Running Head: NATHAN HALE SCHOOL AND COMMUNITY PROFILE 1

Nathan Hale Schl and C!!unit" P#$ile

Tn" Fland
Seattle Uni%e#&it"
Fall 'ua#te# ()1*
NATHAN HALE SCHOOL AND COMMUNITY PROFILE (
TA+LE OF CONTENTS
De!g#a,hic In$#!atin- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - *
Data Inte#,#etatin- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11
Schl Cun&eling P#g#a!- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1.
St#ategic Ele!ent&- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1/
0e" Relatin&hi,&- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -11
+eing 2i&i3le- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14
C!!unit" Ma,,ing- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (1
Cnclu&in- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (*
Re$e#ence&- -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - (5
NATHAN HALE SCHOOL AND COMMUNITY PROFILE *
School and Community Profile Assignment
I. Demographic Information
Ta3le 1
Student Race
Race/Ethnicity (October 2012-13)
American Indian/Alaskan Native 15 1.3%
Asian 164 14.0%
Native Hawaiian / Other Paciic Islander 5 0.4%
Asian/Paciic Islander 16! 14.4%
"lack / Arican American 166 14.#%
His$anic / %atin& & an' race(s) 105 !.0%
*hite 665 56.+%
,w& &r -&re .aces 5# 4.4%
Race/Ethnicity (October 2007)
American Indian/Alaskan Native 33 3.0%
Asian 16# 14./%
Asian/Paciic Islander 16# 14./%
"lack / Arican American 115 10.5%
His$anic / %atin& & an' race(s) !5 /.+%
*hite 6!# 63.1%
Ta3le (
Additional Student Info: 2012-13
Special Programs
0ree &r .ed1ced2Price -eals (-a' #013) 3#3 #!.#%
3$ecial 4d1cati&n (-a' #013) 1/3 16.6%
,ransiti&nal "ilin51al (-a' #013) 54 4.!%
-i5rant (-a' #013) 4 0.4%
3ecti&n 504 (-a' #013) 6# 5.6%
0&ster 6are (-a' #013) 4 0.4%
Additional Student Info: 2007-08
Special Programs
0ree &r .ed1ced2Price -eals (-a' #00/) 15.#%
3$ecial 4d1cati&n (-a' #00/) 1#./%
,ransiti&nal "ilin51al (-a' #00/) #.6%
-i5rant (-a' #00/) 0.1%
NATHAN HALE SCHOOL AND COMMUNITY PROFILE 5
Ta3le 16 &h7& &tudent de!g#a,hic in$#!atin #ega#ding #ace8ethnicit" $#! ())/ and ()1(
9OSPI6 ())16 ()1*:- Ta3le ( &h7& additinal &tudent de!g#a,hic in$#!atin $#! ())/ and
()1(6 including &,ecial ,#g#a!& and gende# 9OSPI6 ())16 ()1*:-
;#a,h 1
Staff Race/Ethnicity 2012-2013
;#a,h (
Student Discipline Repot 2012-2013
;#a,h *
Student Attendance Repot: 2011-2012
;#a,h 1 &h7& the ethnicit"8#ace $ the enti#e &ta$$ at Nathan Hale High Schl- ;#a,h ( &h7&
the %e#all &chl di&ci,line #e,#t $#! Oct3e# ()1(<Oct3e# ()1*- 9P7e#Schl6 ()1*:-
;#a,h * &h7& the attendance #ate $ &tudent& at Nathan Hale and g#u,& the! int #i&= le%el-
9Acade!ic Data >a#ehu&e6 ()1(:-
Ta3le
*
All Students End of !ouse E"a#
Results: 2012-2013
All Grades Students Scoring in Each
Level
All EOC ear !
Did Nt Meet Standa#d Met Standa#d
Schl
Yea#
N
Sc#e
Le%el
1
Le%el
(
Le%el
*
Le%el 5
()1(<1* (*-/? ((-)? 1*-@? 11-4? (.-5?
All EOC ear "
Did Nt Meet
Standa#d
Met Standa#d
Schl
Yea#
N
Sc#e
Le%el
1
Le%el
(
Le%el
*
Le%el
5
()1(<
1*
(-.? .-/? 1-(? **-@? 5.-4?
All EOC #iology
Did Nt Meet
Standa#d
Met Standa#d
Schl
Yea#
N
Sc#e
Le%el
1
Le%el
(
Le%el
*
Le%el
5
()1(<
1*
.-5? 5-*? 1)-1? (@-/? 5/-/?
