| 299 142 157 | 8 1 7 |

01 ABIJAH G. ALASTRA YR 09 | 15 8 7 | 0 0 0 |

02 EDWARD M. BENDER YR 09 | 16 9 7 | 0 0 0 |

03 ROBERT C. JONES YR 09 | 17 11 6 | 1 0 1 |

04 DOUGLAS B. BURT YR 09 | 18 3 15 | 1 0 1 |

05 ELSBETH C. COCKCROFT YR 09 | 14 6 8 | 2 0 2 |

06 KANDY R. GILBERT YR 09 | 17 7 10 | 0 0 0 |

07 ERIK G. GUNDERSON YR 09 | 17 5 12 | 0 0 0 |

08 THOMAS J. KAUP YR 09 | 15 7 8 | 1 0 1 |

09 WARREN D. KERR YR 09 | 18 10 8 | 1 1 0 |

10 PHILIP N. SMETHERAM YR 09 | 17 11 6 | 0 0 0 |

11 APRIL M. ASFOUR YR 09 | 14 7 7 | 0 0 0 |

12 ERIC R. MOHLER YR 09 | 15 5 10 | 1 0 1 |

13 VICKI H. MUNOZ YR 09 | 15 6 9 | 0 0 0 |





14 REBECCA L. KEEFE YR 09 | 13 9 4 | 0 0 0 |

15 BESS E. OWENS YR 09 | 15 7 8 | 0 0 0 |

16 KJEL P. KIILSGAARD YR 09 | 16 6 10 | 0 0 0 |

17 CHRISTOPHER G. TELFORD YR 09 | 15 8 7 | 1 0 1 |

18 KENNY L. WHITE YR 09 | 18 8 10 | 0 0 0 |

19 CHRISTOPHER E. ZAWISLA YR 09 | 14 9 5 | 0 0 0 |


GEN214 ADVISORY 2014 YR 1 450 308| 308 150 158 | 18 4 14 |

01 TERESA M. ANDERSON YR 09 | 23 12 11 | 4 0 4 |

02 DIANE J. SARR YR 09 | 22 6 16 | 4 1 3 |

03 SHERRI L. ASHLOCK YR 09 | 24 13 11 | 1 0 1 |

04 DENISE L. CARROLL YR 09 | 21 11 10 | 1 0 1 |

05 ERICKA A. CONNELLY YR 09 | 22 11 11 | 2 1 1 |

06 KATIE E. HENRY YR 09 | 25 12 13 | 1 0 1 |

07 CARMEN Z. REINHARDT YR 09 | 18 8 10 | 1 0 1 |

08 MARCI J. KILLIAN YR 09 | 25 12 13 | 1 1 0 |

09 JESSICA L. HANSEN YR 09 | 19 9 10 | 0 0 0 |

10 SHERYL L. HARMON YR 09 | 19 11 8 | 0 0 0 |

11 ERIC D. WAKEFIELD YR 09 | 15 6 9 | 1 0 1 |

13 LINDA K. MORRIS YR 09 | 20 10 10 | 1 0 1 |

15 KRISTA R. PARSONS YR 09 | 19 10 9 | 1 1 0 |

16 KEITH B. RODMAN YR 09 | 17 10 7 | 0 0 0 |

17 ANTHONY D. PAUSTIAN YR 09 | 19 9 10 | 0 0 0 |


GEN215 ADVISORY 2015 YR 1 450 351| 351 172 179 | 40 17 23 |

02 JAMES P. CLEARY YR 09 | 26 14 12 | 3 2 1 |

03 AMBER A. DAVIS YR 09 | 26 16 10 | 5 3 2 |

04 FRED A. DONALDSON YR 09 | 24 10 14 | 4 1 3 |

05 KIMBERLY L. FARRIS YR 09 | 23 15 8 | 2 0 2 |

06 MICHAEL A. GRENZ YR 09 | 23 12 11 | 3 1 2 |

07 RYAN A. HANSEN YR 09 | 25 17 8 | 4 2 2 |

08 DYANN SEIDL YR 09 | 23 13 10 | 1 1 0 |

09 ERICA L. HINSON YR 09 | 18 7 11 | 3 1 2 |

12 LORI D. JACOBS YR 09 | 25 12 13 | 0 0 0 |

14 KEALY A. MCCLEERY YR 09 | 16 8 8 | 1 1 0 |

15 CINDY L. PRATT YR 09 | 26 11 15 | 1 0 1 |

16 ABRAHAM P. VANDERPUY YR 09 | 25 10 15 | 2 1 1 |

17 CRYSTAL A. WISNESS YR 09 | 25 9 16 | 2 0 2 |

18 JOHN H. YORKE YR 09 | 23 10 13 | 4 2 2 |

19 WHITNEY R. BAILEY YR 09 | 23 8 15 | 5 2 3 |


GEN216 ADVISORY 2016 YR 1 540 396| 396 180 216 | 45 20 25 |

01 ADAM L. LADAGE YR 09 | 23 11 12 | 3 1 2 |

02 SUSAN M. BOWERS YR 09 | 23 10 13 | 2 2 0 |

03 ANTHONY E. CALLERO YR 09 | 20 5 15 | 1 0 1 |

04 JASON L. CAPPS YR 09 | 21 11 10 | 5 2 3 |

05 RONALD L. CUGHAN YR 09 | 21 10 11 | 3 0 3 |

06 GORDON A. ELLIOTT YR 09 | 20 11 9 | 2 1 1 |

07 JANICE M. ERIE YR 09 | 28 8 20 | 3 1 2 |

08 CHARLES M. FITZGERALD YR 09 | 24 8 16 | 5 1 4 |

09 MICHAEL G. WASSERMAN YR 09 | 23 8 15 | 3 0 3 |

10 GREGORY S. ISHAM YR 09 | 21 10 11 | 1 1 0 |

12 LEWIS J. KELIHER YR 09 | 21 11 10 | 3 2 1 |

13 BRIAN M. KELLER YR 09 | 21 11 10 | 0 0 0 |

14 PATRICK W. MARTIN YR 09 | 22 9 13 | 1 0 1 |

15 SCOTT J. MCLAUGHLIN YR 09 | 18 10 8 | 2 2 0 |





16 BRUCE J. MORRIS YR 09 | 22 10 12 | 3 1 2 |

17 NUKA NURZHANOV YR 09 | 24 14 10 | 3 2 1 |

18 DONNA L. BOWLER YR 09 | 23 12 11 | 3 3 0 |

19 STACEY L. BROOKS YR 09 | 21 11 10 | 2 1 1 |



03 STACEY L. BROOKS S1 03 | 8 5 3 | 2 2 0 |


GEN500 ADM OFF AIDE SM 1 25 6| 6 6 0 | 2 2 0 |

01 STACY A. JORDISON S1 01 | 1 1 0 | 0 0 0 |












BKP DEBBIE C. SUMNER S1 08 | 0 0 0 | 0 0 0 |


GEN503 ASB AIDE SM 1 23 5| 5 2 3 | 2 1 1 |

01 ROBERT C. JONES S1 01 | 0 0 0 | 0 0 0 |

02 ROBERT C. JONES S1 02 | 2 1 1 | 1 0 1 |

03 ROBERT C. JONES S1 03 | 0 0 0 | 0 0 0 |

04 ROBERT C. JONES S1 04 | 1 0 1 | 0 0 0 |

05 ROBERT C. JONES S1 05 | 0 0 0 | 0 0 0 |

06 ROBERT C. JONES S1 06 | 2 1 1 | 1 1 0 |

7 ROBERT C. JONES S1 08 | 0 0 0 | 0 0 0 |


GEN507 ATTEND AIDE SM 2 41 27| 26 17 9 | 2 0 2 |










GEN509 CAREER AIDE SM 1 8 0| 0 0 0 | 0 0 0 |

01 JONATHAN B. MORROW S1 01 | 0 0 0 | 0 0 0 |







GEN511 GUID OFF AIDE SM 2 16 15| 15 11 4 | 1 0 1 |

01 JUDITH E. LUTTON S1 01 | 2 1 1 | 1 0 1 |

02 JUDITH E. LUTTON S1 02 | 2 2 0 | 0 0 0 |

03 JUDITH E. LUTTON S1 03 | 2 2 0 | 0 0 0 |

04 JUDITH E. LUTTON S1 04 | 4 2 2 | 0 0 0 |

05 JUDITH E. LUTTON S1 05 | 2 1 1 | 0 0 0 |





06 JUDITH E. LUTTON S1 06 | 3 3 0 | 0 0 0 |


GEN513 LIBRARY AIDE SM 2 22 14| 14 8 6 | 1 0 1 |

01 SHERRI L. ASHLOCK S1 01 | 0 0 0 | 0 0 0 |









GEN515 NURSE AIDE SM 2 6 1| 1 1 0 | 0 0 0 |

01 JANET D. SCHNEIDER S1 01 | 0 0 0 | 0 0 0 |





06 JILL M. OLSON S1 06 | 1 1 0 | 0 0 0 |


GEN517 REG OFFC AIDE SM 1 1 0| 0 0 0 | 0 0 0 |

01 JUDITH E. LUTTON S1 05 | 0 0 0 | 0 0 0 |


GEN600 TEACHER AIDE SM 1 25 27| 24 13 11 | 3 0 3 |

01 GORDON A. ELLIOTT S1 01 | 1 1 0 | 0 0 0 |

02 EDWARD M. BENDER S1 02 | 1 1 0 | 0 0 0 |

03 BRIAN M. KELLER S1 03 | 2 0 2 | 0 0 0 |

04 JOHN H. YORKE S1 01 | 1 1 0 | 0 0 0 |

05 MICHAEL A. GRENZ S1 04 | 1 1 0 | 0 0 0 |

06 GREGORY S. ISHAM S1 03 | 1 0 1 | 0 0 0 |


08 ERIC D. WAKEFIELD S1 02 | 1 1 0 | 0 0 0 |

09 ELSBETH C. COCKCROFT S1 06 | 1 1 0 | 0 0 0 |

10 EDWARD M. BENDER S1 06 | 1 1 0 | 0 0 0 |

11 PHILIP N. SMETHERAM S1 02 | 1 0 1 | 0 0 0 |

12 ABRAHAM P. VANDERPUY S1 03 | 1 1 0 | 0 0 0 |

13 BRANDI N. COLE S1 06 | 1 0 1 | 1 0 1 |

14 BESS E. OWENS S1 07 | 1 0 1 | 0 0 0 |

15 JOHN H. YORKE S1 02 | 1 1 0 | 0 0 0 |

16 LINDA K. MORRIS S1 02 | 1 1 0 | 0 0 0 |

17 BRANDI N. COLE S1 03 | 1 0 1 | 1 0 1 |

18 CORY M. RUTLEDGE S1 06 | 1 1 0 | 0 0 0 |

19 ADAM L. LADAGE S1 06 | 1 0 1 | 0 0 0 |

20 KATIE E. HENRY S1 03 | 1 1 0 | 0 0 0 |

21 JAYNE CRIDDLE S1 04 | 1 0 1 | 1 0 1 |

25 LINDA K. MORRIS S1 06 | 0 0 0 | 0 0 0 |


5 BRUCE J. MORRIS S1 04 | 1 0 1 | 0 0 0 |


GEN606 PEER TUTOR SM 5 8 8| 8 7 1 | 1 1 0 |

01 KEITH B. RODMAN S1 03 | 1 1 0 | 0 0 0 |

02 ERICKA A. CONNELLY S1 01 | 1 0 1 | 0 0 0 |

03 JASON L. CAPPS S1 06 | 1 1 0 | 0 0 0 |


05 DONNA L. BOWLER S1 06 | 1 1 0 | 0 0 0 |

06 AMBER A. DAVIS S1 04 | 1 1 0 | 0 0 0 |





07 MARCELA FIGUEROA S1 06 | 1 1 0 | 0 0 0 |

08 CAMI M. SCHULTZ S1 05 | 1 1 0 | 0 0 0 |


GEN700 RELEASE TIME SM 1 450 113| 113 58 55 | 14 5 9 |

01A RICHARD A. ZIMMERMAN S1 01 | 17 7 10 | 5 2 3 |







GEN701 REL-SEMINARY YR 1 61 14| 13 8 5 | 1 1 0 |

01 RICHARD A. ZIMMERMAN YR 01 | 1 0 1 | 0 0 0 |




GEN708 APEX SM 1 270 89| 88 37 51 | 8 1 7 |

02 CRYSTAL A. WISNESS S1 02 | 24 12 12 | 0 0 0 |

05 ROBERT A. HORLICK S1 05 | 13 4 9 | 1 0 1 |

06 ROBERT A. HORLICK S1 06 | 29 10 19 | 5 1 4 |



GEN710 RUNNING START SM 1 1400 288| 288 118 170 | 0 0 0 |

01A DANIEL B. BORDEN S1 01 | 41 20 21 | 0 0 0 |









06 KATIE E. HENRY S1 06 | 15 11 4 | 4 3 1 |


GEN806 ADV LEADERSHIP SM 1 60 28| 23 18 5 | 0 0 0 |

04 KATIE E. HENRY S1 04 | 23 18 5 | 0 0 0 |


GEN811 MS STUDENT YR 1 180 5| 5 5 0 | 0 0 0 |








LAN101 LA 9 INTERVEN 1 SM 1 60 46| 46 16 30 | 4 1 3 |

LA! JANICE M. ERIE S1 02 | 13 5 8 | 0 0 0 |

RL3 THOMAS J. KAUP S1 03 | 13 3 10 | 0 0 0 |

RL6 DONNA L. BOWLER S1 06 | 20 8 12 | 4 1 3 |


LAN120 LA 9 1 SM 12 333 299| 299 138 161 | 12 6 6 |

01C ERICKA A. CONNELLY S1 01 | 26 11 15 | 0 0 0 |

01K THOMAS J. KAUP S1 01 | 29 14 15 | 1 0 1 |

02H SHERYL L. HARMON S1 02 | 26 9 17 | 0 0 0 |

02K THOMAS J. KAUP S1 02 | 28 11 17 | 0 0 0 |

03B DONNA L. BOWLER S1 03 | 27 17 10 | 4 2 2 |





04B DONNA L. BOWLER S1 04 | 30 11 19 | 4 2 2 |

05B DONNA L. BOWLER S1 05 | 29 14 15 | 0 0 0 |

05E JANICE M. ERIE S1 05 | 28 12 16 | 1 1 0 |

06A ABIJAH G. ALASTRA S1 06 | 22 10 12 | 0 0 0 |

06C ERICKA A. CONNELLY S1 06 | 25 14 11 | 1 0 1 |

06E JANICE M. ERIE S1 06 | 26 14 12 | 1 1 0 |

ONL ROBERT A. HORLICK S1 07 | 3 1 2 | 0 0 0 |


LAN130 LA 9 HONORS 1 SM 3 90 71| 70 35 35 | 0 0 0 |

01 JANICE M. ERIE S1 01 | 28 16 12 | 0 0 0 |

03E JANICE M. ERIE S1 03 | 21 12 9 | 0 0 0 |

03H SHERYL L. HARMON S1 03 | 21 7 14 | 0 0 0 |


LAN220 LA 10 1 SM 10 271 245| 244 112 132 | 6 2 4 |

01 ABIJAH G. ALASTRA S1 01 | 28 13 15 | 2 0 2 |



11 ANTHONY E. CALLERO S1 01 | 26 15 11 | 0 0 0 |



24 JAMES P. CLEARY S1 04 | 30 13 17 | 1 1 0 |

25 JAMES P. CLEARY S1 05 | 25 11 14 | 0 0 0 |

26 JAMES P. CLEARY S1 06 | 27 7 20 | 1 0 1 |

IS ROBERT A. HORLICK S1 07 | 1 1 0 | 0 0 0 |


LAN221 LA 10 2 SM 10 271 3| 1 1 0 | 0 0 0 |



LAN230 LA 10 HONORS 1 SM 3 90 61| 61 38 23 | 0 0 0 |

01 APRIL M. ASFOUR S1 01 | 13 8 5 | 0 0 0 |

02 APRIL M. ASFOUR S1 02 | 25 16 9 | 0 0 0 |

06 THOMAS J. KAUP S1 06 | 23 14 9 | 0 0 0 |


LAN301 LA INTERVEN 1 SM 1 22 12| 12 5 7 | 2 0 2 |

COE ABIJAH G. ALASTRA S1 05 | 12 5 7 | 2 0 2 |


LAN320 AMER LIT 1 SM 13 253 223| 223 99 124 | 2 0 2 |

01B DONNA L. BOWLER S1 01 | 23 12 11 | 0 0 0 |

01W MICHAEL G. WASSERMAN S1 01 | 20 11 9 | 0 0 0 |


03A APRIL M. ASFOUR S1 03 | 27 10 17 | 0 0 0 |

04S STEPHANIE M. SCHLEICHE S1 04 | 26 9 17 | 0 0 0 |

05A APRIL M. ASFOUR S1 05 | 24 12 12 | 0 0 0 |


06A APRIL M. ASFOUR S1 06 | 27 11 16 | 1 0 1 |

06S STEPHANIE M. SCHLEICHE S1 06 | 27 7 20 | 1 0 1 |

IND ROBERT A. HORLICK S1 07 | 1 1 0 | 0 0 0 |


LAN321 AMER LIT 2 SM 12 253 2| 1 1 0 | 0 0 0 |



LAN330 AP LAN/COMP 1 SM 3 60 57| 57 41 16 | 0 0 0 |

03 JAMES P. CLEARY S1 03 | 31 25 6 | 0 0 0 |

05 STEPHANIE M. SCHLEICHE S1 05 | 26 16 10 | 0 0 0 |


LAN410 COMMUN ARTS SM 2 60 34| 29 8 21 | 1 0 1 |





02 JAMES P. CLEARY S1 02 | 29 8 21 | 1 0 1 |


LAN415 SPORTS LIT SM 2 60 34| 30 6 24 | 0 0 0 |



LAN416 CREATIVE WRIT SM 2 50 29| 28 17 11 | 0 0 0 |

01 SHERYL L. HARMON S1 01 | 28 17 11 | 0 0 0 |


LAN417 COLLEGE WRITING SM 2 50 31| 31 17 14 | 0 0 0 |

06 MICHAEL G. WASSERMAN S1 06 | 31 17 14 | 0 0 0 |


LAN421 HUMANITIES 1 SM 3 95 90| 90 47 43 | 4 2 2 |






LAN430 AP LIT/COMP 1 SM 3 60 59| 59 39 20 | 0 0 0 |

04 TERRY J. O'CONNOR S1 04 | 29 20 9 | 0 0 0 |

05 TERRY J. O'CONNOR S1 05 | 30 19 11 | 0 0 0 |


LAN511 YEARBOOK 1 SM 1 30 29| 29 20 9 | 0 0 0 |

04 THOMAS J. KAUP S1 04 | 29 20 9 | 0 0 0 |


LAN513 JOURNALISTIC WR SM 2 30 13| 10 6 4 | 0 0 0 |



LAN514 NEWSPAPER 1 SM 1 10 7| 6 5 1 | 0 0 0 |



LAN532 WRITING LAB SM 1 100 38| 38 22 16 | 1 0 1 |




MAT108 COE MATH INTERV SM 1 60 16| 16 6 10 | 0 0 0 |

03 SUSAN M. BOWERS S1 03 | 16 6 10 | 0 0 0 |


MAT120 ALGEBRA 1 SM 13 390 338| 338 153 185 | 15 5 10 |

01C JASON L. CAPPS S1 01 | 29 12 17 | 0 0 0 |

02S DYANN SEIDL S1 02 | 20 6 14 | 1 0 1 |

03C JASON L. CAPPS S1 03 | 24 13 11 | 2 0 2 |

04F LINDSEY J. JORGENSEN S1 04 | 28 19 9 | 3 1 2 |

04G ERIK G. GUNDERSON S1 04 | 28 13 15 | 0 0 0 |




1SM SCOTT J. MCLAUGHLIN S1 01 | 24 7 17 | 1 1 0 |

2EM ERIC R. MOHLER S1 02 | 25 13 12 | 0 0 0 |

3EM ERIC R. MOHLER S1 03 | 28 15 13 | 2 1 1 |

4EM ERIC R. MOHLER S1 04 | 28 9 19 | 0 0 0 |

5SM SCOTT J. MCLAUGHLIN S1 05 | 24 11 13 | 2 1 1 |


MAT210 GEOMETRY 1 SM 13 361 337| 337 166 171 | 7 2 5 |

01R KEITH B. RODMAN S1 01 | 28 12 16 | 2 0 2 |

01S DYANN SEIDL S1 01 | 24 14 10 | 1 0 1 |

02B SUSAN M. BOWERS S1 02 | 27 16 11 | 0 0 0 |





02R KEITH B. RODMAN S1 02 | 29 14 15 | 2 1 1 |

03R KEITH B. RODMAN S1 03 | 27 10 17 | 0 0 0 |

03S DYANN SEIDL S1 03 | 24 12 12 | 0 0 0 |

04B SUSAN M. BOWERS S1 04 | 31 13 18 | 0 0 0 |

04S DYANN SEIDL S1 04 | 26 9 17 | 0 0 0 |

05A TERESA M. ANDERSON S1 05 | 30 17 13 | 1 0 1 |

05R KEITH B. RODMAN S1 05 | 30 14 16 | 0 0 0 |

06A TERESA M. ANDERSON S1 06 | 30 17 13 | 0 0 0 |

06S DYANN SEIDL S1 06 | 30 18 12 | 1 1 0 |

APX ROBERT A. HORLICK S1 07 | 1 0 1 | 0 0 0 |


MAT211 GEOMETRY 2 SM 12 365 3| 1 0 1 | 0 0 0 |



MAT310 ADV ALG/TRIG 1 SM 12 300 243| 242 121 121 | 0 0 0 |



02M SCOTT J. MCLAUGHLIN S1 02 | 25 14 11 | 0 0 0 |


04C JASON L. CAPPS S1 04 | 26 14 12 | 0 0 0 |


05B SUSAN M. BOWERS S1 05 | 13 8 5 | 0 0 0 |


06B SUSAN M. BOWERS S1 06 | 28 23 5 | 0 0 0 |

06R KEITH B. RODMAN S1 06 | 27 7 20 | 0 0 0 |


MAT410 BYND ADV ALG 1 SM 2 60 56| 56 40 16 | 0 0 0 |

01 ERIK G. GUNDERSON S1 01 | 29 22 7 | 0 0 0 |

03 ERIK G. GUNDERSON S1 03 | 27 18 9 | 0 0 0 |


MAT412 PRE CALCULUS 1 SM 5 150 115| 115 60 55 | 1 1 0 |

01 TERESA M. ANDERSON S1 01 | 22 13 9 | 1 1 0 |



05 JASON L. CAPPS S1 05 | 16 9 7 | 0 0 0 |

06 JASON L. CAPPS S1 06 | 23 10 13 | 0 0 0 |


MAT414 AP CALCULUS 1 SM 2 90 70| 69 37 32 | 0 0 0 |

01 ERIC R. MOHLER S1 01 | 27 15 12 | 0 0 0 |

05 ERIC R. MOHLER S1 05 | 21 13 8 | 0 0 0 |

06 ERIC R. MOHLER S1 06 | 21 9 12 | 0 0 0 |


MATONL MATH ONLINE SM 1 31 2| 2 0 2 | 0 0 0 |

onl ROBERT A. HORLICK S1 07 | 2 0 2 | 0 0 0 |


MUS115 WIND ENSEMBLE SM 1 40 27| 27 13 14 | 2 1 1 |

04 ANTHONY D. PAUSTIAN S1 04 | 27 13 14 | 2 1 1 |


MUS120 PERCUSSION SM 1 30 8| 8 1 7 | 1 0 1 |



MUS122 ADV PERCUSSION SM 1 30 5| 5 0 5 | 0 0 0 |



MUS130 JAZZ ENSEMBLE SM 1 30 13| 13 2 11 | 0 0 0 |







MUS200 CHOIR ENSMBLE SM 1 19 15| 15 15 0 | 2 2 0 |

01 KANDY R. GILBERT S1 02 | 15 15 0 | 2 2 0 |


MUS210 CHOIR-CONCERT SM 1 40 32| 31 31 0 | 5 5 0 |

01 KANDY R. GILBERT S1 01 | 31 31 0 | 5 5 0 |


MUS215 CHOIR-SHOW SM 1 16 14| 14 7 7 | 0 0 0 |

01 KANDY R. GILBERT S1 04 | 14 7 7 | 0 0 0 |


MUS220 CHOIR-CHAMBER SM 1 40 48| 45 27 18 | 5 2 3 |

01 KANDY R. GILBERT S1 03 | 45 27 18 | 5 2 3 |


MUS230 CHOIR-JAZZ EN SM 1 23 21| 21 15 6 | 1 1 0 |

01 KANDY R. GILBERT S1 08 | 21 15 6 | 1 1 0 |


MUS300 ORCHESTRA SM 1 40 23| 23 15 8 | 0 0 0 |

01 DALE E. JOHNSON S1 06 | 23 15 8 | 0 0 0 |


MUS302 ORCHEST-CHMBR SM 1 40 20| 20 12 8 | 2 0 2 |

01 DALE E. JOHNSON S1 05 | 20 12 8 | 2 0 2 |


MUS400 MUSIC THEORY SM 1 60 1| 1 1 0 | 0 0 0 |

AX1 ROBERT A. HORLICK S1 07 | 1 1 0 | 0 0 0 |


MUS401 GUITAR SM 3 60 13| 12 2 10 | 2 1 1 |



MUSONL MUSIC ONLINE SM 1 31 1| 1 0 1 | 0 0 0 |



PHY001 ADAPTIVE PE SM 2 55 42| 42 23 19 | 42 23 19 |

4SE KJEL P. KIILSGAARD S1 04 | 12 8 4 | 12 8 4 |

SE2 DOUGLAS B. BURT S1 02 | 18 9 9 | 18 9 9 |

SE4 RYAN A. HANSEN S1 04 | 12 6 6 | 12 6 6 |


PHY100 HEALTH SM 17 121 40| 38 17 21 | 3 0 3 |

02 KATIE E. HENRY S1 02 | 21 9 12 | 2 0 2 |

03 KATIE E. HENRY S1 03 | 16 7 9 | 1 0 1 |



PHY101 INTRO PE SM 13 396 186| 186 82 104 | 21 9 12 |

01 ERICA L. HINSON S1 01 | 29 15 14 | 3 2 1 |

02 ERICA L. HINSON S1 02 | 27 9 18 | 4 0 4 |

03 KJEL P. KIILSGAARD S1 03 | 26 12 14 | 3 2 1 |

04 JESSICA L. HANSEN S1 04 | 35 14 21 | 4 3 1 |

05 DOUGLAS B. BURT S1 05 | 34 19 15 | 4 1 3 |

06 RYAN A. HANSEN S1 06 | 35 13 22 | 3 1 2 |


PHY203 AEROBIC/WALK SM 2 36 44| 33 27 6 | 5 2 3 |

05 ERICA L. HINSON S1 05 | 33 27 6 | 5 2 3 |


PHY205 AEROBICS SM 1 36 27| 24 22 2 | 0 0 0 |



PHY207 BASKETBALL SM 2 36 40| 33 1 32 | 1 0 1 |





01 RYAN A. HANSEN S1 01 | 33 1 32 | 1 0 1 |


PHY213 FIELD SPORTS SM 1 36 36| 34 3 31 | 6 0 6 |

04 ERICA L. HINSON S1 04 | 34 3 31 | 6 0 6 |


PHY217 HOCKEY/SOC SM 1 36 35| 33 2 31 | 4 0 4 |

03 DOUGLAS B. BURT S1 03 | 33 2 31 | 4 0 4 |


PHY219 RACQT SPORTS SM 1 36 42| 36 21 15 | 4 1 3 |



PHY223 VOLLEYBALL SM 3 108 108| 103 65 38 | 12 7 5 |


03 ERICA L. HINSON S1 03 | 35 22 13 | 3 1 2 |

05 RYAN A. HANSEN S1 05 | 34 19 15 | 7 5 2 |


PHY227 WATER SPORTS SM 1 19 22| 18 5 13 | 0 0 0 |



PHY229 BEG WT TRNG SM 5 149 152| 139 32 107 | 16 1 15 |

01 DOUGLAS B. BURT S1 01 | 36 5 31 | 1 0 1 |

03 RYAN A. HANSEN S1 03 | 34 3 31 | 5 0 5 |


99 DOUGLAS B. BURT S1 08 | 35 18 17 | 4 1 3 |

IND DOUGLAS B. BURT S1 00 | 1 1 0 | 0 0 0 |


PHY303 ADV VLYBALL SM 2 36 37| 36 8 28 | 6 1 5 |



PHY305 ADV WT TRNG SM 2 36 44| 38 0 38 | 3 0 3 |



PHY502 HUMAN SURVIVAL SM 2 60 31| 28 15 13 | 4 1 3 |

05 KATIE E. HENRY S1 05 | 28 15 13 | 4 1 3 |


SCI101 SCIENCE LINKS SM 13 331 161| 159 66 93 | 20 7 13 |

01 WARREN D. KERR S1 01 | 26 11 15 | 4 1 3 |

02 WARREN D. KERR S1 02 | 25 9 16 | 5 1 4 |

03 KEALY A. MCCLEERY S1 03 | 21 11 10 | 2 1 1 |

04 WHITNEY R. BAILEY S1 04 | 27 12 15 | 3 2 1 |





SCI202 BIOLOGY 1 SM 15 450 402| 401 186 215 | 53 23 30 |



14 BRUCE J. MORRIS S1 04 | 28 10 18 | 4 2 2 |

15 BRUCE J. MORRIS S1 05 | 25 10 15 | 2 1 1 |

16 BRUCE J. MORRIS S1 06 | 28 9 19 | 3 1 2 |




32 BESS E. OWENS S1 02 | 25 7 18 | 0 0 0 |

33 BESS E. OWENS S1 03 | 27 18 9 | 4 2 2 |

34 BESS E. OWENS S1 04 | 29 11 18 | 4 1 3 |





35 BESS E. OWENS S1 05 | 26 12 14 | 3 1 2 |

36 BESS E. OWENS S1 06 | 28 12 16 | 6 3 3 |




SCI203 BIOLOGY 2 SM 15 430 3| 1 0 1 | 0 0 0 |



SCI204 AP BIOLOGY 1 SM 1 30 9| 9 6 3 | 0 0 0 |

04 DENISE L. CARROLL S1 04 | 9 6 3 | 0 0 0 |


SCI300 CHEMISTRY 1 SM 9 240 228| 227 109 118 | 0 0 0 |










SCI302 ADV CHEM 1 SM 1 30 24| 22 10 12 | 0 0 0 |



SCI400 PHYSICS 1 SM 4 90 72| 72 42 30 | 0 0 0 |





SCI504 GEOLOGY SM 6 1 2| 2 0 2 | 0 0 0 |



SCI505 ASTRONOMY SM 1 60 19| 17 5 12 | 2 0 2 |

03 WARREN D. KERR S1 03 | 17 5 12 | 2 0 2 |


SOC001 WORLD STUDIES SM 13 151 1| 1 1 0 | 1 1 0 |

SE ABRAHAM P. VANDERPUY S1 02 | 1 1 0 | 1 1 0 |







05 PHILIP N. SMETHERAM S1 05 | 29 12 17 | 2 0 2 |


SE ABRAHAM P. VANDERPUY S1 02 | 0 0 0 | 0 0 0 |


SOC102 HON WRLD STU 1 SM 2 60 53| 53 25 28 | 0 0 0 |

02 MICHAEL A. GRENZ S1 02 | 29 10 19 | 0 0 0 |

03 MICHAEL A. GRENZ S1 03 | 24 15 9 | 0 0 0 |


SOC202 US HISTORY 1 SM 11 390 351| 351 159 192 | 56 23 33 |

01S PHILIP N. SMETHERAM S1 01 | 26 13 13 | 4 0 4 |

01Y JOHN H. YORKE S1 01 | 26 10 16 | 1 1 0 |


02Y JOHN H. YORKE S1 02 | 29 13 16 | 6 2 4 |





03L ADAM L. LADAGE S1 03 | 27 13 14 | 3 1 2 |


04B EDWARD M. BENDER S1 04 | 29 18 11 | 3 2 1 |

04Y JOHN H. YORKE S1 04 | 29 13 16 | 6 1 5 |

05B EDWARD M. BENDER S1 05 | 26 10 16 | 3 2 1 |

05L ADAM L. LADAGE S1 05 | 28 12 16 | 4 2 2 |

05Y JOHN H. YORKE S1 05 | 27 10 17 | 5 2 3 |

06L ADAM L. LADAGE S1 06 | 25 8 17 | 4 0 4 |



SOC203 US HISTORY 2 SM 11 391 2| 1 1 0 | 0 0 0 |



SOC204 AP EUROPEAN 1 SM 3 90 62| 62 39 23 | 0 0 0 |

04 MICHAEL A. GRENZ S1 04 | 29 18 11 | 0 0 0 |

05 MICHAEL A. GRENZ S1 05 | 16 10 6 | 0 0 0 |

06 MICHAEL A. GRENZ S1 06 | 17 11 6 | 0 0 0 |


SOC300 CIVICS SM 12 302 141| 140 67 73 | 13 3 10 |

01 ADAM L. LADAGE S1 01 | 26 8 18 | 4 1 3 |

02 ADAM L. LADAGE S1 02 | 30 16 14 | 5 1 4 |






SOC301 AP US HISTORY 1 SM 3 69 52| 52 28 24 | 0 0 0 |

01 EDWARD M. BENDER S1 01 | 15 9 6 | 0 0 0 |

02 EDWARD M. BENDER S1 02 | 20 11 9 | 0 0 0 |

06 EDWARD M. BENDER S1 06 | 17 8 9 | 0 0 0 |


SOC400 GLOBAL ISSUES SM 11 300 128| 128 58 70 | 14 5 9 |

01 PATRICK W. MARTIN S1 01 | 30 13 17 | 6 2 4 |

03 JOHN H. YORKE S1 03 | 28 16 12 | 3 1 2 |





SOC401 AP US POL&GOV 1 SM 2 60 50| 50 26 24 | 0 0 0 |




SOC500 PSYCHOLOGY 1 SM 5 90 81| 78 48 30 | 5 3 2 |





SOC508 WASH STATE HIST SM 3 60 27| 24 12 12 | 4 1 3 |



SPE100 STRUCTRD LEARN SM 23 499 381| 381 184 197 | 381 184 197 |

01 ELAINE M. HOGG S1 01 | 17 7 10 | 17 7 10 |

02 ELAINE M. HOGG S1 02 | 9 4 5 | 9 4 5 |

03 ELAINE M. HOGG S1 03 | 14 5 9 | 14 5 9 |

04 BARBARA J. KNAPP S1 04 | 22 12 10 | 22 12 10 |

05 ELAINE M. HOGG S1 05 | 11 6 5 | 11 6 5 |





06 ELAINE M. HOGG S1 06 | 13 8 5 | 13 8 5 |






31 CAMI M. SCHULTZ S1 01 | 7 5 2 | 7 5 2 |

32 CAMI M. SCHULTZ S1 02 | 11 5 6 | 11 5 6 |

33 CAMI M. SCHULTZ S1 03 | 8 5 3 | 8 5 3 |

35 CAMI M. SCHULTZ S1 05 | 9 6 3 | 9 6 3 |

36 CAMI M. SCHULTZ S1 06 | 8 5 3 | 8 5 3 |

41 KYLE B. JONES S1 01 | 11 3 8 | 11 3 8 |

42 KYLE B. JONES S1 02 | 10 5 5 | 10 5 5 |

43 KYLE B. JONES S1 03 | 8 4 4 | 8 4 4 |

45 KYLE B. JONES S1 05 | 6 3 3 | 6 3 3 |

46 KYLE B. JONES S1 06 | 9 4 5 | 9 4 5 |

51 SARAH C. SHAW S1 01 | 11 6 5 | 11 6 5 |

53 SARAH C. SHAW S1 03 | 7 3 4 | 7 3 4 |

54 SARAH C. SHAW S1 04 | 11 2 9 | 11 2 9 |

55 SARAH C. SHAW S1 05 | 8 6 2 | 8 6 2 |

56 SARAH C. SHAW S1 06 | 10 7 3 | 10 7 3 |

61 ALETA L. JOHNSON S1 01 | 8 5 3 | 8 5 3 |

63 ALETA L. JOHNSON S1 03 | 9 6 3 | 9 6 3 |

64 ALETA L. JOHNSON S1 04 | 5 2 3 | 5 2 3 |

65 ALETA L. JOHNSON S1 05 | 7 3 4 | 7 3 4 |

66 ALETA L. JOHNSON S1 06 | 9 4 5 | 9 4 5 |

72 LISA M. WOODY S1 02 | 6 3 3 | 6 3 3 |

73 LISA M. WOODY S1 03 | 6 4 2 | 6 4 2 |

74 LISA M. WOODY S1 04 | 4 2 2 | 4 2 2 |

75 LISA M. WOODY S1 05 | 13 7 6 | 13 7 6 |

76 LISA M. WOODY S1 06 | 9 4 5 | 9 4 5 |

81 KYM M. HALES S1 01 | 6 2 4 | 6 2 4 |

83 KYM M. HALES S1 03 | 9 1 8 | 9 1 8 |

84 KYM M. HALES S1 04 | 11 6 5 | 11 6 5 |

85 KYM M. HALES S1 05 | 10 4 6 | 10 4 6 |

86 KYM M. HALES S1 06 | 9 3 6 | 9 3 6 |


SPE115 READING LAB SM 1 14 13| 13 5 8 | 13 5 8 |

02 TERESA A. MCLUEN S1 02 | 13 5 8 | 13 5 8 |


SPE205 LANG ARTS 3 SM 1 14 13| 13 8 5 | 13 8 5 |

02 JAYNE CRIDDLE S1 02 | 13 8 5 | 13 8 5 |


SPE207 LANG ARTS 4 SM 3 28 26| 26 10 16 | 26 10 16 |

03 JAYNE CRIDDLE S1 03 | 13 5 8 | 13 5 8 |

04 JAYNE CRIDDLE S1 04 | 13 5 8 | 13 5 8 |


SPE209 LANG ARTS 5 SM 3 42 41| 41 14 27 | 40 14 26 |

03 TERESA A. MCLUEN S1 03 | 15 5 10 | 15 5 10 |

04 TERESA A. MCLUEN S1 04 | 13 4 9 | 12 4 8 |

06 JAYNE CRIDDLE S1 06 | 13 5 8 | 13 5 8 |


SPE215 READ/WR LAN 3 SM 1 14 11| 11 5 6 | 11 5 6 |

01 TERESA A. MCLUEN S1 01 | 11 5 6 | 11 5 6 |


SPE217 READ/WR LAN 4 SM 1 14 12| 12 6 6 | 12 6 6 |





01 JAYNE CRIDDLE S1 01 | 12 6 6 | 12 6 6 |


SPE219 READ/WR LAN 5 SM 1 14 11| 11 0 11 | 11 0 11 |

05 TERESA A. MCLUEN S1 05 | 11 0 11 | 11 0 11 |


SPE303 MATH 2 SM 2 28 25| 25 16 9 | 25 16 9 |

02 BRANDI N. COLE S1 02 | 13 9 4 | 13 9 4 |

06 ANGELA D. STUBBLEFIELD S1 06 | 12 7 5 | 12 7 5 |


SPE305 MATH 3 SM 3 70 54| 54 19 35 | 54 19 35 |



04 BRANDI N. COLE S1 04 | 14 5 9 | 14 5 9 |

05 BRANDI N. COLE S1 05 | 12 4 8 | 12 4 8 |

06 BRANDI N. COLE S1 06 | 14 5 9 | 14 5 9 |


SPE307 MATH 4 SM 2 42 42| 42 12 30 | 42 12 30 |

03 BRANDI N. COLE S1 03 | 14 5 9 | 14 5 9 |




SPE600 COMM LAB SM 1 122 29| 29 10 19 | 29 10 19 |

01 KAREN SHU-MINUTOLI S1 01 | 15 7 8 | 15 7 8 |








TITLE FOR TOTAL


GRAND TOTALS 10821 5159 5662

Spec Ed 1591 657 934

************************ End of report ************************

1sonyr01.p 37-2 AUBURN MOUNTAINVIEW H. S. 01/03/13 Page:1




ART109 PAINTING SM 2 30 15| 15 14 1 | 2 1 1 |

41 AMY L. MILLS GOLDBERG S1 04 | 15 14 1 | 2 1 1 |


ART110 CERAMICS SM 5 90 54| 54 36 18 | 5 3 2 |




ART114 TECH THEATRE 1 SM 1 60 29| 29 13 16 | 13 2 11 |

61 PAUL H. FOUHY S1 06 | 29 13 16 | 13 2 11 |


ART116 CHILD THEA 1 SM 1 30 26| 26 15 11 | 1 0 1 |

31 PAUL H. FOUHY S1 03 | 26 15 11 | 1 0 1 |