Ta3le * &h7& Nathan Hale High Schl &tudent&A end $ cu#&e eBa! #e&ult& 9OSPI6 ()1*:- All
EOC Yea# 1 di&,la"& #e&ult& $# Alge3#a and Yea# ( i& ;e!et#"- Ta3le *6 3el76 highlight&
Nathan HaleA& 1)th g#ade HSPE #e&ult& $#! the ,a&t $u# "ea# in all $u# a#ea&6 #eading6 !ath6
7#iting6 and &cience 9OSPI6 ()1*6 ()116 ()1):-
Ta3le 5
10
th
$ade %S&E Scoes
Grade !$ Students Scoring in Each Level
%eading
Reading C ()1(<()1*
Nu!3e# Pe#cent
&eeting Standard
including PP'
((* 1@-1?
&eeting Standard ((( 1@-/?
Le%el 5 9eBceed&
&tanda#d:
1./ @1-*?
Le%el * 9!et
&tanda#d:
.1 ((-/?
+a&ic 9!et &tanda#d: / (-/?
(ot &eeting Standard *5 1*-*?
Le%el ( 93el7
&tanda#d:
1* .-1?
Le%el 1 97ell 3el7
&tanda#d:
1. .-4?
N Sc#e @ (-*?
UneBcu&ed
A3&ence6
Re$u&al
( )-1?
Othe#D 5 1-@?
)otal (.@ 1))?
&ath
Math C ())4<()1)
Nu!3e# Pe#cent
&eeting Standard
including PP'
151 .1-)?
&eeting Standard 15) ./-4?
Le%el 5 9eBceed&
&tanda#d:
@* (@-)?
Le%el * 9!et
&tanda#d:
/( (4-1?
+a&ic 9!et &tanda#d: . (-1?
(ot &eeting Standard 1)( 5(-1?
Le%el ( 93el7
&tanda#d:
51 1@-4?
Le%el 1 97ell 3el7
&tanda#d:
.( (1-.?
N Sc#e 4 *-/?
UneBcu&ed
A3&ence6
Re$u&al
. (-1?
Othe#D 5 1-/?
)otal (5( 1))?
*riting
>#iting C ()1(<()1*
Nu!3e# Pe#cent
&eeting Standard
including PP'
(() 14-1?
&eeting Standard (14 14-)?
Le%el 5 9eBceed&
&tanda#d:
1(* .)-)?
Le%el * 9!et
&tanda#d:
11 *.-1?
+a&ic 9!et &tanda#d: 1 *-*?
(ot &eeting Standard (/ 11-)?
Le%el ( 93el7
&tanda#d:
4 *-/?
Le%el 1 97ell 3el7
&tanda#d:
4 *-/?
N Sc#e 4 *-/?
UneBcu&ed
A3&ence6
Re$u&al
( )-1?
Othe#D / (-1?
)otal (5@ 1))?
Science
Science C ()1)<()11
Nu!3e# Pe#cent
&eeting Standard
including PP'
1/1 @.-.?
&eeting Standard 1/1 @.-.?
Le%el 5 9eBceed&
&tanda#d:
(4 11-1?
Le%el * 9!et
&tanda#d:
1*1 .(-4?
+a&ic 9!et
&tanda#d:
5 1-.?
(ot &eeting
Standard
4) *5-.?
Le%el ( 93el7
&tanda#d:
*1 15-@?
Le%el 1 97ell
3el7 &tanda#d:
5( 1@-1?
N Sc#e 1) *-1?
UneBcu&ed
A3&ence6
Re$u&al
5 1-.?
Othe#D @ (-*?
)otal (@1 1))?
;#a,h 5
%ealthy 'outh Su(ey - !uent )ai*uana +se
;#a,h .