ART121 ACTING 1 SM 2 21 24| 24 16 8 | 2 0 2 |

51 PAUL H. FOUHY S1 05 | 24 16 8 | 2 0 2 |


ART123 ACTING 3 SM 1 8 8| 8 4 4 | 1 1 0 |

51 PAUL H. FOUHY S1 05 | 8 4 4 | 1 1 0 |


ART125 ACTING 5 SM 1 1 1| 1 1 0 | 0 0 0 |

51 PAUL H. FOUHY S1 05 | 1 1 0 | 0 0 0 |


ART380 AP STUDIO ART 1 SM 1 30 17| 17 12 5 | 1 1 0 |



CTE001 HORT SCIENCE 1 SM 1 58 35| 35 15 20 | 11 6 5 |

51 REGINA K. GRUBB S1 05 | 16 6 10 | 5 3 2 |

61 REGINA K. GRUBB S1 06 | 19 9 10 | 6 3 3 |


CTE003 ENVIRON HORT 1 SM 1 10 1| 1 1 0 | 0 0 0 |

41 REGINA K. GRUBB S1 04 | 1 1 0 | 0 0 0 |


CTE005 ENVIRON HORT 3 SM 1 7 4| 4 0 4 | 1 0 1 |

41 REGINA K. GRUBB S1 04 | 2 0 2 | 0 0 0 |

51 REGINA K. GRUBB S1 05 | 2 0 2 | 1 0 1 |


CTE007 FLORAL DES MKT1 SM 1 15 7| 7 7 0 | 2 2 0 |

41 REGINA K. GRUBB S1 04 | 7 7 0 | 2 2 0 |


CTE101 ACCOUNTING 1 SM 1 30 30| 30 26 4 | 1 1 0 |

21 PATRICIA E. ECKELMAN S1 02 | 30 26 4 | 1 1 0 |


CTE117 MATH BUS PRFIN1 SM 1 30 25| 25 14 11 | 0 0 0 |



CTE141 MOS 1 SM 3 52 30| 30 13 17 | 1 0 1 |



CTE142 MOS 2 SM 2 10 1| 1 0 1 | 0 0 0 |





11 DEREK E. ENZ S1 01 | 28 8 20 | 1 0 1 |

12 JANA D. THOMAS S1 01 | 27 13 14 | 4 3 1 |

31 DEREK E. ENZ S1 03 | 29 11 18 | 2 1 1 |







61 DEREK E. ENZ S1 06 | 29 13 16 | 0 0 0 |



51 DEREK E. ENZ S1 05 | 9 5 4 | 1 1 0 |



41 DEREK E. ENZ S1 04 | 24 12 12 | 3 1 2 |



41 DEREK E. ENZ S1 04 | 5 3 2 | 0 0 0 |



51 DEREK E. ENZ S1 05 | 10 6 4 | 1 1 0 |


CTE191 AP MACROECONOMI SM 2 60 21| 21 7 14 | 0 0 0 |

31 NORENE L. OSBORNE S1 03 | 21 7 14 | 0 0 0 |



21 VIVIAN G. BAGLIEN S1 02 | 16 15 1 | 2 2 0 |


CTE231 FOOD NUTR&SCI 1 SM 1 30 26| 26 14 12 | 6 3 3 |






CTE245 INTERIOR DESIGN SM 1 30 27| 27 26 1 | 3 3 0 |



CTE250 NUTRTN WELLNESS SM 2 60 29| 29 22 7 | 1 0 1 |







41 STEVEN I. CALHOUN S1 04 | 30 16 14 | 3 2 1 |






CTE307 SPORTS MED 1 SM 2 24 24| 24 17 7 | 0 0 0 |







11 ROBERTA J. LOCKE S1 01 | 25 10 15 | 6 3 3 |

21 ROBERTA J. LOCKE S1 02 | 30 13 17 | 6 1 5 |

31 ROBERTA J. LOCKE S1 03 | 30 22 8 | 5 3 2 |

41 ROBERTA J. LOCKE S1 04 | 20 9 11 | 5 0 5 |

51 ROBERTA J. LOCKE S1 05 | 10 5 5 | 1 0 1 |





91 ROBERTA J. LOCKE S1 09 | 25 12 13 | 4 2 2 |



41 ROBERTA J. LOCKE S1 04 | 5 1 4 | 0 0 0 |

51 ROBERTA J. LOCKE S1 05 | 7 1 6 | 0 0 0 |



11 DORIN J. MEINHART S1 01 | 23 7 16 | 2 0 2 |















CTE361 VIS COM 1 SM 5 137 69| 69 30 39 | 4 2 2 |

21 CARY W. DAVIDSON S1 02 | 30 16 14 | 1 0 1 |

31 CARY W. DAVIDSON S1 03 | 30 11 19 | 2 1 1 |

41 CARY W. DAVIDSON S1 04 | 9 3 6 | 1 1 0 |


CTE362 VIS COM 2 SM 2 43 9| 9 6 3 | 1 1 0 |

41 CARY W. DAVIDSON S1 04 | 9 6 3 | 1 1 0 |


CTE365 VIS COM CS 1 SM 1 0 0| 0 0 0 | 0 0 0 |

41 CARY W. DAVIDSON S1 04 | 0 0 0 | 0 0 0 |

51 CARY W. DAVIDSON S1 05 | 0 0 0 | 0 0 0 |


CTE368 DIGITAL PHOTOGR SM 1 30 30| 30 16 14 | 4 2 2 |

51 CARY W. DAVIDSON S1 05 | 30 16 14 | 4 2 2 |


CTE371 DRAWING 1 SM 5 120 58| 58 29 29 | 4 2 2 |

41 LONNIE J. CHAVEZ S1 04 | 28 14 14 | 3 1 2 |

51 LONNIE J. CHAVEZ S1 05 | 30 15 15 | 1 1 0 |



61 LONNIE J. CHAVEZ S1 06 | 15 12 3 | 0 0 0 |


CTE377 GRAPHC DES CS 1 SM 1 4 1| 1 1 0 | 0 0 0 |

61 LONNIE J. CHAVEZ S1 06 | 1 1 0 | 0 0 0 |



21 MICHAEL R. FAWCETT S1 02 | 23 0 23 | 1 0 1 |






CTE389 ROBOTICS TECH 1 SM 1 16 16| 16 2 14 | 1 0 1 |







CTE391 WEB PUBLISH 1 SM 1 7 5| 5 0 5 | 1 0 1 |






CTE401 DRAFTING 1 SM 2 65 56| 56 12 44 | 5 0 5 |

11 TIMOTHY M. SCOTT S1 01 | 8 3 5 | 2 0 2 |

21 TIMOTHY M. SCOTT S1 02 | 24 5 19 | 2 0 2 |

31 TIMOTHY M. SCOTT S1 03 | 24 4 20 | 1 0 1 |



11 TIMOTHY M. SCOTT S1 01 | 9 2 7 | 1 0 1 |



11 TIMOTHY M. SCOTT S1 01 | 4 0 4 | 0 0 0 |









CTE419 COMP TECH CS 1 SM 1 3 2| 2 0 2 | 0 0 0 |

11 TIMOTHY M. SCOTT S1 01 | 1 0 1 | 0 0 0 |





41 TIMOTHY M. SCOTT S1 04 | 15 3 12 | 4 1 3 |

51 TIMOTHY M. SCOTT S1 05 | 24 5 19 | 3 1 2 |



41 TIMOTHY M. SCOTT S1 04 | 4 1 3 | 0 0 0 |


CTE465 YEARBOOK 1 SM 2 25 17| 17 7 10 | 2 1 1 |

61 KATJA H. HILTUNEN S1 06 | 17 7 10 | 2 1 1 |





CTE472 WBL AUTOMOTIVE SM 1 30 0| 0 0 0 | 0 0 0 |



CTE473 WBL BUS ED SM 1 60 11| 11 9 2 | 0 0 0 |






CTE478 WBL DRAFT ENGIN SM 1 60 1| 1 0 1 | 0 0 0 |



CTE480 WBL FAM CONS SC SM 1 60 0| 0 0 0 | 0 0 0 |







CTE481 WBL GPH DES PRO SM 1 30 0| 0 0 0 | 0 0 0 |



CTE483 WBL JEWELRY MFG SM 1 60 0| 0 0 0 | 0 0 0 |









CTE488 WBL VIS COM SM 1 60 1| 1 0 1 | 0 0 0 |



CTE514 NEWSPAPER 1 SM 1 25 13| 13 12 1 | 0 0 0 |

41 ANECIA D. GRIGSBY S1 04 | 13 12 1 | 0 0 0 |



31 CHANTAL F. BALDACCI S1 03 | 11 2 9 | 0 0 0 |






ELL205 ELL US HIST 1 SM 1 31 27| 27 6 21 | 1 0 1 |







ELL810 ELL MONITORING YR 1 48 46| 46 20 26 | 12 7 5 |

71 CHANTAL F. BALDACCI YR 07 | 46 20 26 | 12 7 5 |


FOR201 FRENCH 1 SM 4 60 61| 61 35 26 | 0 0 0 |

11 KYE S. CEZENNE S1 01 | 31 20 11 | 0 0 0 |

41 KYE S. CEZENNE S1 04 | 30 15 15 | 0 0 0 |


FOR203 FRENCH 3 SM 2 60 45| 45 33 12 | 2 2 0 |


61 KYE S. CEZENNE S1 06 | 30 21 9 | 0 0 0 |


FOR205 FRENCH 5 SM 2 46 43| 43 28 15 | 0 0 0 |

31 KYE S. CEZENNE S1 03 | 18 9 9 | 0 0 0 |

51 KYE S. CEZENNE S1 05 | 25 19 6 | 0 0 0 |


FOR207 FRENCH 7 SM 1 12 8| 8 7 1 | 0 0 0 |

31 KYE S. CEZENNE S1 03 | 6 5 1 | 0 0 0 |

51 KYE S. CEZENNE S1 05 | 2 2 0 | 0 0 0 |


FOR401 JAPANESE 1 SM 2 60 38| 38 19 19 | 3 2 1 |

21 JESSICA C. LEE S1 02 | 21 10 11 | 2 1 1 |

41 JESSICA C. LEE S1 04 | 17 9 8 | 1 1 0 |






FOR403 JAPANESE 3 SM 2 60 49| 49 26 23 | 2 2 0 |

31 JESSICA C. LEE S1 03 | 24 14 10 | 1 1 0 |

51 JESSICA C. LEE S1 05 | 25 12 13 | 1 1 0 |


FOR420 UW JAPANESE 1 SM 1 30 13| 13 6 7 | 0 0 0 |

61 JESSICA C. LEE S1 06 | 13 6 7 | 0 0 0 |


FOR501 LATIN 1 SM 2 30 30| 30 15 15 | 0 0 0 |

11 RAY S. DALLY S1 01 | 30 15 15 | 0 0 0 |


FOR503 LATIN 3 SM 2 30 32| 32 21 11 | 0 0 0 |

31 RAY S. DALLY S1 03 | 32 21 11 | 0 0 0 |


FOR505 LATIN 5 SM 1 30 12| 12 8 4 | 0 0 0 |

21 RAY S. DALLY S1 02 | 12 8 4 | 0 0 0 |


FOR601 SPANISH 1 SM 9 180 175| 175 88 87 | 4 1 3 |

11 NORMA I. VEGA COLON S1 01 | 28 12 16 | 0 0 0 |

31 DUSTIN P. HEDGER S1 03 | 29 14 15 | 0 0 0 |


51 DUSTIN P. HEDGER S1 05 | 30 11 19 | 1 0 1 |

61 DUSTIN P. HEDGER S1 06 | 30 15 15 | 0 0 0 |



FOR603 SPANISH 3 SM 5 122 128| 128 74 54 | 2 1 1 |



52 EVA D. MEANS S1 05 | 32 17 15 | 2 1 1 |

61 EVA D. MEANS S1 06 | 32 19 13 | 0 0 0 |


FOR605 SPANISH 5 SM 3 60 52| 52 30 22 | 1 1 0 |

21 DUSTIN P. HEDGER S1 02 | 25 18 7 | 0 0 0 |

41 DUSTIN P. HEDGER S1 04 | 27 12 15 | 1 1 0 |


FOR620 UW SPANISH 1 SM 1 30 21| 21 14 7 | 0 0 0 |

41 EVA D. MEANS S1 04 | 21 14 7 | 0 0 0 |



11 JESSICA C. LEE S1 01 | 30 15 15 | 4 1 3 |

12 LONNIE J. CHAVEZ S1 01 | 28 15 13 | 3 1 2 |

13 CARY W. DAVIDSON S1 01 | 23 9 14 | 3 0 3 |


21 LONNIE J. CHAVEZ S1 02 | 25 18 7 | 1 1 0 |


GEN212 ADVISORY 2012 YR 1 389 325| 325 149 176 | 18 5 13 |

01 TORI T. AMMONS YR 08 | 5 3 2 | 2 1 1 |

02 ERIC D. ARNOLD YR 08 | 4 2 2 | 0 0 0 |

03 VIVIAN G. BAGLIEN YR 08 | 5 3 2 | 0 0 0 |

04 CHANTAL F. BALDACCI YR 08 | 3 1 2 | 0 0 0 |

05 PATRIA R. BAUMSTARK YR 08 | 4 1 3 | 0 0 0 |

06 HEIDI K. BENDT YR 08 | 4 2 2 | 1 0 1 |

07 JERRY P. BENTLER YR 08 | 4 2 2 | 0 0 0 |

08 LEIMOMI M. BOWLES YR 08 | 4 1 3 | 0 0 0 |

09 KENT D. RODSETH YR 08 | 4 1 3 | 0 0 0 |

10 JENNIE M. BUETOW YR 08 | 5 3 2 | 0 0 0 |





11 STEVEN I. CALHOUN YR 08 | 4 3 1 | 1 1 0 |

12 CHRISTOPHER J. CARR YR 08 | 4 3 1 | 0 0 0 |

13 LONNIE J. CHAVEZ YR 08 | 5 0 5 | 0 0 0 |

14 KYE S. CEZENNE YR 08 | 5 5 0 | 0 0 0 |

15 JANET H. CHU YR 08 | 5 1 4 | 1 0 1 |

16 RICK D. NELSON YR 08 | 3 1 2 | 1 0 1 |

17 KENNETH N. COLBURN YR 08 | 4 1 3 | 1 0 1 |

18 GREGG R. COLLETTE YR 08 | 4 3 1 | 0 0 0 |

19 RAY S. DALLY YR 08 | 4 2 2 | 0 0 0 |

20 CARY W. DAVIDSON YR 08 | 3 2 1 | 1 0 1 |

21 PATRICIA E. ECKELMAN YR 08 | 5 2 3 | 0 0 0 |

22 DEREK E. ENZ YR 08 | 3 1 2 | 0 0 0 |

23 MICHAEL R. FAWCETT YR 08 | 5 2 3 | 0 0 0 |

24 PAUL H. FOUHY YR 08 | 4 3 1 | 0 0 0 |

25 ADAM C. FRANCE YR 08 | 4 1 3 | 0 0 0 |

26 KAREN M. FRERICHS YR 08 | 4 1 3 | 0 0 0 |

28 JARED D. GERVAIS YR 08 | 5 1 4 | 1 0 1 |

29 DOUGLAS S. GONZALES YR 08 | 3 1 2 | 2 0 2 |

30 KIRSTEN A. GRAVNING YR 08 | 5 1 4 | 0 0 0 |

31 ANECIA D. GRIGSBY YR 08 | 4 4 0 | 0 0 0 |

33 SAMIA P. HALLAK YR 08 | 4 3 1 | 0 0 0 |

34 EVELYN I. HAMMER YR 08 | 4 3 1 | 0 0 0 |

35 ROBIN K. HAMMER YR 08 | 6 2 4 | 0 0 0 |

36 THERESA A. HAYNES YR 08 | 4 2 2 | 0 0 0 |

37 DUSTIN P. HEDGER YR 08 | 4 4 0 | 0 0 0 |

38 JAYME L. HOSTETTER YR 08 | 3 0 3 | 0 0 0 |

39 KATJA H. HILTUNEN YR 08 | 2 2 0 | 0 0 0 |

40 JESSICA C. LEE YR 08 | 5 0 5 | 0 0 0 |

41 NATHAN R. LEMANSKI YR 08 | 4 3 1 | 0 0 0 |

42 ROBERTA J. LOCKE YR 08 | 5 1 4 | 0 0 0 |

43 KAY M. LORRAIN YR 08 | 5 1 4 | 1 0 1 |

44 BRIAN E. LOVEJOY YR 08 | 5 1 4 | 0 0 0 |

46 DORIN J. MEINHART YR 08 | 5 3 2 | 0 0 0 |

47 AMY L. MILLS GOLDBERG YR 08 | 3 1 2 | 0 0 0 |

48 LEAHMARIE O'BRIEN YR 08 | 5 1 4 | 1 1 0 |

49 NORENE L. OSBORNE YR 08 | 5 2 3 | 0 0 0 |

50 TERRANCE Z. JOHNSON YR 08 | 5 1 4 | 0 0 0 |

51 DAVID A. PRESTON YR 08 | 4 1 3 | 0 0 0 |

52 JON W. PRICE YR 08 | 3 2 1 | 0 0 0 |

53 DEREK V. PYLE YR 08 | 4 2 2 | 0 0 0 |

54 WAYNE D. RUMBAUGH YR 08 | 5 1 4 | 0 0 0 |

55 TIMOTHY M. SCOTT YR 08 | 5 3 2 | 0 0 0 |

56 MAUREEN A. SERNA YR 08 | 5 3 2 | 1 1 0 |

57 KARL F. STEFFIN YR 08 | 5 3 2 | 0 0 0 |

58 JULIANNE R. STRICHERZ YR 08 | 4 2 2 | 1 1 0 |

59 LESLIE J. TAUZER YR 08 | 5 4 1 | 0 0 0 |

60 JANA D. THOMAS YR 08 | 5 1 4 | 1 0 1 |

61 ALICIA J. THOMPSON YR 08 | 5 2 3 | 0 0 0 |

62 BRADLEY J. COMSTOCK YR 08 | 1 0 1 | 1 0 1 |

63 NORMA I. VEGA COLON YR 08 | 3 0 3 | 0 0 0 |

64 GLEN W. WALKER YR 08 | 5 1 4 | 0 0 0 |

65 TORI L. SAUERBIER YR 08 | 0 0 0 | 0 0 0 |

66 DEBRA J. LANDIS YR 08 | 0 0 0 | 0 0 0 |

67 KAREN L. BROWN YR 08 | 0 0 0 | 0 0 0 |

68 KAREN M. AINSWORTH YR 08 | 0 0 0 | 0 0 0 |

70 MONTE F. ECKELMAN YR 08 | 0 0 0 | 0 0 0 |





71 TERRI A. HERREN YR 08 | 0 0 0 | 0 0 0 |

72 STEVEN R. DUBAY YR 08 | 0 0 0 | 0 0 0 |

73 ANDREA MCHENRY YR 08 | 0 0 0 | 0 0 0 |

74 NANCY E. TAPP YR 08 | 7 4 3 | 0 0 0 |

75 ANGELA K. MCCAUSLAND YR 08 | 3 1 2 | 1 0 1 |

RS CAROL L. HANSON YR 08 | 57 32 25 | 0 0 0 |



41 JESSICA C. LEE S1 04 | 1 0 1 | 0 0 0 |

51 KAREN M. FRERICHS S1 05 | 1 1 0 | 0 0 0 |


GEN400 AMHS CORE SM 1 3101 559| 558 241 317 | 69 23 46 |

01 TORI T. AMMONS S1 08 | 16 7 9 | 1 1 0 |


05 HEIDI K. BENDT S1 08 | 14 2 12 | 1 0 1 |

07 JENNIE M. BUETOW S1 08 | 4 2 2 | 0 0 0 |

09 TERRANCE Z. JOHNSON S1 08 | 22 6 16 | 9 3 6 |

101 ERIC D. ARNOLD S1 08 | 10 5 5 | 0 0 0 |

103 PATRIA R. BAUMSTARK S1 08 | 15 7 8 | 2 1 1 |

105 JERRY P. BENTLER S1 08 | 7 4 3 | 0 0 0 |


11 LONNIE J. CHAVEZ S1 08 | 2 1 1 | 0 0 0 |

110 DEREK V. PYLE S1 08 | 0 0 0 | 0 0 0 |

112 TIMOTHY M. SCOTT S1 08 | 0 0 0 | 0 0 0 |

114 BRADLEY J. COMSTOCK S1 08 | 5 2 3 | 5 2 3 |

116 GLEN W. WALKER S1 08 | 0 0 0 | 0 0 0 |

118 FRANK G. BOYKO S1 08 | 21 14 7 | 0 0 0 |

120 ROBERTA J. LOCKE S1 08 | 0 0 0 | 0 0 0 |


13 JANET H. CHU S1 08 | 22 9 13 | 2 1 1 |

15 KENNETH N. COLBURN S1 08 | 12 7 5 | 1 1 0 |

17 GREGG R. COLLETTE S1 08 | 17 7 10 | 0 0 0 |

19 RAY S. DALLY S1 08 | 7 2 5 | 0 0 0 |

1N NANCY E. TAPP S1 08 | 1 1 0 | 1 1 0 |

21 ADAM C. FRANCE S1 08 | 21 10 11 | 0 0 0 |

23 JARED D. GERVAIS S1 08 | 4 2 2 | 2 1 1 |

25 JAYME L. HOSTETTER S1 08 | 16 10 6 | 0 0 0 |

27 DOUGLAS S. GONZALES S1 08 | 19 2 17 | 5 0 5 |

29 KIRSTEN A. GRAVNING S1 08 | 5 0 5 | 0 0 0 |



35 EVELYN I. HAMMER S1 08 | 3 0 3 | 0 0 0 |

37 ROBIN K. HAMMER S1 08 | 7 2 5 | 0 0 0 |

39 THERESA A. HAYNES S1 08 | 7 0 7 | 1 0 1 |

41 DUSTIN P. HEDGER S1 08 | 4 2 2 | 2 1 1 |


45 NATHAN R. LEMANSKI S1 08 | 21 6 15 | 1 0 1 |

49 BRIAN E. LOVEJOY S1 08 | 9 4 5 | 0 0 0 |

51 ANGELA K. MCCAUSLAND S1 08 | 0 0 0 | 0 0 0 |

53 LEAHMARIE O'BRIEN S1 08 | 14 7 7 | 2 0 2 |

55 JON W. PRICE S1 08 | 17 7 10 | 6 2 4 |

57 WAYNE D. RUMBAUGH S1 08 | 23 8 15 | 4 1 3 |

59 MAUREEN A. SERNA S1 08 | 6 1 5 | 0 0 0 |

61 KARL F. STEFFIN S1 08 | 20 13 7 | 0 0 0 |

63 JULIANNE R. STRICHERZ S1 08 | 16 9 7 | 0 0 0 |

65 LESLIE J. TAUZER S1 08 | 9 3 6 | 0 0 0 |





67 DAVID A. PRESTON S1 08 | 16 8 8 | 2 1 1 |

69 JANA D. THOMAS S1 08 | 0 0 0 | 0 0 0 |


73 RICK D. NELSON S1 08 | 7 2 5 | 1 0 1 |

75 CARY W. DAVIDSON S1 08 | 5 2 3 | 0 0 0 |

77 DEREK E. ENZ S1 08 | 2 1 1 | 0 0 0 |

79 PAUL H. FOUHY S1 08 | 8 2 6 | 2 0 2 |

81 ALICIA J. THOMPSON S1 08 | 7 3 4 | 1 0 1 |


85 JESSICA C. LEE S1 08 | 3 0 3 | 1 0 1 |

87 KENT D. RODSETH S1 08 | 0 0 0 | 0 0 0 |


91 LEIMOMI M. BOWLES S1 08 | 0 0 0 | 0 0 0 |

93 KYE S. CEZENNE S1 08 | 6 4 2 | 0 0 0 |




SC9 KAY M. LORRAIN S1 08 | 14 5 9 | 3 1 2 |



11 ANDREA MCHENRY S1 01 | 1 0 1 | 0 0 0 |

21 ANDREA MCHENRY S1 02 | 1 1 0 | 0 0 0 |

31 ANDREA MCHENRY S1 03 | 1 1 0 | 0 0 0 |

41 ANDREA MCHENRY S1 04 | 2 2 0 | 0 0 0 |

51 ANDREA MCHENRY S1 05 | 2 0 2 | 1 0 1 |

61 ANDREA MCHENRY S1 06 | 0 0 0 | 0 0 0 |

71 ANDREA MCHENRY S1 07 | 1 1 0 | 0 0 0 |

91 ANDREA MCHENRY S1 09 | 1 1 0 | 0 0 0 |


GEN503 ASB AIDE SM 1 7 2| 2 2 0 | 0 0 0 |

11 JANA D. THOMAS S1 01 | 0 0 0 | 0 0 0 |

21 JANA D. THOMAS S1 02 | 0 0 0 | 0 0 0 |

31 JANA D. THOMAS S1 03 | 1 1 0 | 0 0 0 |

41 JANA D. THOMAS S1 04 | 0 0 0 | 0 0 0 |

51 JANA D. THOMAS S1 05 | 0 0 0 | 0 0 0 |

61 JANA D. THOMAS S1 06 | 1 1 0 | 0 0 0 |

91 JANA D. THOMAS S1 09 | 0 0 0 | 0 0 0 |



11 CHRISTOPHER J. CARR S1 01 | 3 1 2 | 0 0 0 |










11 CAROL L. HANSON S1 01 | 0 0 0 | 0 0 0 |

21 CAROL L. HANSON S1 02 | 0 0 0 | 0 0 0 |

31 CAROL L. HANSON S1 03 | 0 0 0 | 0 0 0 |

41 CAROL L. HANSON S1 04 | 0 0 0 | 0 0 0 |

51 CAROL L. HANSON S1 05 | 1 1 0 | 0 0 0 |

61 CAROL L. HANSON S1 06 | 1 1 0 | 0 0 0 |







11 KAREN L. BROWN S1 01 | 2 1 1 | 0 0 0 |

21 KAREN L. BROWN S1 02 | 3 2 1 | 0 0 0 |

31 KAREN L. BROWN S1 03 | 3 1 2 | 0 0 0 |

41 KAREN L. BROWN S1 04 | 3 2 1 | 0 0 0 |

51 KAREN L. BROWN S1 05 | 2 1 1 | 0 0 0 |

61 KAREN L. BROWN S1 06 | 3 0 3 | 1 0 1 |

71 KAREN L. BROWN S1 07 | 0 0 0 | 0 0 0 |

91 KAREN L. BROWN S1 09 | 1 1 0 | 0 0 0 |



11 NANCY E. TAPP S1 01 | 2 2 0 | 0 0 0 |

21 NANCY E. TAPP S1 02 | 1 1 0 | 1 1 0 |

31 NANCY E. TAPP S1 03 | 2 1 1 | 0 0 0 |

41 NANCY E. TAPP S1 04 | 1 0 1 | 0 0 0 |

51 NANCY E. TAPP S1 05 | 2 1 1 | 1 0 1 |

61 NANCY E. TAPP S1 06 | 0 0 0 | 0 0 0 |

91 NANCY E. TAPP S1 09 | 1 1 0 | 0 0 0 |



11 HEIDI K. BENDT S1 01 | 0 0 0 | 0 0 0 |

11A TORI T. AMMONS S1 01 | 1 1 0 | 0 0 0 |

11B LEIMOMI M. BOWLES S1 01 | 1 1 0 | 0 0 0 |

11c KYE S. CEZENNE S1 01 | 1 0 1 | 0 0 0 |

12 RAY S. DALLY S1 01 | 0 0 0 | 0 0 0 |

13 ROBERTA J. LOCKE S1 01 | 1 1 0 | 0 0 0 |



16 JANA D. THOMAS S1 01 | 0 0 0 | 0 0 0 |

17 MONTE F. ECKELMAN S1 01 | 1 1 0 | 0 0 0 |

18 DEREK E. ENZ S1 01 | 0 0 0 | 0 0 0 |

19 JANET H. CHU S1 01 | 0 0 0 | 0 0 0 |

21 HEIDI K. BENDT S1 06 | 0 0 0 | 0 0 0 |

22 ROBERTA J. LOCKE S1 02 | 1 1 0 | 0 0 0 |

23 TORI T. AMMONS S1 02 | 0 0 0 | 0 0 0 |

24 TORI T. AMMONS S1 02 | 0 0 0 | 0 0 0 |

25 EVELYN I. HAMMER S1 02 | 0 0 0 | 0 0 0 |

26 KYE S. CEZENNE S1 02 | 0 0 0 | 0 0 0 |


29 JON W. PRICE S1 02 | 0 0 0 | 0 0 0 |

2A ANGELA K. MCCAUSLAND S1 02 | 1 1 0 | 0 0 0 |

2B PAUL H. FOUHY S1 02 | 1 0 1 | 0 0 0 |

31 HEIDI K. BENDT S1 03 | 1 1 0 | 0 0 0 |


33 GLEN W. WALKER S1 03 | 0 0 0 | 0 0 0 |

34 DEREK E. ENZ S1 03 | 1 0 1 | 1 0 1 |



37 PAUL H. FOUHY S1 03 | 1 1 0 | 0 0 0 |

38 ADAM C. FRANCE S1 03 | 0 0 0 | 0 0 0 |


3A LONNIE J. CHAVEZ S1 03 | 1 1 0 | 0 0 0 |

3B CHRISTOPHER J. CARR S1 03 | 0 0 0 | 0 0 0 |

3C THERESA A. HAYNES S1 03 | 0 0 0 | 0 0 0 |

3D STEPHANIE E. KEAGLE S1 03 | 0 0 0 | 0 0 0 |





3F ADAM C. FRANCE S1 03 | 0 0 0 | 0 0 0 |

3s CHANTAL F. BALDACCI S1 03 | 1 0 1 | 0 0 0 |


42 JESSICA C. LEE S1 04 | 0 0 0 | 0 0 0 |

43 HEIDI K. BENDT S1 04 | 0 0 0 | 0 0 0 |

44 DUSTIN P. HEDGER S1 04 | 0 0 0 | 0 0 0 |



47 KYE S. CEZENNE S1 04 | 1 0 1 | 0 0 0 |



4A SAMIA P. HALLAK S1 04 | 1 1 0 | 0 0 0 |

4P JON W. PRICE S1 04 | 1 1 0 | 0 0 0 |

51 JESSICA C. LEE S1 05 | 0 0 0 | 0 0 0 |



54 MONTE F. ECKELMAN S1 05 | 0 0 0 | 0 0 0 |

55 LONNIE J. CHAVEZ S1 05 | 0 0 0 | 0 0 0 |

56 DEREK E. ENZ S1 05 | 1 1 0 | 0 0 0 |

57 DUSTIN P. HEDGER S1 05 | 1 1 0 | 0 0 0 |

58 PAUL H. FOUHY S1 05 | 1 0 1 | 0 0 0 |





64 RAY S. DALLY S1 06 | 0 0 0 | 0 0 0 |

65 LONNIE J. CHAVEZ S1 06 | 0 0 0 | 0 0 0 |

66 JANA D. THOMAS S1 06 | 1 1 0 | 0 0 0 |

67 JENNIE M. BUETOW S1 06 | 0 0 0 | 0 0 0 |

6E DEREK E. ENZ S1 06 | 1 1 0 | 0 0 0 |

6F KAREN M. FRERICHS S1 06 | 1 0 1 | 1 0 1 |

6V NORMA I. VEGA COLON S1 06 | 1 1 0 | 0 0 0 |



11 ANDREA MCHENRY S1 01 | 19 7 12 | 1 1 0 |

21 ANDREA MCHENRY S1 02 | 8 2 6 | 0 0 0 |

31 ANDREA MCHENRY S1 03 | 7 1 6 | 0 0 0 |

41 ANDREA MCHENRY S1 04 | 10 3 7 | 1 0 1 |

51 ANDREA MCHENRY S1 05 | 11 3 8 | 1 0 1 |

61 ANDREA MCHENRY S1 06 | 27 16 11 | 1 0 1 |








GEN705 COACH MONITOR YR 1 50 33| 33 0 33 | 3 0 3 |

FB JARED D. GERVAIS YR 00 | 33 0 33 | 3 0 3 |


GEN706 C L MONITORING YR 1 160 23| 23 9 14 | 23 9 14 |

71 ANECIA D. GRIGSBY YR 07 | 23 9 14 | 23 9 14 |

72 TARA N. FULTON YR 07 | 0 0 0 | 0 0 0 |

73 ANGELA K. MCCAUSLAND YR 07 | 0 0 0 | 0 0 0 |


GEN708 APEX SM 1 111 36| 36 18 18 | 0 0 0 |





31 DEREK V. PYLE S1 03 | 12 8 4 | 0 0 0 |

61 SAMIA P. HALLAK S1 06 | 24 10 14 | 0 0 0 |



11 KAREN L. BROWN S1 01 | 106 66 40 | 0 0 0 |

21 KAREN L. BROWN S1 02 | 102 65 37 | 0 0 0 |

31 KAREN L. BROWN S1 03 | 101 61 40 | 0 0 0 |

41 KAREN L. BROWN S1 04 | 107 70 37 | 0 0 0 |

51 KAREN L. BROWN S1 05 | 95 61 34 | 0 0 0 |

61 KAREN L. BROWN S1 06 | 83 49 34 | 0 0 0 |

71 KAREN L. BROWN S1 07 | 1 1 0 | 0 0 0 |




31 JANA D. THOMAS S1 03 | 30 19 11 | 1 0 1 |


GEN806 ADV LEADERSHIP SM 1 60 28| 28 20 8 | 0 0 0 |

21 JANA D. THOMAS S1 02 | 28 20 8 | 0 0 0 |


GEN808 SERV LEARN SM 1 30 19| 19 13 6 | 0 0 0 |

61 HEIDI K. BENDT S1 06 | 19 13 6 | 0 0 0 |


GEN814 AHS AUTO TECH YR 1 40 3| 3 0 3 | 1 0 1 |

11 STEVEN R. DUBAY YR 01 | 2 0 2 | 0 0 0 |

51 STEVEN R. DUBAY YR 05 | 1 0 1 | 1 0 1 |


GEN816 AHS WELDING YR 2 8 3| 3 1 2 | 0 0 0 |

11 STEVEN R. DUBAY YR 01 | 1 0 1 | 0 0 0 |

21 STEVEN R. DUBAY YR 02 | 2 1 1 | 0 0 0 |

31 STEVEN R. DUBAY YR 03 | 0 0 0 | 0 0 0 |


GEN817 AHS MACH TRNG YR 1 30 1| 1 0 1 | 0 0 0 |

01 STEVEN R. DUBAY YR 01 | 1 0 1 | 0 0 0 |


GEN823 WAHS STUDENT YR 1 2 1| 1 0 1 | 0 0 0 |

11 MONTE F. ECKELMAN YR 00 | 1 0 1 | 0 0 0 |


GEN825 HOME SCHOOL YR 1 180 24| 24 10 14 | 0 0 0 |








GEN827 AHS SM GAS ENG SM 1 2 1| 1 1 0 | 0 0 0 |

31 STEVEN R. DUBAY S1 03 | 1 1 0 | 0 0 0 |


GEN831 NON-RETURNING SM 1 30 0| 0 0 0 | 0 0 0 |

11 KAREN L. BROWN S1 01 | 0 0 0 | 0 0 0 |


LAN101 LA 9 INTERVEN 1 SM 2 15 12| 12 4 8 | 1 1 0 |

22 MAUREEN A. SERNA S1 02 | 12 4 8 | 1 1 0 |


LAN120 LA 9 1 SM 8 243 244| 244 113 131 | 10 5 5 |

11 HEIDI K. BENDT S1 01 | 27 14 13 | 0 0 0 |





21 HEIDI K. BENDT S1 02 | 26 9 17 | 1 0 1 |

23 SAMIA P. HALLAK S1 02 | 26 9 17 | 2 1 1 |

41 HEIDI K. BENDT S1 04 | 27 15 12 | 1 0 1 |

42 JANET H. CHU S1 04 | 27 16 11 | 1 1 0 |

43 SAMIA P. HALLAK S1 04 | 27 11 16 | 1 0 1 |

51 HEIDI K. BENDT S1 05 | 28 13 15 | 2 1 1 |

52 SAMIA P. HALLAK S1 05 | 28 15 13 | 2 2 0 |

61 JANET H. CHU S1 06 | 28 11 17 | 0 0 0 |


LAN130 LA 9 HONORS 1 SM 4 90 92| 92 46 46 | 0 0 0 |

11 MAUREEN A. SERNA S1 01 | 31 12 19 | 0 0 0 |

41 MAUREEN A. SERNA S1 04 | 31 17 14 | 0 0 0 |

51 MAUREEN A. SERNA S1 05 | 30 17 13 | 0 0 0 |


LAN220 LA 10 1 SM 9 270 262| 262 115 147 | 6 2 4 |











LAN230 LA 10 HONORS 1 SM 6 150 133| 133 82 51 | 0 0 0 |

11 EVELYN I. HAMMER S1 01 | 28 17 11 | 0 0 0 |

21 EVELYN I. HAMMER S1 02 | 25 16 9 | 0 0 0 |



51 EVELYN I. HAMMER S1 05 | 30 20 10 | 0 0 0 |



31 EVELYN I. HAMMER S1 03 | 13 3 10 | 1 0 1 |

LP1 SAMIA P. HALLAK S1 01 | 10 4 6 | 1 0 1 |


LAN320 AMER LIT 1 SM 8 235 196| 196 103 93 | 9 5 4 |

11 JANET H. CHU S1 01 | 28 11 17 | 1 0 1 |

21 ADAM C. FRANCE S1 02 | 23 15 8 | 2 2 0 |

22 JANET H. CHU S1 02 | 27 17 10 | 1 1 0 |

31 ADAM C. FRANCE S1 03 | 30 13 17 | 0 0 0 |

41 ADAM C. FRANCE S1 04 | 20 10 10 | 0 0 0 |

51 JANET H. CHU S1 05 | 29 21 8 | 2 1 1 |

62 ADAM C. FRANCE S1 06 | 25 12 13 | 2 0 2 |

B12 PAUL H. FOUHY S1 01 | 14 4 10 | 1 1 0 |


LAN330 AP LAN/COMP 1 SM 3 90 88| 88 60 28 | 1 1 0 |

41 KRISTINE A. BROWN S1 04 | 30 23 7 | 1 1 0 |





21 PAUL H. FOUHY S1 02 | 30 8 22 | 2 0 2 |


LAN413 INDIV LIT 1 SM 3 90 21| 21 11 10 | 0 0 0 |

31 MAUREEN A. SERNA S1 03 | 21 11 10 | 0 0 0 |







11 ADAM C. FRANCE S1 01 | 25 15 10 | 0 0 0 |



21 ROBIN K. HAMMER S1 02 | 27 9 18 | 1 0 1 |




LAN418 POETRY SM 2 60 30| 30 16 14 | 3 2 1 |

61 EVELYN I. HAMMER S1 06 | 30 16 14 | 3 2 1 |


LAN430 AP LIT/COMP 1 SM 3 60 58| 58 29 29 | 0 0 0 |

11 ROBIN K. HAMMER S1 01 | 30 15 15 | 0 0 0 |

31 ROBIN K. HAMMER S1 03 | 28 14 14 | 0 0 0 |


LAN517 DEBATE SM 1 30 16| 16 9 7 | 1 0 1 |



MAT100 MATH INTERVTN 1 SM 2 30 23| 23 13 10 | 8 3 5 |

LP1 LEAHMARIE O'BRIEN S1 04 | 11 7 4 | 3 0 3 |

LP2 LEAHMARIE O'BRIEN S1 03 | 12 6 6 | 5 3 2 |


MAT110 FOUND ALG/GEO 1 SM 2 50 30| 30 13 17 | 5 0 5 |

51 RICK D. NELSON S1 05 | 14 5 9 | 3 0 3 |




11 JERRY P. BENTLER S1 01 | 15 8 7 | 6 4 2 |


MAT120 ALGEBRA 1 SM 10 375 258| 258 113 145 | 14 5 9 |

21 DAVID A. PRESTON S1 02 | 27 11 16 | 2 1 1 |


31 DAVID A. PRESTON S1 03 | 25 12 13 | 0 0 0 |


33 RICK D. NELSON S1 03 | 25 9 16 | 0 0 0 |


51 FRANK G. BOYKO S1 05 | 30 10 20 | 1 0 1 |

61 FRANK G. BOYKO S1 06 | 23 13 10 | 2 1 1 |

62 DAVID A. PRESTON S1 06 | 22 9 13 | 1 0 1 |

63 RICK D. NELSON S1 06 | 25 9 16 | 1 1 0 |


MAT121 ALGEBRA 2 SM 13 347 68| 68 32 36 | 4 2 2 |

F21 BRIAN E. LOVEJOY S1 02 | 21 10 11 | 2 1 1 |




MAT122 COE ALGEBRA 1 SM 1 30 11| 11 5 6 | 1 0 1 |

11 RICK D. NELSON S1 01 | 11 5 6 | 1 0 1 |


MAT210 GEOMETRY 1 SM 13 315 253| 253 125 128 | 4 0 4 |

11 FRANK G. BOYKO S1 01 | 32 14 18 | 1 0 1 |

21 FRANK G. BOYKO S1 02 | 33 17 16 | 1 0 1 |

31 FRANK G. BOYKO S1 03 | 30 14 16 | 0 0 0 |











MAT211 GEOMETRY 2 SM 12 290 46| 46 22 24 | 3 0 3 |

F21 LEAHMARIE O'BRIEN S1 02 | 23 11 12 | 1 0 1 |

F61 LEAHMARIE O'BRIEN S1 06 | 23 11 12 | 2 0 2 |


MAT222 COE GEOMETRY 1 SM 1 30 10| 10 3 7 | 1 0 1 |

21 RICK D. NELSON S1 02 | 10 3 7 | 1 0 1 |





21 JERRY P. BENTLER S1 02 | 31 18 13 | 0 0 0 |

31 LESLIE J. TAUZER S1 03 | 31 19 12 | 0 0 0 |