%ealthy 'outh Su(ey - !uent Alcohol +se
;#a,h 5 and . highlight &!e #e&ult& $#! the Health" Yuth Su#%e" 9Health" Yuth Su#%e"6
()1(:- ;#a,h / l=& at &tudent&A cu##ent !a#iEuana u&e6 7hile g#a,h 1 $cu&e& n &tudentA& cu##ent alchl
u&e-
II. Data Interpretation
The de!g#a,hic data &h7& that Nathan Hale High Schl 9NHHS: ha& a di%e#&e !a=e u, $
&tudent& $#! di$$e#ent ethnic8#acial 3ac=g#und&6 h7e%e# 7hite &tudent& c!,#i&e $ %e# hal$ the &tudent
3d"- Althugh NHHS ha& $e7e# &tudent& $ cl#6 the &ta$$ &till di&,#,#tinatel" #e,#e&ent& the &tudent
3d" de!g#a,hic at the &chl-
+a&ed $$ $ the EOY di&ci,line #e,#t6 the highe&t a!unt& $ #e,#ted incident& #e%l%e a#und
u&ing # ,&&e&&ing illegal d#ug&8cnt#lled &u3&tance& and $ighting- A$te# c!,a#ing that #e,#t 7ith the
Health" Yuth Su#%e" 9()1(: it $u#the# %alidated the $inding& 3" &h7ing that n a%e#age Nathan Hale
&tudent& a#e !#e li=el" t u&e !a#iEuana and alchl 7hen c!,a#ed t the #e&t $ >a&hingtn State-
Due t the change in Schl &"&te!&6 ESIS t P7e#Schl6 I 7a& una3le t ,ull u, cu##ent
in$#!atin #ega#ding Nathan HaleA& attendance #ate- H7e%e#6 3a&ed n the lde# data ,#e&ented6 NHHS
a,,ea#ed t ha%e &i!ila# nu!3e#& in #elatin t the Seattle Schl Di&t#ict a%e#age- *(( &tudent& $#!
NHHS 7e#e at the F!de#ate #i&=G le%el in te#!& $ attendance6 11@ &tudent& 7e#e at the F%e#" &e%e#e #i&=G
le%el6 5)* &tudent& 7e#e a#e at Fn #i&=6 7hich !eant that /@( &tudent& #anged $#! l7 #i&= t %e#" &e%e#e
#i&=-
U&ing thi& data i$ I had t &ugge&t 7hat the i!,licatin& $# &chl cun&el#& &huld 3e6 itAd 3e t
e!,ha&iHe the i!,#tance $ educating NHHS &ta$$ n cultu#al a7a#ene&& and d#ug and alchl &u3&tance
a3u&e- The data %e#7hel!ingl" &h7ed that that !aE#it" $ NHHS $acult" !e!3e#& a#e 7hite and d nt
accu#atel" #e,#e&ent NHHS &tudent 3d"6 7hich !ight a$$ect the $a!il"<&chl #elatin&hi,& due t lac= $
cultu#al unde#&tanding- La&tl"6 3a&ed $#! the Health" Yuth Su#%e" 9()1(: and EOY di&ci,line #e,#t6 I
7uld ,#,&e !#e &u,,#t and educatin a#und d#ug& and alchl $# &tudent&- Pe#ha,& e%en ding a
need& a&&e&&!ent n the cau&atin $ d#ug and alchl u&age t 3ette# unde#&tand the i&&ue-
Disaggregated Data
Ta3le .
,u#-e of Students pe .ade and -y .ende/Race/Ethnicity
Grade
Total
in
Grade
Asian
African
American
or Black
Caucasian
Hispani
c
American
Indian
Multiracial
Pacific
Islander
Unclassified
9
317 3 3! 1!" "# 7 $! 1 %
19 &
1#
1" &
$1 $1 & 1 #1 & #3 $ & $3 "'Mar 1" & 1$
(an'
%% % & %
1%
3%7 "$ 33 17" "1 $ 1 % %
1!! &
1"1
$1 &
$1 17 & 1! 9! & 7# $$ & 19 1'(an !')ep % & % % & %
11
$ 3" 3" 1"$ $" 1 1 %
1$# &
1$7
13 &
$1 1 & 19 #1 & !1
1'
)ep 3'*e+ 7'Au, % & 1 % & %
1$
3%% "! 7 1!" 17 3 1$ 1 %
13 &
1"7
19 &
$7 $ & 3$ #9 & 7 7'-ct 1'*e+ "'Au, % & 1 % & %
Total
1179 17 1!% !"" 13% 17 !# 3 %
!%! &
73
!7 &
9% 7# & #$
3"7 &
$97 !! & !" 9'Au, 39 & $9 $'(an % & %
Ta3le . 3#ea=& d7n &tudent& 3" gende#6 #ace and ethnicit" in each g#ade le%el
9P7e#Schl6 ()1*:-


Ta3le @

/hite Students Scoin$ in Each 0e(el
ll EO! "ear 1
7id N&t -eet 3tandard -et 3tandard
3ch&&l
8ear
N&
3c&re
%evel
1
%evel
#
%evel
3
%evel 4
#01#213 6./% 6./% #!.1% 46.6%
ll EO! "ear 2