42 BRIAN E. LOVEJOY S1 04 | 31 16 15 | 0 0 0 |

43 LESLIE J. TAUZER S1 04 | 31 10 21 | 0 0 0 |

51 BRIAN E. LOVEJOY S1 05 | 31 13 18 | 0 0 0 |



61 JERRY P. BENTLER S1 06 | 30 16 14 | 1 1 0 |




31 JERRY P. BENTLER S1 03 | 29 18 11 | 1 0 1 |

51 JERRY P. BENTLER S1 05 | 29 21 8 | 0 0 0 |



11 DAVID A. PRESTON S1 01 | 22 10 12 | 0 0 0 |

12 LESLIE J. TAUZER S1 01 | 29 24 5 | 0 0 0 |

21 LESLIE J. TAUZER S1 02 | 32 14 18 | 0 0 0 |

41 DAVID A. PRESTON S1 04 | 30 22 8 | 0 0 0 |






MAT416 AP STATS 1 SM 2 30 38| 38 17 21 | 0 0 0 |

51 LEAHMARIE O'BRIEN S1 05 | 38 17 21 | 0 0 0 |


MAT418 AP CALC BC 1 SM 1 10 6| 6 1 5 | 0 0 0 |




MUS105 CONCERT BAND SM 1 30 19| 19 6 13 | 2 0 2 |

21 DEREK V. PYLE S1 02 | 19 6 13 | 2 0 2 |



41 DEREK V. PYLE S1 04 | 29 14 15 | 0 0 0 |



31 DEREK V. PYLE S1 03 | 2 1 1 | 0 0 0 |


MUS125 SYMPHONC BAND SM 1 40 0| 0 0 0 | 0 0 0 |





21 DEREK V. PYLE S1 02 | 0 0 0 | 0 0 0 |



91 DEREK V. PYLE S1 09 | 21 6 15 | 0 0 0 |


MUS140 MARCHING BAND SM 1 40 36| 36 15 21 | 2 1 1 |

71 DEREK V. PYLE S1 07 | 36 15 21 | 2 1 1 |


MUS141 BAND FLAG LINE SM 1 10 6| 6 6 0 | 0 0 0 |

71 DEREK V. PYLE S1 07 | 6 6 0 | 0 0 0 |





MUS220 CHOIR-CHAMBER SM 1 40 15| 15 14 1 | 4 4 0 |



MUS225 ADV CHORUS SM 1 40 39| 39 27 12 | 1 1 0 |



MUS300 ORCHESTRA SM 1 40 19| 19 8 11 | 2 0 2 |






MUS401 GUITAR SM 2 111 49| 49 8 41 | 2 1 1 |

11 DEREK V. PYLE S1 01 | 14 2 12 | 1 1 0 |



PHY100 HEALTH SM 14 360 195| 195 89 106 | 14 3 11 |





33 KAY M. LORRAIN S1 03 | 30 11 19 | 4 2 2 |


61 KAY M. LORRAIN S1 06 | 29 9 20 | 2 0 2 |


PHY101 INTRO PE SM 5 216 124| 124 47 77 | 11 4 7 |

41 KAY M. LORRAIN S1 04 | 26 4 22 | 3 0 3 |

42 KENT D. RODSETH S1 04 | 26 10 16 | 2 1 1 |

51 KAY M. LORRAIN S1 05 | 36 17 19 | 3 1 2 |

61 KENT D. RODSETH S1 06 | 36 16 20 | 3 2 1 |


PHY205 AEROBICS SM 1 36 21| 21 18 3 | 1 0 1 |

11 KAY M. LORRAIN S1 01 | 21 18 3 | 1 0 1 |



31 GLEN W. WALKER S1 03 | 33 8 25 | 3 0 3 |


PHY211 CONDITIONING SM 2 72 35| 35 26 9 | 4 3 1 |




41 GLEN W. WALKER S1 04 | 24 5 19 | 2 0 2 |






PHY217 HOCKEY/SOC SM 1 36 34| 34 0 34 | 3 0 3 |

21 GLEN W. WALKER S1 02 | 34 0 34 | 3 0 3 |







PHY229 BEG WT TRNG SM 4 108 99| 99 17 82 | 9 1 8 |

11 GLEN W. WALKER S1 01 | 36 6 30 | 4 1 3 |

21 KENT D. RODSETH S1 02 | 27 5 22 | 3 0 3 |

51 KENT D. RODSETH S1 05 | 36 6 30 | 2 0 2 |


PHY303 ADV VLYBALL SM 2 36 29| 29 12 17 | 0 0 0 |



PHY305 ADV WT TRNG SM 2 72 62| 62 10 52 | 6 0 6 |

31 KENT D. RODSETH S1 03 | 32 4 28 | 3 0 3 |

61 GLEN W. WALKER S1 06 | 30 6 24 | 3 0 3 |



21 JARED D. GERVAIS S1 02 | 30 12 18 | 2 0 2 |



33 JARED D. GERVAIS S1 03 | 30 15 15 | 5 2 3 |

51 JARED D. GERVAIS S1 05 | 30 12 18 | 2 0 2 |


SCI202 BIOLOGY 1 SM 16 420 392| 392 185 207 | 19 6 13 |


12 JARED D. GERVAIS S1 01 | 30 17 13 | 3 1 2 |



31 JENNIE M. BUETOW S1 03 | 29 13 16 | 0 0 0 |



43 JARED D. GERVAIS S1 04 | 30 13 17 | 0 0 0 |


52 RAY S. DALLY S1 05 | 29 14 15 | 2 1 1 |


62 JENNIE M. BUETOW S1 06 | 29 15 14 | 1 0 1 |


64 RAY S. DALLY S1 06 | 22 12 10 | 0 0 0 |


SCI204 AP BIOLOGY 1 SM 1 30 13| 13 9 4 | 0 0 0 |

11 JENNIE M. BUETOW S1 01 | 13 9 4 | 0 0 0 |


SCI300 CHEMISTRY 1 SM 10 270 231| 231 118 113 | 0 0 0 |



22 KARL F. STEFFIN S1 02 | 29 13 16 | 0 0 0 |

31 KARL F. STEFFIN S1 03 | 27 16 11 | 0 0 0 |


42 KARL F. STEFFIN S1 04 | 26 14 12 | 0 0 0 |


52 KARL F. STEFFIN S1 05 | 20 9 11 | 0 0 0 |







SCI400 PHYSICS 1 SM 2 60 52| 52 21 31 | 0 0 0 |

11 KARL F. STEFFIN S1 01 | 22 8 14 | 0 0 0 |

61 LESLIE J. TAUZER S1 06 | 30 13 17 | 0 0 0 |


SCI503 ENVIRON BIOLOGY SM 2 92 45| 45 18 27 | 8 1 7 |

31 JENNIE M. BUETOW S1 03 | 1 1 0 | 0 0 0 |

41 JENNIE M. BUETOW S1 04 | 29 14 15 | 4 1 3 |

51 JENNIE M. BUETOW S1 05 | 15 3 12 | 4 0 4 |


SCI506 COMPUTER SCI 1 SM 1 1 1| 1 0 1 | 0 0 0 |




11 TORI T. AMMONS S1 01 | 28 11 17 | 1 0 1 |






21 TORI T. AMMONS S1 02 | 30 13 17 | 0 0 0 |

51 TORI T. AMMONS S1 05 | 31 11 20 | 0 0 0 |


SOC150 WORLD GEOGRAPHY SM 2 60 18| 18 8 10 | 3 0 3 |

11 JON W. PRICE S1 01 | 18 8 10 | 3 0 3 |


SOC202 US HISTORY 1 SM 13 391 373| 373 176 197 | 30 14 16 |



31 JON W. PRICE S1 03 | 28 14 14 | 1 0 1 |




42 JON W. PRICE S1 04 | 28 11 17 | 2 1 1 |



52 JON W. PRICE S1 05 | 28 16 12 | 3 2 1 |


62 JON W. PRICE S1 06 | 29 15 14 | 0 0 0 |




21 ERIC D. ARNOLD S1 02 | 32 22 10 | 0 0 0 |

31 ERIC D. ARNOLD S1 03 | 30 18 12 | 0 0 0 |

41 ERIC D. ARNOLD S1 04 | 28 12 16 | 0 0 0 |


SOC300 CIVICS SM 9 270 136| 136 76 60 | 14 4 10 |


21 JON W. PRICE S1 02 | 27 17 10 | 3 0 3 |

41 TORI T. AMMONS S1 04 | 27 13 14 | 3 0 3 |


61 TORI T. AMMONS S1 06 | 27 15 12 | 1 0 1 |



11 ERIC D. ARNOLD S1 01 | 24 16 8 | 0 0 0 |





51 ERIC D. ARNOLD S1 05 | 27 16 11 | 0 0 0 |


















SOC504 SOCIOLOGY 1 SM 3 90 29| 29 15 14 | 0 0 0 |

31 TORI T. AMMONS S1 03 | 28 14 14 | 0 0 0 |

61 TORI T. AMMONS S1 06 | 1 1 0 | 0 0 0 |


SPE211 READ/WR LAN 1 SM 1 28 22| 22 3 19 | 21 3 18 |




SPE213 READ/WR LAN 2 SM 2 28 23| 23 10 13 | 23 10 13 |




SPE215 READ/WR LAN 3 SM 2 28 15| 15 5 10 | 15 5 10 |


61 JAMES L. FIORETTI S1 06 | 3 2 1 | 3 2 1 |


SPE217 READ/WR LAN 4 SM 1 28 11| 11 3 8 | 11 3 8 |




SPE301 MATH 1 SM 1 23 17| 17 5 12 | 17 5 12 |





SPE303 MATH 2 SM 1 28 22| 22 8 14 | 22 8 14 |




SPE305 MATH 3 SM 2 28 20| 20 8 12 | 20 8 12 |




SPE307 MATH 4 SM 1 14 4| 4 2 2 | 4 2 2 |



SPE600 COMM LAB SM 2 13 1| 1 0 1 | 1 0 1 |







91 LESLEY C. MOENTER S1 09 | 0 0 0 | 0 0 0 |




TITLE FOR TOTAL


GRAND TOTALS 10087 4964 5123

Spec Ed 734 264 470

************************ End of report ************************

1sonyr01.p 37-2 AUBURN RIVERSIDE HIGH SCHOOL 01/03/13 Page:1




ART103 ADV ART 1 SM 1 16 28| 11 10 1 | 0 0 0 |

61 KATHY K. LOBDELL S1 06 | 11 10 1 | 0 0 0 |


ART105 ADV ART 3 SM 1 4 3| 3 3 0 | 0 0 0 |

61 KATHY K. LOBDELL S1 06 | 3 3 0 | 0 0 0 |


ART107 2-D ART SM 2 60 30| 29 16 13 | 3 2 1 |

51 PAUL M. LEWIS S1 05 | 29 16 13 | 3 2 1 |


ART110 CERAMICS SM 6 118 53| 53 25 28 | 2 0 2 |

11 PAUL M. LEWIS S1 01 | 25 12 13 | 1 0 1 |

61 PAUL M. LEWIS S1 06 | 28 13 15 | 1 0 1 |


ART111 ADV CERAMICS SM 6 29 4| 4 3 1 | 1 1 0 |

11 PAUL M. LEWIS S1 01 | 3 2 1 | 0 0 0 |

61 PAUL M. LEWIS S1 06 | 1 1 0 | 1 1 0 |


ART116 CHILD THEA 1 SM 1 13 14| 13 13 0 | 1 1 0 |

31 KARLA K. SEMAN S1 03 | 13 13 0 | 1 1 0 |


ART117 CHILD THEA 2 SM 1 3 0| 0 0 0 | 0 0 0 |

31 KARLA K. SEMAN S1 03 | 0 0 0 | 0 0 0 |


ART121 ACTING 1 SM 2 60 26| 26 17 9 | 2 1 1 |

51 KARLA K. SEMAN S1 05 | 26 17 9 | 2 1 1 |


ART123 ACTING 3 SM 1 9 2| 2 1 1 | 0 0 0 |

31 KARLA K. SEMAN S1 03 | 2 1 1 | 0 0 0 |


ART124 ACTING 4 SM 1 3 0| 0 0 0 | 0 0 0 |

31 KARLA K. SEMAN S1 03 | 0 0 0 | 0 0 0 |


ART380 AP STUDIO ART 1 SM 3 10 7| 7 6 1 | 0 0 0 |

61 KATHY K. LOBDELL S1 06 | 7 6 1 | 0 0 0 |



21 DOUGLAS J. AUBERT S1 02 | 19 7 12 | 0 0 0 |






CTE177 SPTS & ENT MKTG SM 2 4 3| 3 1 2 | 0 0 0 |





















41 KELLY A. JENSEN S1 04 | 19 17 2 | 2 1 1 |



41 KELLY A. JENSEN S1 04 | 4 4 0 | 1 1 0 |



41 KELLY A. JENSEN S1 04 | 1 1 0 | 0 0 0 |



11 KELLY A. JENSEN S1 01 | 24 22 2 | 2 2 0 |



11 ROBYN F. STOWE S1 01 | 18 12 6 | 1 0 1 |

21 ROBYN F. STOWE S1 02 | 21 8 13 | 2 0 2 |



21 KELLY A. JENSEN S1 02 | 30 23 7 | 3 1 2 |



51 KELLY A. JENSEN S1 05 | 23 19 4 | 8 5 3 |

61 KELLY A. JENSEN S1 06 | 24 18 6 | 0 0 0 |



31 JAMES C. WICKENS S1 03 | 2 2 0 | 0 0 0 |


CTE281 AM SIGN LANG 1 SM 2 60 59| 59 47 12 | 1 1 0 |

51 CINDY L. ANDERSON S1 05 | 29 20 9 | 1 1 0 |










CTE303 HEALTH CTE SM 1 60 61| 61 31 30 | 6 5 1 |

31 ROBYN F. STOWE S1 03 | 31 14 17 | 3 2 1 |

41 ROBYN F. STOWE S1 04 | 30 17 13 | 3 3 0 |



41 CHRISTOPHER T. TUCKER S1 04 | 26 15 11 | 0 0 0 |







CTE307 SPORTS MED 1 SM 2 30 30| 30 23 7 | 0 0 0 |











11 WAYNE M. SHELTON S1 01 | 22 10 12 | 2 2 0 |

21 WAYNE M. SHELTON S1 02 | 22 10 12 | 1 0 1 |

31 WAYNE M. SHELTON S1 03 | 22 10 12 | 4 1 3 |

41 WAYNE M. SHELTON S1 04 | 25 14 11 | 4 1 3 |

51 WAYNE M. SHELTON S1 05 | 7 3 4 | 0 0 0 |



11 WAYNE M. SHELTON S1 01 | 5 3 2 | 0 0 0 |

31 WAYNE M. SHELTON S1 03 | 4 0 4 | 2 0 2 |


CTE335 CULNY ARTS CS 1 SM 3 6 6| 6 6 0 | 0 0 0 |

09 WAYNE M. SHELTON S1 09 | 3 3 0 | 0 0 0 |

21 WAYNE M. SHELTON S1 02 | 1 1 0 | 0 0 0 |

31 WAYNE M. SHELTON S1 03 | 1 1 0 | 0 0 0 |

41 WAYNE M. SHELTON S1 04 | 1 1 0 | 0 0 0 |



41 WENDY S. WOLDENBERG S1 04 | 28 11 17 | 1 0 1 |
















CTE355 JEWL METLSCULCS SM 2 3 0| 0 0 0 | 0 0 0 |




CTE361 VIS COM 1 SM 5 113 81| 81 37 44 | 6 1 5 |

11 GINA M. SANDLAND S1 01 | 27 10 17 | 2 0 2 |

21 GINA M. SANDLAND S1 02 | 27 14 13 | 2 1 1 |

31 GINA M. SANDLAND S1 03 | 27 13 14 | 2 0 2 |


CTE365 VIS COM CS 1 SM 2 15 2| 2 0 2 | 0 0 0 |

11 GINA M. SANDLAND S1 01 | 0 0 0 | 0 0 0 |

21 GINA M. SANDLAND S1 02 | 0 0 0 | 0 0 0 |

31 GINA M. SANDLAND S1 03 | 0 0 0 | 0 0 0 |

41 GINA M. SANDLAND S1 04 | 2 0 2 | 0 0 0 |

51 GINA M. SANDLAND S1 05 | 0 0 0 | 0 0 0 |

61 GINA M. SANDLAND S1 06 | 0 0 0 | 0 0 0 |


CTE371 DRAWING 1 SM 4 112 55| 55 33 22 | 7 2 5 |

11 KATHY K. LOBDELL S1 01 | 28 14 14 | 2 1 1 |

21 KATHY K. LOBDELL S1 02 | 27 19 8 | 5 1 4 |






CTE372 DRAWING 2 SM 3 56 14| 14 6 8 | 1 0 1 |

31 KATHY K. LOBDELL S1 03 | 14 6 8 | 1 0 1 |



51 KATHY K. LOBDELL S1 05 | 13 8 5 | 0 0 0 |


CTE377 GRAPHC DES CS 1 SM 1 5 3| 3 0 3 | 0 0 0 |

51 KATHY K. LOBDELL S1 05 | 3 0 3 | 0 0 0 |



11 FRANK MEDINA S1 01 | 17 2 15 | 1 0 1 |

21 FRANK MEDINA S1 02 | 19 4 15 | 1 0 1 |

31 FRANK MEDINA S1 03 | 20 1 19 | 2 0 2 |

41 FRANK MEDINA S1 04 | 20 3 17 | 1 0 1 |



11 FRANK MEDINA S1 01 | 5 0 5 | 0 0 0 |

21 FRANK MEDINA S1 02 | 3 0 3 | 0 0 0 |

31 FRANK MEDINA S1 03 | 4 1 3 | 0 0 0 |

51 FRANK MEDINA S1 05 | 1 0 1 | 0 0 0 |



41 FRANK MEDINA S1 04 | 4 1 3 | 0 0 0 |


CTE401 DRAFTING 1 SM 3 72 44| 44 9 35 | 1 0 1 |

11 GEORGE W. SUMNER S1 01 | 22 5 17 | 0 0 0 |

21 GEORGE W. SUMNER S1 02 | 22 4 18 | 1 0 1 |



41 GEORGE W. SUMNER S1 04 | 14 0 14 | 2 0 2 |



41 GEORGE W. SUMNER S1 04 | 2 0 2 | 0 0 0 |


CTE409 DRAFT ENG CS 1 SM 1 4 1| 1 0 1 | 0 0 0 |

21 GEORGE W. SUMNER S1 02 | 0 0 0 | 0 0 0 |

41 GEORGE W. SUMNER S1 04 | 1 0 1 | 0 0 0 |



61 FRANK MEDINA S1 06 | 20 1 19 | 0 0 0 |



61 FRANK MEDINA S1 06 | 3 0 3 | 1 0 1 |


CTE450 POWER/ENERGY SM 4 54 45| 45 2 43 | 8 0 8 |

31 GEORGE W. SUMNER S1 03 | 22 2 20 | 5 0 5 |

51 GEORGE W. SUMNER S1 05 | 23 0 23 | 3 0 3 |



21 JAMES C. WICKENS S1 02 | 26 0 26 | 6 0 6 |

31 JAMES C. WICKENS S1 03 | 28 2 26 | 4 0 4 |

41 JAMES C. WICKENS S1 04 | 28 2 26 | 1 0 1 |



11 JAMES C. WICKENS S1 01 | 17 2 15 | 1 1 0 |







11 JAMES C. WICKENS S1 01 | 7 1 6 | 0 0 0 |


CTE465 YEARBOOK 1 SM 2 60 50| 50 35 15 | 0 0 0 |

51 GINA M. SANDLAND S1 05 | 23 16 7 | 0 0 0 |

61 GINA M. SANDLAND S1 06 | 27 19 8 | 0 0 0 |



61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 1 0 1 | 0 0 0 |


CTE471 WBL AMER SIGN SM 1 62 2| 2 0 2 | 0 0 0 |

61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 2 0 2 | 0 0 0 |


CTE472 WBL AUTOMOTIVE SM 1 2 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |


CTE473 WBL BUS ED SM 1 60 2| 2 2 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 2 2 0 | 0 0 0 |


CTE475 WBL COMP TECH SM 1 60 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |


CTE476 WBL CONSTR MANU SM 1 61 5| 5 0 5 | 1 0 1 |

61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 5 0 5 | 1 0 1 |



71 JAMES C. WICKENS S1 07 | 3 2 1 | 0 0 0 |


CTE478 WBL DRAFT ENGIN SM 1 120 1| 1 0 1 | 0 0 0 |

61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 1 0 1 | 0 0 0 |


CTE479 WBL ELECTRONICS SM 1 60 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |



71 JAMES C. WICKENS S1 07 | 10 7 3 | 0 0 0 |


CTE481 WBL GPH DES PRO SM 1 60 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |


CTE482 WBL HORTICULTUR SM 1 20 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |


CTE483 WBL JEWELRY MFG SM 1 62 0| 0 0 0 | 0 0 0 |

61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |



71 JAMES C. WICKENS S1 07 | 3 3 0 | 0 0 0 |







61 JAMES C. WICKENS S1 06 | 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 2 1 1 | 0 0 0 |


CTE488 WBL VIS COM SM 1 60 1| 1 1 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 1 1 0 | 0 0 0 |


CTE489 WBL WEB PUBLISH SM 1 10 0| 0 0 0 | 0 0 0 |

71 JAMES C. WICKENS S1 07 | 0 0 0 | 0 0 0 |



11 JACQUELINE G. DE HAVEN S1 01 | 5 2 3 | 0 0 0 |












ELL810 ELL MONITORING YR 2 37 21| 21 10 11 | 4 2 2 |

61 JACQUELINE G. DE HAVEN YR 06 | 0 0 0 | 0 0 0 |



FOR201 FRENCH 1 SM 3 90 89| 89 64 25 | 0 0 0 |

11 KIMBERLEE I. POLLEY S1 01 | 30 19 11 | 0 0 0 |




FOR203 FRENCH 3 SM 2 60 47| 47 30 17 | 0 0 0 |

11 KAISA SWENDDAL-WHITE S1 01 | 22 12 10 | 0 0 0 |



FOR205 FRENCH 5 SM 1 25 23| 23 15 8 | 0 0 0 |



FOR207 FRENCH 7 SM 1 5 4| 4 4 0 | 0 0 0 |



FOR301 GERMAN 1 SM 2 60 55| 55 15 40 | 2 0 2 |

51 STACY A. BARDSLEY S1 05 | 29 6 23 | 2 0 2 |



FOR303 GERMAN 3 SM 1 30 28| 28 12 16 | 1 0 1 |



FOR305 GERMAN 5 SM 1 23 19| 19 5 14 | 0 0 0 |



FOR309 AP GERMAN 1 SM 1 30 7| 7 5 2 | 0 0 0 |



FOR401 JAPANESE 1 SM 1 30 22| 22 7 15 | 3 1 2 |

31 NORIKO LAFAVOUR S1 03 | 22 7 15 | 3 1 2 |






FOR403 JAPANESE 3 SM 1 30 22| 22 12 10 | 0 0 0 |



FOR405 JAPANESE 5 SM 1 20 20| 20 11 9 | 0 0 0 |



FOR407 JAPANESE 7 SM 1 10 11| 11 6 5 | 0 0 0 |



FOR601 SPANISH 1 SM 8 210 213| 213 108 105 | 20 10 10 |

11 JUAN F. NUNEZ S1 01 | 31 18 13 | 2 0 2 |

21 JUAN F. NUNEZ S1 02 | 30 11 19 | 4 1 3 |


41 BRYCE J. STRAND S1 04 | 31 15 16 | 2 0 2 |


52 CAROL A. BARNETT S1 05 | 29 17 12 | 4 3 1 |

61 CAROL A. BARNETT S1 06 | 31 14 17 | 4 3 1 |


FOR603 SPANISH 3 SM 5 120 116| 116 63 53 | 1 1 0 |

11 CAROL A. BARNETT S1 01 | 28 17 11 | 0 0 0 |

21 CAROL A. BARNETT S1 02 | 29 15 14 | 0 0 0 |

31 BRYCE J. STRAND S1 03 | 30 13 17 | 0 0 0 |

61 BRYCE J. STRAND S1 06 | 29 18 11 | 1 1 0 |


FOR605 SPANISH 5 SM 3 90 67| 67 25 42 | 0 0 0 |

32 CAROL A. BARNETT S1 03 | 25 7 18 | 0 0 0 |

51 JUAN F. NUNEZ S1 05 | 15 7 8 | 0 0 0 |

61 JUAN F. NUNEZ S1 06 | 27 11 16 | 0 0 0 |


FOR607 SPANISH 7 SM 1 33 28| 28 22 6 | 0 0 0 |



FOR615 NAT SPEAK SPAN1 SM 1 30 27| 27 16 11 | 2 2 0 |

41 JUAN F. NUNEZ S1 04 | 27 16 11 | 2 2 0 |



11 DAVID R. GOETHALS S1 01 | 28 13 15 | 3 0 3 |


31 PAUL M. LEWIS S1 03 | 31 17 14 | 2 1 1 |

33 SHAWN A. MARTINSON S1 03 | 59 22 37 | 0 0 0 |


42 PAUL M. LEWIS S1 04 | 31 13 18 | 4 3 1 |

51 JON D. AARSTAD S1 05 | 29 16 13 | 3 0 3 |

61 ROBYN F. STOWE S1 06 | 29 14 15 | 3 1 2 |


GEN200 ADVISORY 9-12 YR 1 2000 400| 400 214 186 | 12 2 10 |

001 STACY A. BARDSLEY YR 10 | 13 8 5 | 0 0 0 |


003 NORIKO LAFAVOUR YR 10 | 0 0 0 | 0 0 0 |

004 CRYSTAL L. CONANT YR 10 | 16 10 6 | 0 0 0 |

005 JENNIFER L. GINDER YR 10 | 10 6 4 | 0 0 0 |

006 MARK S. DAVIS YR 10 | 14 10 4 | 0 0 0 |

008 BRUCE D. DIEHL YR 10 | 12 5 7 | 0 0 0 |

010 THOMAS S. EARL YR 10 | 10 4 6 | 0 0 0 |

011 MEGAN ELLIS SUMNER YR 10 | 12 12 0 | 0 0 0 |





012 JOHN A. ERICKSON YR 10 | 0 0 0 | 0 0 0 |

013 JENNIFER W. GARCIA YR 10 | 13 5 8 | 0 0 0 |

014 ELAINE M. HETTERLY YR 10 | 11 2 9 | 9 2 7 |

015 SCOTT A. HUSAR YR 10 | 13 8 5 | 0 0 0 |

016 CRYSTAL L. JILBERT YR 10 | 12 9 3 | 0 0 0 |

018 JANALYN R. MCKEEHAN YR 10 | 0 0 0 | 0 0 0 |

019 CHRISTINE M. LEVERENZ YR 10 | 14 9 5 | 0 0 0 |

020 KATHY K. LOBDELL YR 10 | 12 9 3 | 0 0 0 |

021 PATRICK M. MCKEEHAN II YR 10 | 12 6 6 | 0 0 0 |

022 JANALYN R. MCKEEHAN YR 10 | 0 0 0 | 0 0 0 |

023 ROBERT L. MORGAN YR 10 | 11 5 6 | 0 0 0 |

025 PHILIP J. MYKA YR 10 | 13 7 6 | 1 0 1 |

029 KARYN L. WILLIAMSON YR 10 | 13 8 5 | 0 0 0 |

031 GERI A. ROHLFF YR 10 | 16 14 2 | 0 0 0 |

032 ROBYN N. SAARENAS YR 10 | 13 4 9 | 0 0 0 |

033 GINA M. SANDLAND YR 10 | 13 8 5 | 0 0 0 |

035 JUDITH J. SHAW YR 10 | 13 10 3 | 0 0 0 |

037 BRYCE J. STRAND YR 10 | 11 4 7 | 0 0 0 |

038 GEORGE W. SUMNER YR 10 | 13 2 11 | 0 0 0 |

042 CHRISTOPHER T. TUCKER YR 10 | 13 9 4 | 0 0 0 |

043 MICHAEL VAN EATON YR 10 | 14 5 9 | 0 0 0 |

044 MEGHAN E. WAGNER YR 10 | 14 5 9 | 0 0 0 |

045 JAMES C. WICKENS YR 10 | 13 2 11 | 0 0 0 |

049 ERNEST E. ZEIGER YR 10 | 11 4 7 | 0 0 0 |

10b CINDY L. ANDERSON YR 10 | 0 0 0 | 0 0 0 |

10c STEPHANIE SWIFT YR 10 | 0 0 0 | 0 0 0 |

10e DOUGLAS J. AUBERT YR 10 | 0 0 0 | 0 0 0 |

10f TERRANCE Z. JOHNSON YR 10 | 0 0 0 | 0 0 0 |

10g ARTHUR BENARD III YR 10 | 0 0 0 | 0 0 0 |

10h LISA M. GALLINATTI YR 10 | 38 22 16 | 0 0 0 |

10i CHRISTOPHER K. GARRISO YR 10 | 0 0 0 | 0 0 0 |

10k MICHAEL T. HUYLAR YR 10 | 0 0 0 | 0 0 0 |

10l SUSAN E. JAMES YR 10 | 0 0 0 | 0 0 0 |

10m CORIN G. MALONE YR 10 | 0 0 0 | 0 0 0 |

10n ANDREW D. MONSEN YR 10 | 0 0 0 | 0 0 0 |

10o KIMBERLEE I. POLLEY YR 10 | 0 0 0 | 0 0 0 |

10p SCOTT J. ROWE YR 10 | 0 0 0 | 0 0 0 |

10q WAYNE M. SHELTON YR 10 | 0 0 0 | 0 0 0 |

10s JONATHAN M. STENSON YR 10 | 0 0 0 | 0 0 0 |

10t EDWARD K. ROSIN YR 10 | 0 0 0 | 0 0 0 |

11b CAROL A. BARNETT YR 10 | 0 0 0 | 0 0 0 |

11c RALPH L. CUBIT YR 10 | 0 0 0 | 0 0 0 |

11d TERRANCE Z. JOHNSON YR 10 | 0 0 0 | 0 0 0 |

11e SHAWN P. KILGALLON YR 10 | 0 0 0 | 0 0 0 |

11h FRANK MEDINA YR 10 | 0 0 0 | 0 0 0 |

11i CHERYL C. MOYD YR 10 | 0 0 0 | 0 0 0 |

11j SUSAN L. NEU YR 10 | 0 0 0 | 0 0 0 |

11k JUAN F. NUNEZ YR 10 | 0 0 0 | 0 0 0 |

11l KARLA K. SEMAN YR 10 | 0 0 0 | 0 0 0 |

11m KAISA SWENDDAL-WHITE YR 10 | 0 0 0 | 0 0 0 |

11n PATRICK J. SWENSON YR 10 | 0 0 0 | 0 0 0 |

11o CHRISTINE L. WILSON YR 10 | 0 0 0 | 0 0 0 |

11p WENDY S. WOLDENBERG YR 10 | 0 0 0 | 0 0 0 |

11q TIMOTHY A. WRIGHT YR 10 | 0 0 0 | 0 0 0 |









21A LISA M. GALLINATTI S1 02 | 1 0 1 | 0 0 0 |

31 JON D. AARSTAD S1 03 | 10 2 8 | 1 0 1 |

31A GERI A. ROHLFF S1 03 | 1 0 1 | 0 0 0 |

31B STACY A. BARDSLEY S1 03 | 1 0 1 | 0 0 0 |

41B STEVEN H. MEAD S1 04 | 1 0 1 | 0 0 0 |

51B STEVEN H. MEAD S1 05 | 1 0 1 | 0 0 0 |

61 GERI A. ROHLFF S1 06 | 21 14 7 | 2 2 0 |

61B STEVEN H. MEAD S1 06 | 1 0 1 | 0 0 0 |

62 CHERYL C. MOYD S1 06 | 28 15 13 | 2 1 1 |



11 JANET K. OKE S1 01 | 0 0 0 | 0 0 0 |

21 JANET K. OKE S1 02 | 0 0 0 | 0 0 0 |

31 JANET K. OKE S1 03 | 1 1 0 | 0 0 0 |

41 JANET K. OKE S1 04 | 0 0 0 | 0 0 0 |

51 JANET K. OKE S1 05 | 1 1 0 | 0 0 0 |

61 JANET K. OKE S1 06 | 0 0 0 | 0 0 0 |

71 JANET K. OKE S1 07 | 0 0 0 | 0 0 0 |

91 JANET K. OKE S1 09 | 1 1 0 | 0 0 0 |


GEN503 ASB AIDE SM 1 11 1| 1 1 0 | 0 0 0 |

11 MERI M. BENEDICT S1 01 | 0 0 0 | 0 0 0 |

21 MERI M. BENEDICT S1 02 | 0 0 0 | 0 0 0 |

31 MERI M. BENEDICT S1 03 | 0 0 0 | 0 0 0 |

41 MERI M. BENEDICT S1 04 | 0 0 0 | 0 0 0 |

51 MERI M. BENEDICT S1 05 | 1 1 0 | 0 0 0 |

61 MERI M. BENEDICT S1 06 | 0 0 0 | 0 0 0 |



11 SUSAN E. JAMES S1 01 | 4 3 1 | 1 1 0 |

21 SUSAN E. JAMES S1 02 | 2 2 0 | 0 0 0 |

31 SUSAN E. JAMES S1 03 | 3 3 0 | 1 1 0 |

41 SUSAN E. JAMES S1 04 | 4 2 2 | 0 0 0 |

51 SUSAN E. JAMES S1 05 | 4 2 2 | 0 0 0 |

61 SUSAN E. JAMES S1 06 | 4 3 1 | 0 0 0 |

71 SUSAN E. JAMES S1 07 | 4 4 0 | 0 0 0 |

91 SUSAN E. JAMES S1 09 | 2 2 0 | 0 0 0 |



11 STEVEN H. MEAD S1 01 | 0 0 0 | 0 0 0 |

21 STEVEN H. MEAD S1 02 | 0 0 0 | 0 0 0 |

31 STEVEN H. MEAD S1 03 | 1 1 0 | 0 0 0 |

41 STEVEN H. MEAD S1 04 | 0 0 0 | 0 0 0 |

51 STEVEN H. MEAD S1 05 | 1 0 1 | 1 0 1 |

61 STEVEN H. MEAD S1 06 | 2 0 2 | 0 0 0 |



11 DANIEL J. POLLEY S1 01 | 1 0 1 | 0 0 0 |

21 DANIEL J. POLLEY S1 02 | 3 2 1 | 0 0 0 |

31 DANIEL J. POLLEY S1 03 | 2 1 1 | 0 0 0 |

41 DANIEL J. POLLEY S1 04 | 5 1 4 | 1 0 1 |

51 DANIEL J. POLLEY S1 05 | 3 2 1 | 0 0 0 |

61 DANIEL J. POLLEY S1 06 | 4 2 2 | 0 0 0 |

71 DANIEL J. POLLEY S1 07 | 2 2 0 | 0 0 0 |





91 SANDRA K. THOMPSON S1 09 | 2 2 0 | 0 0 0 |



07 LISA M. GALLINATTI S1 07 | 2 2 0 | 0 0 0 |










11 SHAWNA R. LEONARD S1 01 | 0 0 0 | 0 0 0 |

11A PHILIP J. MYKA S1 01 | 1 1 0 | 0 0 0 |

11B ANGELA 0. RIGLEY BERG S1 01 | 1 0 1 | 0 0 0 |

11C SCOTT A. HUSAR S1 01 | 1 1 0 | 0 0 0 |

11D CINDY L. ANDERSON S1 01 | 0 0 0 | 0 0 0 |

11E SCOTT J. ROWE S1 01 | 1 1 0 | 0 0 0 |


21A ANGELA 0. RIGLEY BERG S1 02 | 1 1 0 | 0 0 0 |

21B WENDY S. WOLDENBERG S1 02 | 1 1 0 | 0 0 0 |

21C CINDY L. ANDERSON S1 02 | 1 1 0 | 0 0 0 |

21D WENDY S. WOLDENBERG S1 02 | 0 0 0 | 0 0 0 |

21E JUDITH J. SHAW S1 02 | 0 0 0 | 0 0 0 |

21F DOUGLAS J. AUBERT S1 02 | 1 1 0 | 0 0 0 |

2G JON D. AARSTAD S1 02 | 1 0 1 | 0 0 0 |


31A KIMBERLEE I. POLLEY S1 03 | 1 1 0 | 0 0 0 |

31B GERI A. ROHLFF S1 03 | 0 0 0 | 0 0 0 |

31C CRYSTAL L. CONANT S1 03 | 1 1 0 | 0 0 0 |

31D JULIE A. MOBERG S1 03 | 1 1 0 | 0 0 0 |

31F CHRISTOPHER K. GARRISO S1 03 | 1 0 1 | 0 0 0 |


41A PHILIP J. MYKA S1 04 | 1 1 0 | 0 0 0 |

41B ROBYN F. STOWE S1 04 | 1 1 0 | 0 0 0 |

41C ROBYN N. SAARENAS S1 04 | 1 1 0 | 0 0 0 |

41D JUAN F. NUNEZ S1 04 | 1 1 0 | 0 0 0 |

41E EDWARD K. ROSIN S1 04 | 1 1 0 | 0 0 0 |

41F SHAWN P. KILGALLON S1 04 | 1 0 1 | 0 0 0 |

41G PATRICK J. SWENSON S1 04 | 1 1 0 | 0 0 0 |

41H GERI A. ROHLFF S1 04 | 1 1 0 | 0 0 0 |

41I CINDY L. ANDERSON S1 04 | 1 1 0 | 0 0 0 |

41J SCOTT A. HUSAR S1 04 | 1 1 0 | 0 0 0 |

41K EDMUND M. VALENTIN S1 04 | 1 1 0 | 0 0 0 |

4D FRANK MEDINA S1 04 | 1 0 1 | 1 0 1 |


51A ROBYN N. SAARENAS S1 05 | 1 0 1 | 0 0 0 |

51B CHRISTOPHER K. GARRISO S1 05 | 1 1 0 | 0 0 0 |

51C MARK S. DAVIS S1 05 | 1 1 0 | 0 0 0 |

51D BRUCE D. DIEHL S1 05 | 1 1 0 | 0 0 0 |

51E CRYSTAL L. CONANT S1 05 | 0 0 0 | 0 0 0 |


61A CHERYL C. MOYD S1 06 | 1 1 0 | 0 0 0 |

61B TIMOTHY A. WRIGHT S1 06 | 1 0 1 | 0 0 0 |

61C ROBERT L. MORGAN S1 06 | 2 1 1 | 0 0 0 |





61D SHAWN P. KILGALLON S1 06 | 0 0 0 | 0 0 0 |

61E SCOTT A. HUSAR S1 06 | 1 1 0 | 0 0 0 |

61F CINDY L. ANDERSON S1 06 | 1 1 0 | 0 0 0 |

61G ANGELA 0. RIGLEY BERG S1 06 | 1 1 0 | 0 0 0 |

61H SHAWN A. MARTINSON S1 06 | 1 0 1 | 0 0 0 |

61J ERNEST E. ZEIGER S1 06 | 1 0 1 | 0 0 0 |

61K EDWARD K. ROSIN S1 06 | 1 0 1 | 0 0 0 |

61L ANGELA 0. RIGLEY BERG S1 06 | 1 1 0 | 0 0 0 |

61M GERI A. ROHLFF S1 06 | 0 0 0 | 0 0 0 |

61N PATRICK M. MCKEEHAN II S1 06 | 1 1 0 | 0 0 0 |

61O FRANK MEDINA S1 06 | 1 0 1 | 0 0 0 |

61P CINDY L. ANDERSON S1 06 | 0 0 0 | 0 0 0 |

61Q CRYSTAL L. JILBERT S1 06 | 1 1 0 | 0 0 0 |

61R CORIN G. MALONE S1 06 | 0 0 0 | 0 0 0 |


GEN602 TA SCI DEPT SM 1 1 0| 0 0 0 | 0 0 0 |

21 JUDITH J. SHAW S1 02 | 0 0 0 | 0 0 0 |



11 DAVID L. HALFORD JR S1 01 | 10 7 3 | 1 0 1 |








11 SHAWNA R. LEONARD YR 01 | 5 2 3 | 0 0 0 |





GEN706 C L MONITORING YR 1 108 99| 99 32 67 | 97 32 65 |

71 RALPH L. CUBIT YR 07 | 31 11 20 | 31 11 20 |

72 TARA N. FULTON YR 07 | 30 11 19 | 30 11 19 |

73 JON D. AARSTAD YR 07 | 19 4 15 | 17 4 13 |

74 ELAINE M. HETTERLY YR 07 | 19 6 13 | 19 6 13 |


GEN708 APEX SM 1 60 1| 1 0 1 | 0 0 0 |

71 SUSAN E. JAMES S1 07 | 1 0 1 | 0 0 0 |



11 DANIEL J. POLLEY S1 01 | 65 33 32 | 0 0 0 |

21 DANIEL J. POLLEY S1 02 | 65 34 31 | 1 1 0 |

31 DANIEL J. POLLEY S1 03 | 65 34 31 | 1 1 0 |

41 DANIEL J. POLLEY S1 04 | 65 35 30 | 1 1 0 |

51 DANIEL J. POLLEY S1 05 | 62 34 28 | 1 1 0 |

61 DANIEL J. POLLEY S1 06 | 64 36 28 | 1 1 0 |

71 DANIEL J. POLLEY S1 07 | 9 6 3 | 0 0 0 |


GEN742 RS-GR RIVER CC SM 1 80 44| 44 20 24 | 1 1 0 |

91 DANIEL J. POLLEY S1 09 | 44 20 24 | 1 1 0 |


GEN743 RS-HIGHLINE CC SM 1 80 9| 9 6 3 | 0 0 0 |

91 DANIEL J. POLLEY S1 09 | 9 6 3 | 0 0 0 |






GEN744 RS-BELLEVUE CC SM 1 50 0| 0 0 0 | 0 0 0 |

91 DANIEL J. POLLEY S1 09 | 0 0 0 | 0 0 0 |


GEN746 RS-PIERCE COLL SM 1 70 5| 5 4 1 | 0 0 0 |

91 DANIEL J. POLLEY S1 09 | 5 4 1 | 0 0 0 |


GEN748 RS-RENTON TECH SM 1 30 1| 1 1 0 | 0 0 0 |

91 DANIEL J. POLLEY S1 09 | 1 1 0 | 0 0 0 |


GEN751 RS-CLOVER PK TC SM 1 20 0| 0 0 0 | 0 0 0 |

91 DANIEL J. POLLEY S1 09 | 0 0 0 | 0 0 0 |



31 MERI M. BENEDICT S1 03 | 28 16 12 | 2 1 1 |






GEN815 AHS ADV AUTOTEC YR 1 1 0| 0 0 0 | 0 0 0 |



GEN816 AHS WELDING YR 1 1 1| 1 0 1 | 0 0 0 |

11 DAVID L. HALFORD JR YR 01 | 1 0 1 | 0 0 0 |


GEN817 AHS MACH TRNG YR 2 1 0| 0 0 0 | 0 0 0 |



GEN820 AHS STUDENT YR 1 3 0| 0 0 0 | 0 0 0 |





GEN821 AMHS STUDENT YR 1 60 0| 0 0 0 | 0 0 0 |




GEN823 WAHS STUDENT YR 1 180 0| 0 0 0 | 0 0 0 |








GEN825 HOME SCHOOL YR 1 30 3| 3 2 1 | 0 0 0 |



GEN828 AT AMHS YR 1 3 0| 0 0 0 | 0 0 0 |



GEN831 NON-RETURNING SM 1 30 0| 0 0 0 | 0 0 0 |



GEN834 AFTR SCHL PRG 1 SM 1 93 24| 24 12 12 | 0 0 0 |





71 GERI A. ROHLFF S1 07 | 24 12 12 | 0 0 0 |

WAS SUSAN E. JAMES S1 07 | 0 0 0 | 0 0 0 |


GEN835 AFTR SCHL PRG 2 SM 1 60 0| 0 0 0 | 0 0 0 |

71 GERI A. ROHLFF S1 07 | 0 0 0 | 0 0 0 |


GEN999 SEE COUNSELOR SM 1 100 0| 0 0 0 | 0 0 0 |



LAN120 LA 9 1 SM 11 240 272| 272 111 161 | 14 7 7 |

11 JENNIFER W. GARCIA S1 01 | 22 6 16 | 0 0 0 |

13 JENNIFER L. GINDER S1 01 | 59 22 37 | 0 0 0 |

21 KARYN L. WILLIAMSON S1 02 | 24 13 11 | 0 0 0 |



41 JULIE C. HASTED S1 04 | 29 16 13 | 2 2 0 |

51 JULIE C. HASTED S1 05 | 29 12 17 | 4 2 2 |




LAN130 LA 9 HONORS 1 SM 4 120 107| 107 67 40 | 0 0 0 |

11 KARLA K. SEMAN S1 01 | 27 15 12 | 0 0 0 |

21 KARLA K. SEMAN S1 02 | 23 16 7 | 0 0 0 |




LAN210 LA 10 BASIC 1 SM 1 23 15| 15 6 9 | 3 1 2 |

41 SHAWN P. KILGALLON S1 04 | 15 6 9 | 3 1 2 |


LAN220 LA 10 1 SM 9 243 237| 237 119 118 | 9 3 6 |

11 JULIE C. HASTED S1 01 | 26 13 13 | 0 0 0 |

21 JULIE C. HASTED S1 02 | 24 12 12 | 0 0 0 |

22 ANGELA 0. RIGLEY BERG S1 02 | 26 10 16 | 0 0 0 |






62 JULIE C. HASTED S1 06 | 27 15 12 | 4 1 3 |


LAN230 LA 10 HONORS 1 SM 4 120 122| 122 92 30 | 0 0 0 |


31 CRYSTAL L. CONANT S1 03 | 31 24 7 | 0 0 0 |

51 PATRICK J. SWENSON S1 05 | 31 25 6 | 0 0 0 |






LAN310 AM LIT BASIC 1 SM 2 20 16| 16 7 9 | 1 1 0 |

31 TIMOTHY A. WRIGHT S1 03 | 16 7 9 | 1 1 0 |


LAN320 AMER LIT 1 SM 8 240 216| 216 85 131 | 2 0 2 |

11 SUSAN L. NEU S1 01 | 28 12 16 | 0 0 0 |


32 SUSAN L. NEU S1 03 | 30 14 16 | 0 0 0 |









62 SUSAN E. JAMES S1 06 | 26 11 15 | 0 0 0 |


LAN330 AP LAN/COMP 1 SM 4 120 101| 101 61 40 | 0 0 0 |



41 SUSAN L. NEU S1 04 | 20 14 6 | 0 0 0 |




51 SUSAN E. JAMES S1 05 | 28 20 8 | 0 0 0 |


LAN412 SOC OF FUTURE SM 2 60 26| 25 3 22 | 0 0 0 |



LAN413 INDIV LIT 1 SM 3 56 25| 24 8 16 | 1 0 1 |

41 GERI A. ROHLFF S1 04 | 23 8 15 | 1 0 1 |

61A GERI A. ROHLFF S1 06 | 1 0 1 | 0 0 0 |


LAN415 SPORTS LIT SM 3 90 23| 22 4 18 | 2 0 2 |






61 KARLA K. SEMAN S1 06 | 24 12 12 | 0 0 0 |



11 GERI A. ROHLFF S1 01 | 23 18 5 | 0 0 0 |

21 GERI A. ROHLFF S1 02 | 25 14 11 | 0 0 0 |

22 SUSAN L. NEU S1 02 | 25 13 12 | 0 0 0 |

31 GERI A. ROHLFF S1 03 | 26 15 11 | 0 0 0 |




LAN430 AP LIT/COMP 1 SM 1 30 18| 18 16 2 | 0 0 0 |



LAN513 JOURNALISTIC WR SM 1 22 17| 17 9 8 | 0 0 0 |



LAN514 NEWSPAPER 1 SM 1 9 5| 5 3 2 | 0 0 0 |



LAN517 DEBATE SM 1 24 23| 22 13 9 | 0 0 0 |

61 MARK S. DAVIS S1 06 | 22 13 9 | 0 0 0 |


LAN520 COMPETV SPEAK SM 1 6 6| 6 4 2 | 0 0 0 |

61 MARK S. DAVIS S1 06 | 6 4 2 | 0 0 0 |


MAT100 MATH INTERVTN 1 SM 1 3 8| 8 2 6 | 2 0 2 |

31 JON D. AARSTAD S1 03 | 8 2 6 | 2 0 2 |






MAT120 ALGEBRA 1 SM 11 240 286| 286 115 171 | 22 2 20 |

11 MICHAEL T. HUYLAR S1 01 | 28 11 17 | 6 1 5 |

24 SCOTT A. HUSAR S1 02 | 59 22 37 | 0 0 0 |


41 ROBERT L. MORGAN S1 04 | 27 9 18 | 2 0 2 |


51 JACOB LUONG S1 05 | 30 13 17 | 2 0 2 |

52 ROBERT L. MORGAN S1 05 | 28 8 20 | 1 1 0 |

61 JACOB LUONG S1 06 | 29 14 15 | 2 0 2 |

62 ROBERT L. MORGAN S1 06 | 30 12 18 | 3 0 3 |


MAT121 ALGEBRA 2 SM 13 225 21| 21 7 14 | 0 0 0 |

31 JACOB LUONG S1 03 | 11 4 7 | 0 0 0 |

41 JACOB LUONG S1 04 | 10 3 7 | 0 0 0 |


MAT210 GEOMETRY 1 SM 13 390 342| 342 193 149 | 5 1 4 |

11 THOMAS S. EARL S1 01 | 25 12 13 | 1 0 1 |

12 MICHELLE R. EDWARDS S1 01 | 24 17 7 | 0 0 0 |

21 ROBYN N. SAARENAS S1 02 | 29 20 9 | 0 0 0 |

22 THOMAS S. EARL S1 02 | 29 15 14 | 1 0 1 |

32 EDWARD K. ROSIN S1 03 | 30 11 19 | 2 1 1 |


41 EDWARD K. ROSIN S1 04 | 30 14 16 | 0 0 0 |

51 EDWARD K. ROSIN S1 05 | 30 17 13 | 1 0 1 |



62 EDWARD K. ROSIN S1 06 | 31 19 12 | 0 0 0 |



MAT211 GEOMETRY 2 SM 13 390 26| 25 13 12 | 0 0 0 |

61 SCOTT J. ROWE S1 06 | 25 13 12 | 0 0 0 |



11 EDWARD K. ROSIN S1 01 | 29 14 15 | 0 0 0 |

12 ROBERT L. MORGAN S1 01 | 30 16 14 | 0 0 0 |

21 ROBERT L. MORGAN S1 02 | 27 8 19 | 0 0 0 |

22 EDWARD K. ROSIN S1 02 | 31 21 10 | 0 0 0 |


32 ROBERT L. MORGAN S1 03 | 32 18 14 | 1 0 1 |


42 SCOTT A. HUSAR S1 04 | 32 24 8 | 0 0 0 |

51 THOMAS S. EARL S1 05 | 31 17 14 | 0 0 0 |

61 THOMAS S. EARL S1 06 | 29 14 15 | 0 0 0 |

62 SCOTT A. HUSAR S1 06 | 32 12 20 | 0 0 0 |



21 SCOTT J. ROWE S1 02 | 31 11 20 | 0 0 0 |

31 SCOTT J. ROWE S1 03 | 32 17 15 | 0 0 0 |

41 SCOTT J. ROWE S1 04 | 30 18 12 | 0 0 0 |



11 SCOTT J. ROWE S1 01 | 28 13 15 | 0 0 0 |

12 JACOB LUONG S1 01 | 17 5 12 | 0 0 0 |


41 THOMAS S. EARL S1 04 | 29 12 17 | 0 0 0 |






53 SCOTT J. ROWE S1 05 | 27 9 18 | 0 0 0 |




11 ERNEST E. ZEIGER S1 01 | 23 16 7 | 0 0 0 |

21 ERNEST E. ZEIGER S1 02 | 29 19 10 | 0 0 0 |




MAT416 AP STATS 1 SM 1 30 21| 21 9 12 | 0 0 0 |

51 SCOTT A. HUSAR S1 05 | 21 9 12 | 0 0 0 |


MUS105 CONCERT BAND SM 1 34 29| 29 14 15 | 0 0 0 |

41 MEGHAN E. WAGNER S1 04 | 29 14 15 | 0 0 0 |



51 MEGHAN E. WAGNER S1 05 | 41 20 21 | 0 0 0 |



21 MEGHAN E. WAGNER S1 02 | 19 9 10 | 0 0 0 |


MUS125 SYMPHONC BAND SM 1 40 24| 24 18 6 | 0 0 0 |

31 MEGHAN E. WAGNER S1 03 | 24 18 6 | 0 0 0 |



91 MEGHAN E. WAGNER S1 09 | 30 12 18 | 0 0 0 |


MUS140 MARCHING BAND SM 1 50 47| 47 33 14 | 0 0 0 |

71 MEGHAN E. WAGNER S1 07 | 47 33 14 | 0 0 0 |


MUS141 BAND FLAG LINE SM 1 30 0| 0 0 0 | 0 0 0 |

71 MEGHAN E. WAGNER S1 07 | 0 0 0 | 0 0 0 |


MUS205 CHORUS SM 1 45 45| 45 28 17 | 8 4 4 |

41 JONATHAN M. STENSON S1 04 | 45 28 17 | 8 4 4 |





MUS225 ADV CHORUS SM 2 40 33| 33 33 0 | 3 3 0 |



MUS230 CHOIR-JAZZ EN SM 1 40 21| 21 10 11 | 0 0 0 |



MUS300 ORCHESTRA SM 2 40 21| 21 11 10 | 1 0 1 |

61 ELSA T. FAGER S1 06 | 21 11 10 | 1 0 1 |



51 ELSA T. FAGER S1 05 | 40 21 19 | 0 0 0 |


MUS501 AP MUSIC THRY 1 SM 1 12 11| 11 6 5 | 0 0 0 |

91 MEGHAN E. WAGNER S1 09 | 11 6 5 | 0 0 0 |


PHY100 HEALTH SM 13 330 116| 116 44 72 | 11 3 8 |





11 MERI M. BENEDICT S1 01 | 28 8 20 | 4 1 3 |

21 MERI M. BENEDICT S1 02 | 28 17 11 | 2 1 1 |

52 CHRISTOPHER K. GARRISO S1 05 | 30 11 19 | 1 0 1 |



PHY200 COED PE SM 10 288 137| 137 56 81 | 13 3 10 |

11 JULIE A. MOBERG S1 01 | 29 10 19 | 3 0 3 |

21 CHRISTINE M. LEVERENZ S1 02 | 36 21 15 | 2 1 1 |

31 ARTHUR BENARD III S1 03 | 36 13 23 | 5 1 4 |



PHY205 AEROBICS SM 2 36 21| 21 20 1 | 3 3 0 |







PHY211 CONDITIONING SM 2 72 36| 36 13 23 | 4 1 3 |

31 JULIE A. MOBERG S1 03 | 36 13 23 | 4 1 3 |





PHY219 RACQT SPORTS SM 2 72 27| 26 6 20 | 2 0 2 |







PHY229 BEG WT TRNG SM 9 115 76| 76 18 58 | 0 0 0 |

21 JULIE A. MOBERG S1 02 | 15 1 14 | 0 0 0 |





PHY240 OUTDOOR REC SM 2 36 35| 35 13 22 | 5 2 3 |

61 JULIE A. MOBERG S1 06 | 35 13 22 | 5 2 3 |


PHY305 ADV WT TRNG SM 10 72 44| 44 4 40 | 3 0 3 |

21 JULIE A. MOBERG S1 02 | 5 1 4 | 0 0 0 |





PHY502 HUMAN SURVIVAL SM 6 180 84| 83 52 31 | 4 3 1 |






11 ELAINE M. HETTERLY S1 01 | 30 12 18 | 5 1 4 |


41 EDMUND M. VALENTIN S1 04 | 19 7 12 | 4 0 4 |

42 MICHAEL VAN EATON S1 04 | 19 6 13 | 2 0 2 |








SCI202 BIOLOGY 1 SM 14 420 397| 397 201 196 | 33 9 24 |

11 PHILIP J. MYKA S1 01 | 29 12 17 | 3 0 3 |

12 CORIN G. MALONE S1 01 | 29 11 18 | 2 1 1 |

21 CORIN G. MALONE S1 02 | 29 13 16 | 0 0 0 |

22 PHILIP J. MYKA S1 02 | 30 16 14 | 4 2 2 |

23 JUDITH J. SHAW S1 02 | 24 15 9 | 2 0 2 |

31 CORIN G. MALONE S1 03 | 29 16 13 | 1 1 0 |

32 JUDITH J. SHAW S1 03 | 28 15 13 | 3 1 2 |

41 PHILIP J. MYKA S1 04 | 31 18 13 | 1 1 0 |

42 JUDITH J. SHAW S1 04 | 30 18 12 | 3 1 2 |

51 CORIN G. MALONE S1 05 | 29 20 9 | 4 0 4 |

52 MARK S. DAVIS S1 05 | 26 9 17 | 3 0 3 |

53 PHILIP J. MYKA S1 05 | 28 15 13 | 1 1 0 |

61 CORIN G. MALONE S1 06 | 28 11 17 | 4 0 4 |

62 JUDITH J. SHAW S1 06 | 27 12 15 | 2 1 1 |


SCI204 AP BIOLOGY 1 SM 1 30 20| 20 11 9 | 0 0 0 |

11 JUDITH J. SHAW S1 01 | 20 11 9 | 0 0 0 |


SCI300 CHEMISTRY 1 SM 8 240 226| 226 124 102 | 0 0 0 |


21 MARK S. DAVIS S1 02 | 29 14 15 | 0 0 0 |



32 MARK S. DAVIS S1 03 | 29 17 12 | 0 0 0 |

41 MARK S. DAVIS S1 04 | 28 16 12 | 0 0 0 |




SCI304 AP CHEMISTRY 1 SM 1 30 29| 29 15 14 | 0 0 0 |

11 MARK S. DAVIS S1 01 | 29 15 14 | 0 0 0 |


SCI400 PHYSICS 1 SM 3 90 89| 89 49 40 | 0 0 0 |

41 ERNEST E. ZEIGER S1 04 | 30 13 17 | 0 0 0 |

51 ERNEST E. ZEIGER S1 05 | 30 16 14 | 0 0 0 |

61 ERNEST E. ZEIGER S1 06 | 29 20 9 | 0 0 0 |


SCI502 MARINE BIOLOGY SM 3 90 27| 27 15 12 | 1 0 1 |

31 PHILIP J. MYKA S1 03 | 27 15 12 | 1 0 1 |


SCI503 ENVIRON BIOLOGY SM 1 30 20| 20 4 16 | 3 0 3 |

41 CORIN G. MALONE S1 04 | 20 4 16 | 3 0 3 |


SCI506 COMPUTER SCI 1 SM 1 22 14| 14 3 11 | 2 0 2 |



SCI508 AP COMP SCI 1 SM 4 8 9| 9 3 6 | 0 0 0 |



SCI520 AP PHYSICS B 1 SM 2 60 25| 25 9 16 | 0 0 0 |









11 BRYCE J. STRAND S1 01 | 32 16 16 | 4 4 0 |

21 ALYSSA FRANZ S1 02 | 30 14 16 | 4 1 3 |

51 BRYCE J. STRAND S1 05 | 32 19 13 | 4 2 2 |

62 ALYSSA FRANZ S1 06 | 32 12 20 | 4 1 3 |



31 JANALYN R. MCKEEHAN S1 03 | 30 18 12 | 0 0 0 |



SOC200 US HIST BASIC 1 SM 1 22 19| 19 7 12 | 13 5 8 |



SOC202 US HISTORY 1 SM 11 360 339| 339 161 178 | 26 5 21 |

11 BRUCE D. DIEHL S1 01 | 23 7 16 | 0 0 0 |

12 MEGAN ELLIS SUMNER S1 01 | 28 17 11 | 1 0 1 |

21 BRUCE D. DIEHL S1 02 | 29 11 18 | 2 0 2 |

31 ALYSSA FRANZ S1 03 | 30 16 14 | 1 0 1 |

32 PATRICK M. MCKEEHAN II S1 03 | 29 17 12 | 2 2 0 |


42 ALYSSA FRANZ S1 04 | 29 12 17 | 3 1 2 |


52 ALYSSA FRANZ S1 05 | 29 11 18 | 0 0 0 |











SOC300 CIVICS SM 11 300 135| 135 60 75 | 6 0 6 |

11 ANDREW D. MONSEN S1 01 | 28 11 17 | 1 0 1 |

21 ANDREW D. MONSEN S1 02 | 26 11 15 | 0 0 0 |

41 CHERYL C. MOYD S1 04 | 26 13 13 | 0 0 0 |