7id N&t -eet 3tandard -et 3tandard
3ch&&l 8ear N& 3c&re %evel 1 %evel # %evel 3 %evel 4
#01#213 3.0% 3.0% #0.0% +#.6%
ll EO! #iology
7id N&t -eet 3tandard -et 3tandard
3ch&&l 8ear N& 3c&re %evel 1 %evel # %evel 3 %evel 4
#01#213 #.1% 3.5% #5.#% 60./%
Asian-&acific Islande Students Scoin$ in Each 0e(el
ll EO! "ear 1
7id N&t -eet 3tandard -et 3tandard
3ch&&l 8ear N& 3c&re %evel 1 %evel # %evel 3 %evel 4
#01#213 6.3% 6.3% 40.6% 34.4%
ll EO! "ear 2
7id N&t -eet 3tandard -et 3tandard
3ch&&l 8ear N& 3c&re %evel 1 %evel # %evel 3 %evel 4
#01#213 #.+% 5.4% #4.3% 64.!%
ll EO! #iology
7id N&t -eet 3tandard -et 3tandard
3ch&&l 8ear
N&
3c&re
%evel 1 %evel # %evel 3
%evel
4
#01#213 3.#% 1!.4% 3#.3%3#.3%
A$te# inte#,#eting the data it i& 3%iu& that &tudent&A a#e 3eing ad%e#&el" a$$ected in #ega#d& t
thei# acade!ic6 ,e#&nal8&cial6 and ca#ee# de%el,!ent- One $ the !&t a,,a#ent cha#acte#i&tic& $
di&agg#egated data that &tand& ut in !" ,inin i& the ethnic8#acial di%e#&it" a!ng the &tudent
,,ulatin&- The de!g#a,hic& $ the &chl ha%e &hi$ted Iuite #a,idl" in la&t . "ea#&- It i& di$$icult t
,in,int n ne &,eci$ic inc#ea&e in #ace8ethnicit" 9+lac=8A$#ican<A!e#ican6 Paci$ic<I&lande# Hi&,anic6
A&ian6 and Nati%e A!e#ican: a& the Ft7 # !#e #ace&G categ#" 7a& added in the >a&hingtn State
Re,#t Ca#d du#ing ()11 and it de&nAt detail the eBact #ace8ethnicit" $ the &tudent 3d"- H7e%e#6
3a&ed $$ $ the ,e#centage $ >hite &tudent& in ())/ c!,a#ed t ()1(

it ha& d#,,ed $#! @*-1? t
.@-/?- Althugh thi& i& nt &u3&tantial change in ,e#centage6 I 3elie%e a& a &chl !e!3e# it i&
i!,#tant t ac=n7ledge it and 3e a7a#e that the#e !ight 3e a cultu#al &7ing 7ithin the &tudent 3d"
and8# &chl it&el$- Anthe# inte#e&ting $igu#e that I nticed 7a& the in$luB $ &tudent& n $#ee and
#educed lunch- In ())/ the#e 7e#e 1.-(? $ &tudent& 7e#e n $#ee and #educed lunch6 7hile in ()1(
the#e 7e#e (4-(?- I #ecgniHe that Nathan Hale ha& the 3e&t intentin& in !ind in #ega#d& t &tudent&
the" &e#%e 3ut I 3elie%e the#e i& &till #! $# g#7th cnce#ning thei# &tudent 3d"A& di%e#&e cultu#al
3ac=g#und&-
The data a3%e 3#ught t !" attentin that A&ian<Paci$ic I&lande# &tudent& a#enAt !eeting the
highe&t le%el 9le%el 5: $ &tanda#d& 7hile 7hite &tudent& a#e- >hen c!,a#ing te&t &c#e& 3et7een
A&ian<Paci$ic I&lande# &tudent& t 7hite &tudent&6 the#e i& &till achie%e!ent ga, 3et7een le%el * and
le%el 5 &tanda#d& and itA& e%ident 7hen l=ing at the End $ Cu#&e eBa! #e&ult&- F# eBa!,le6 the
,e#centile &c#e& $# !eeting the &tanda#d& $ 3ilg" a#e &i!ila#6 7ith A&ian<Paci$ic I&lande# &tudent&
&c#ing @5-/? and 7hite &tudent& &c#ing 1@?- H7e%e#6 nl" *(-.? $ A&ian<Paci$ic I&lande#
&tudent& !et &tanda#d $# the le%el 5 &tanda#d $# 3ilg"6 7hile nl" @)-1? $ 7hite &tudent& !et le%el
5 &tanda#d&-
A& a !ulti<#acial ,e#&n $ cl# that identi$ie& a& A&ian<Paci$ic I&lande#6 I ha%e &,ent !" Fall
'ua#te# ding ut#each t A&ian<Paci$ic I&lande# 9A<PI: &tudent&- It ca!e t !" attentin that the#e
a#enAt an" &ta$$ !e!3e#& $ A<PI decent $# &tudent& t cnnect 7ith- A& a 7a" t c#eate a &ucce&&$ul
inte#%entin6 I ha%e ta=en it u,n !"&el$ t de%el, an A<PI g#u,8clu3 t gathe# in$#!atin in #de#