51 ANDREW D. MONSEN S1 05 | 27 15 12 | 3 0 3 |

52 CHERYL C. MOYD S1 05 | 28 10 18 | 2 0 2 |



31 CHERYL C. MOYD S1 03 | 30 18 12 | 0 0 0 |

41 BRUCE D. DIEHL S1 04 | 24 10 14 | 0 0 0 |

51 BRUCE D. DIEHL S1 05 | 22 15 7 | 0 0 0 |



21 CRYSTAL L. JILBERT S1 02 | 29 16 13 | 4 2 2 |








31 ANDREW D. MONSEN S1 03 | 32 23 9 | 0 0 0 |





41 ANDREW D. MONSEN S1 04 | 29 9 20 | 0 0 0 |



11 CHERYL C. MOYD S1 01 | 22 16 6 | 0 0 0 |

21 CHERYL C. MOYD S1 02 | 14 8 6 | 0 0 0 |




SOC502 AP PSYCH 1 SM 2 21 19| 19 11 8 | 0 0 0 |

11 CHERYL C. MOYD S1 01 | 5 2 3 | 0 0 0 |

21 CHERYL C. MOYD S1 02 | 7 5 2 | 0 0 0 |




SOC506 ECONOMICS SM 2 60 18| 17 4 13 | 0 0 0 |

31 BRUCE D. DIEHL S1 03 | 17 4 13 | 0 0 0 |


SPE115 READING LAB SM 1 10 7| 7 2 5 | 7 2 5 |



SPE211 READ/WR LAN 1 SM 2 11 11| 11 5 6 | 11 5 6 |

41 RALPH L. CUBIT S1 04 | 6 3 3 | 6 3 3 |

51 RALPH L. CUBIT S1 05 | 5 2 3 | 5 2 3 |


SPE213 READ/WR LAN 2 SM 3 17 16| 16 5 11 | 16 5 11 |

41 RALPH L. CUBIT S1 04 | 7 0 7 | 7 0 7 |

51 RALPH L. CUBIT S1 05 | 9 5 4 | 9 5 4 |


SPE215 READ/WR LAN 3 SM 3 24 28| 28 7 21 | 28 7 21 |




SPE217 READ/WR LAN 4 SM 2 4 4| 4 1 3 | 4 1 3 |




SPE250 MATH INTERVN 1 SM 1 15 10| 10 0 10 | 10 0 10 |

21 JON D. AARSTAD S1 02 | 3 0 3 | 3 0 3 |

31 JON D. AARSTAD S1 03 | 7 0 7 | 7 0 7 |


SPE301 MATH 1 SM 2 3 3| 3 0 3 | 3 0 3 |

11 JON D. AARSTAD S1 01 | 3 0 3 | 3 0 3 |


SPE303 MATH 2 SM 1 2 2| 2 0 2 | 2 0 2 |

11 JON D. AARSTAD S1 01 | 2 0 2 | 2 0 2 |


SPE305 MATH 3 SM 4 19 18| 18 5 13 | 18 5 13 |

11 RALPH L. CUBIT S1 01 | 8 1 7 | 8 1 7 |

21 RALPH L. CUBIT S1 02 | 6 2 4 | 6 2 4 |

31 RALPH L. CUBIT S1 03 | 4 2 2 | 4 2 2 |


SPE307 MATH 4 SM 4 22 19| 19 10 9 | 19 10 9 |

11 RALPH L. CUBIT S1 01 | 8 3 5 | 8 3 5 |

21 RALPH L. CUBIT S1 02 | 6 3 3 | 6 3 3 |

31 RALPH L. CUBIT S1 03 | 5 4 1 | 5 4 1 |






SPE320 PRE ALGEBRA 1 SM 2 24 28| 28 15 13 | 28 15 13 |

11 JON D. AARSTAD S1 01 | 11 7 4 | 11 7 4 |

21 JON D. AARSTAD S1 02 | 17 8 9 | 17 8 9 |


SPE600 COMM LAB SM 2 21 12| 12 6 6 | 12 6 6 |





SPE601 COMM LAB SM 3 29 0| 0 0 0 | 0 0 0 |






TITLE FOR TOTAL


GRAND TOTALS 10377 5185 5192

Spec Ed 718 235 483

************************ End of report ************************

1sonyr01.p 37-2 WEST AUBURN SENIOR HIGH SCHOOL 01/03/13 Page:1




ART101 DRAWING 1 SM 4 25 20| 20 15 5 | 4 3 1 |

05 KENNETH G. WATSON S1 05 | 20 15 5 | 4 3 1 |


ART103 ADV ART 1 SM 1 0 0| 0 0 0 | 0 0 0 |



ART110 CERAMICS SM 1 55 10| 10 3 7 | 3 0 3 |



ART200 IND ARTS 1 SM 1 0 12| 12 1 11 | 3 0 3 |

04 DON A. WILSON S1 04 | 12 1 11 | 3 0 3 |


ART351 JEWELRY 1 SM 1 0 13| 13 7 6 | 3 2 1 |

02 DON A. WILSON S1 02 | 13 7 6 | 3 2 1 |


ART800 ART IND STUDY SM 1 0 20| 20 13 7 | 4 2 2 |

70 BROOKE BROUSSARD S1 06 | 20 13 7 | 4 2 2 |



02 STEVEN J. PAYNE S1 02 | 9 6 3 | 0 0 0 |



03 STEVEN J. PAYNE S1 03 | 0 0 0 | 0 0 0 |



03 STEVEN J. PAYNE S1 03 | 0 0 0 | 0 0 0 |


CTE111 BUS ENGLISH 1 SM 1 55 6| 6 4 2 | 1 1 0 |

07 STEVEN J. PAYNE S1 07 | 6 4 2 | 1 1 0 |


CTE115 BUS MATH SM 1 50 9| 9 3 6 | 1 0 1 |

15 STEVEN J. PAYNE S1 05 | 9 3 6 | 1 0 1 |


CTE120 BUS PERS FIN SM 1 0 0| 0 0 0 | 0 0 0 |

02 STEVEN J. PAYNE S1 02 | 0 0 0 | 0 0 0 |


CTE125 CAREER CHOICES SM 1 0 43| 43 26 17 | 3 1 2 |

01 COLLEEN S. RAYBURN S1 01 | 16 10 6 | 1 0 1 |




CTE135 DIGITOOLS SM 5 0 0| 0 0 0 | 0 0 0 |

04 STEVEN J. PAYNE S1 04 | 0 0 0 | 0 0 0 |


CTE141 MOS 1 SM 1 0 0| 0 0 0 | 0 0 0 |

02 STEVEN J. PAYNE S1 02 | 0 0 0 | 0 0 0 |

04 STEVEN J. PAYNE S1 04 | 0 0 0 | 0 0 0 |

06 STEVEN J. PAYNE S1 06 | 0 0 0 | 0 0 0 |



04 NOREEN A. KEBBA S1 04 | 0 0 0 | 0 0 0 |



04 NOREEN A. KEBBA S1 04 | 15 15 0 | 2 2 0 |


CTE303 HEALTH CTE SM 1 0 49| 49 17 32 | 8 4 4 |





01 NOREEN A. KEBBA S1 01 | 20 10 10 | 2 2 0 |

02 NOREEN A. KEBBA S1 02 | 14 3 11 | 2 0 2 |

05 NOREEN A. KEBBA S1 05 | 15 4 11 | 4 2 2 |


CTE465 YEARBOOK 1 SM 1 55 10| 10 7 3 | 0 0 0 |

16 STEVEN J. PAYNE S1 06 | 10 7 3 | 0 0 0 |






CTE473 WBL BUS ED SM 1 0 0| 0 0 0 | 0 0 0 |






CTE490 WBL CAR CHOICES SM 1 0 13| 13 10 3 | 0 0 0 |






CTE514 NEWSPAPER 1 SM 1 0 0| 0 0 0 | 0 0 0 |

06 STEVEN J. PAYNE S1 06 | 0 0 0 | 0 0 0 |



06 MICHAEL H. BOSCH S1 06 | 0 0 0 | 0 0 0 |



01 FRANCINE A. SULLIVAN S1 01 | 0 0 0 | 0 0 0 |









GEN800 INDEP STUDY SM 1 0 0| 0 0 0 | 0 0 0 |



GEN801 WSLP SM 1 1255 238| 238 139 99 | 2 2 0 |

03 MICHAEL H. BOSCH S1 03 | 0 0 0 | 0 0 0 |

04 MICHAEL H. BOSCH S1 04 | 0 0 0 | 0 0 0 |

06 MICHAEL H. BOSCH S1 06 | 0 0 0 | 0 0 0 |

15 THOMAS J. PARSONS S1 05 | 0 0 0 | 0 0 0 |

30 MICHAEL H. BOSCH S1 03 | 1 1 0 | 0 0 0 |

31 MICHAEL H. BOSCH S1 03 | 10 5 5 | 0 0 0 |

32 MICHAEL H. BOSCH S1 03 | 14 7 7 | 0 0 0 |

33 MICHAEL H. BOSCH S1 03 | 11 6 5 | 0 0 0 |

34 MICHAEL H. BOSCH S1 03 | 12 7 5 | 0 0 0 |

36 DORNFORD W. STOLIKER J S1 06 | 9 3 6 | 0 0 0 |

40 MICHAEL H. BOSCH S1 04 | 2 1 1 | 0 0 0 |

41 MICHAEL H. BOSCH S1 04 | 12 6 6 | 0 0 0 |

42 MICHAEL H. BOSCH S1 04 | 16 8 8 | 0 0 0 |





43 MICHAEL H. BOSCH S1 04 | 13 7 6 | 0 0 0 |

44 MICHAEL H. BOSCH S1 04 | 14 8 6 | 0 0 0 |



50 BONNIE E. BEGALKA S1 08 | 14 10 4 | 0 0 0 |




54 CATHERINE M. PETER S1 02 | 12 6 6 | 0 0 0 |










70 MICHAEL H. BOSCH S1 06 | 2 1 1 | 0 0 0 |

71 MICHAEL H. BOSCH S1 06 | 6 5 1 | 0 0 0 |

72 MICHAEL H. BOSCH S1 06 | 4 2 2 | 0 0 0 |

73 MICHAEL H. BOSCH S1 06 | 6 5 1 | 0 0 0 |

74 MICHAEL H. BOSCH S1 06 | 3 2 1 | 0 0 0 |


GEN804 PERSONAL GROWTH SM 1 685 139| 138 66 72 | 23 10 13 |

01 WILLIAM E. BONNELL S1 03 | 9 6 3 | 3 2 1 |

02 NOREEN A. KEBBA S1 03 | 11 4 7 | 0 0 0 |

03 LARRY D. LAUSH JR S1 03 | 19 6 13 | 1 1 0 |


05 STEVEN J. PAYNE S1 03 | 16 7 9 | 6 2 4 |


07 LAUREN B. LIBADIA S1 03 | 0 0 0 | 0 0 0 |


09 SANDRA L. VANNICE S1 03 | 13 10 3 | 1 1 0 |


11 DON A. WILSON S1 03 | 10 5 5 | 4 2 2 |

12 ANNA A. JOHNSON S1 03 | 11 6 5 | 2 1 1 |

84 MICHAEL H. BOSCH S1 03 | 0 0 0 | 0 0 0 |



01 LEONARD E. HOLLOMAN YR 01 | 3 0 3 | 1 0 1 |







GEN821 AMHS STUDENT YR 1 0 0| 0 0 0 | 0 0 0 |








GEN888 SEAT COUNT YR 1 0 0| 0 0 0 | 0 0 0 |





21 LARRY D. LAUSH JR YR 01 | 0 0 0 | 0 0 0 |



42 DORNFORD W. STOLIKER J YR 02 | 0 0 0 | 0 0 0 |

44 KENNETH G. WATSON YR 06 | 0 0 0 | 0 0 0 |




LAN120 LA 9 1 SM 12 75 19| 19 7 12 | 0 0 0 |


06 MICHAEL H. BOSCH S1 06 | 0 0 0 | 0 0 0 |


LAN220 LA 10 1 SM 1 80 28| 28 10 18 | 1 1 0 |

04 MATTHEW J. ROY S1 04 | 0 0 0 | 0 0 0 |

05 ANNA A. JOHNSON S1 05 | 14 4 10 | 0 0 0 |




07 MICHAEL H. BOSCH S1 07 | 7 2 5 | 0 0 0 |


LAN320 AMER LIT 1 SM 1 50 15| 15 8 7 | 0 0 0 |

04 ANNA A. JOHNSON S1 04 | 15 8 7 | 0 0 0 |

05 ANNA A. JOHNSON S1 05 | 0 0 0 | 0 0 0 |



04 MICHAEL H. BOSCH S1 04 | 0 0 0 | 0 0 0 |


LAN421 HUMANITIES 1 SM 1 0 0| 0 0 0 | 0 0 0 |

02 MICHAEL H. BOSCH S1 02 | 0 0 0 | 0 0 0 |


LAN423 READING LAB 1 SM 2 30 7| 7 4 3 | 1 0 1 |

05 MICHAEL H. BOSCH S1 05 | 7 4 3 | 1 0 1 |


LAN532 WRITING LAB SM 1 0 0| 0 0 0 | 0 0 0 |

05 MICHAEL H. BOSCH S1 05 | 0 0 0 | 0 0 0 |


LAN800 LAN IND STDY SM 1 186 63| 63 35 28 | 7 4 3 |



06 MICHAEL H. BOSCH S1 06 | 3 1 2 | 1 0 1 |

07 MICHAEL H. BOSCH S1 07 | 0 0 0 | 0 0 0 |

16 LARRY D. LAUSH JR S1 06 | 0 0 0 | 0 0 0 |



LAN801 WSLP SM 1 0 0| 0 0 0 | 0 0 0 |





84 MICHAEL H. BOSCH S1 02 | 0 0 0 | 0 0 0 |



01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |

















01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |











T1 BONNIE E. BEGALKA S1 09 | 0 0 0 | 0 0 0 |



01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |













01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

05 LARRY D. LAUSH JR S1 05 | 0 0 0 | 0 0 0 |

06 LARRY D. LAUSH JR S1 06 | 0 0 0 | 0 0 0 |












MAT120 ALGEBRA 1 SM 11 506 19| 19 9 10 | 0 0 0 |

01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |

















MAT121 ALGEBRA 2 SM 11 506 0| 0 0 0 | 0 0 0 |

01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |












MAT122 COE ALGEBRA 1 SM 1 55 8| 8 5 3 | 0 0 0 |

16 LARRY D. LAUSH JR S1 06 | 8 5 3 | 0 0 0 |


MAT210 GEOMETRY 1 SM 13 0 10| 10 4 6 | 0 0 0 |

01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |

05 LARRY D. LAUSH JR S1 05 | 10 4 6 | 0 0 0 |












MAT211 GEOMETRY 2 SM 13 0 0| 0 0 0 | 0 0 0 |

01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |

05 LARRY D. LAUSH JR S1 05 | 0 0 0 | 0 0 0 |

















01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |













01 LARRY D. LAUSH JR S1 01 | 0 0 0 | 0 0 0 |

04 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |












MAT800 MATH IND STDY SM 1 407 93| 93 51 42 | 12 4 8 |

01 LARRY D. LAUSH JR S1 01 | 22 13 9 | 1 1 0 |

04 LARRY D. LAUSH JR S1 04 | 16 7 9 | 2 0 2 |

05 LARRY D. LAUSH JR S1 05 | 0 0 0 | 0 0 0 |

06 LARRY D. LAUSH JR S1 06 | 0 0 0 | 0 0 0 |






MAT801 WSLP SM 1 0 0| 0 0 0 | 0 0 0 |





81 LARRY D. LAUSH JR S1 04 | 0 0 0 | 0 0 0 |


PHY100 HEALTH SM 1 0 0| 0 0 0 | 0 0 0 |

01 NOREEN A. KEBBA S1 01 | 0 0 0 | 0 0 0 |

02 NOREEN A. KEBBA S1 02 | 0 0 0 | 0 0 0 |

03 NOREEN A. KEBBA S1 03 | 0 0 0 | 0 0 0 |

05 NOREEN A. KEBBA S1 05 | 0 0 0 | 0 0 0 |

06 NOREEN A. KEBBA S1 06 | 0 0 0 | 0 0 0 |


PHY200 COED PE SM 1 0 45| 45 20 25 | 8 5 3 |

05 DON A. WILSON S1 05 | 21 8 13 | 4 1 3 |





06 DON A. WILSON S1 06 | 24 12 12 | 4 4 0 |


PHY205 AEROBICS SM 1 0 0| 0 0 0 | 0 0 0 |

04 NOREEN A. KEBBA S1 04 | 0 0 0 | 0 0 0 |


PHY800 PE IND STUDY SM 1 0 20| 20 13 7 | 4 2 2 |



PHY801 WSLP SM 1 0 0| 0 0 0 | 0 0 0 |







SCI202 BIOLOGY 1 SM 1 0 33| 33 14 19 | 4 2 2 |




SCI510 HORTICULTURE SM 1 0 0| 0 0 0 | 0 0 0 |

04 DON A. WILSON S1 04 | 0 0 0 | 0 0 0 |


SCI800 SCI IND STUDY SM 1 0 0| 0 0 0 | 0 0 0 |



SCI801 WSLP SM 1 0 0| 0 0 0 | 0 0 0 |







SOC202 US HISTORY 1 SM 1 130 39| 39 18 21 | 8 5 3 |






SOC203 US HISTORY 2 SM 1 130 0| 0 0 0 | 0 0 0 |

S1 KENNETH G. WATSON S1 06 | 0 0 0 | 0 0 0 |


SOC300 CIVICS SM 1 0 18| 18 9 9 | 0 0 0 |








07 MICHAEL H. BOSCH S1 07 | 0 0 0 | 0 0 0 |


SOC508 WASH STATE HIST SM 1 50 3| 3 2 1 | 0 0 0 |



SOC800 SOC IND STDY SM 1 0 20| 20 13 7 | 4 2 2 |







SOC801 WSLP SM 1 0 0| 0 0 0 | 0 0 0 |



SPE201 LANG ARTS 1 SM 1 173 18| 18 7 11 | 18 7 11 |





SPE202 LANG ARTS 1 SM 1 143 2| 2 0 2 | 2 0 2 |





SPE203 LANG ARTS 2 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE204 LANG ARTS 2 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE205 LANG ARTS 3 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE206 LANG ARTS 3 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE207 LANG ARTS 4 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE208 LANG ARTS 4 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE209 LANG ARTS 5 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE210 LANG ARTS 5 SM 1 143 0| 0 0 0 | 0 0 0 |





SPE301 MATH 1 SM 1 145 13| 13 6 7 | 13 6 7 |








SPE302 MATH 1 SM 1 115 1| 1 1 0 | 1 1 0 |




SPE303 MATH 2 SM 1 145 1| 1 0 1 | 1 0 1 |




SPE304 MATH 2 SM 1 115 0| 0 0 0 | 0 0 0 |




SPE305 MATH 3 SM 1 115 0| 0 0 0 | 0 0 0 |




SPE306 MATH 3 SM 1 115 0| 0 0 0 | 0 0 0 |




SPE307 MATH 4 SM 1 145 1| 1 1 0 | 1 1 0 |




SPE308 MATH 4 SM 1 115 1| 1 1 0 | 1 1 0 |






TITLE FOR TOTAL



Spec Ed 151 72 79

************************ End of report ************************