t 3ette# unde#&tand 7h" the" a#enAt !eeting le%el 5 &tanda#d& in c!,a#i&n t the d!inant g#u,
7ithin the &tudent 3d"- In additin6 I 7ill inc#,#ate ,&t<&ecnda#" di&cu&&in&6 c#eate !ent#&hi,&
3et7een &tudent&8&ta$$ and ,a#tne# the! 7ith &tudent a!3a&&ad#& $#! the Uni%e#&it" $ >a&hingtnA&
O$$ice $ Multi<Cultu#al A$$ai#& P#g#a!-
III. School Counseling Program
School Counseling Program Implementation Survey
Please rate each statement +elo, in terms of the degree to ,hich it is currently implemented in your School-s
School Counseling program. Circle your response using the follo,ing %ating Scale.
1 = Not Present; 2 = Development in Progress; 3 = Partly Implemented; 4= Fully Implemented
!. A ,ritten mission statement e/ists and is used as a foundation +y all counselors. ! " 0 1
". Services are organi2ed so that all students are ,ell served and have access to them. ! " 0 1
0. )he program operates from a plan for closing the achievement gap for minority ! " 0 1
and lo,er income students.
1. )he program has a set of clear measura+le student learning o+3ectives and ! " 0 1
goals are esta+lished for academics4 social5personal s6ills4 and career development.
7. (eeds Assessment-s are completed regularly and guide program planning. ! " 0 1
8. All students receive classroom guidance lessons designed to promote academic4 ! " 0 1
social5personal4 and career development.
9. )he program ensures that all students have academic plans that include testing4 ! " 0 1
individual advisement4 long:term planning4 and placement.
;. )he program has an effective referral and follo,:up system for handling student crises. ! " 0 1
<. School counselors use student performance data to decide ho, to meet student needs. ! " 0 1
!$. School counselors analy2e student data +y ethnicity4 gender4 and socioeconomic level to ! " 0 1
identify interventions to close achievement gaps.
!!. School counselor 3o+ descriptions match actual duties. ! " 0 1
!". School counselors spend at least ;$= of their time in activities that directly +enefit ! " 0 1
students.
!0. )he school counseling program includes interventions designed to improve the school-s ! " 0 1
a+ility to educate all students to high standards.
!1. An annual revie, is conducted to get information for improving ne/t year-s programs. ! " 0 1
School counselors use computer soft,are to.
access student data ! " 0 1
analy2e student data ! " 0 1
use data for school improvement ! " 0 1
!8. )he school counseling program has the resources to allo, counselors to complete ! " 0 1
appropriate professional development activities.
!9. School counseling priorities are represented on curriculum > education ! " 0 1
committees.
!;. School counselors communicate ,ith parents to coordinate student achievement > ! " 0 1
gain feed+ac6 for program improvement.
F#! !" ,e#&,ecti%e a& a Schl Cun&eling Inte#n6 Nathan HaleA& Schl Cun&eling P#g#a!
#ecei%ed ,#i!a#il" *A& and 5A& 9,a#tl"8$ull" i!,le!ented: th#ughut the enti#e &u#%e"6 7ith the
eBce,tin $ nl" t7 (A& 9de%el,ing:- The#e a#e th#ee $ull<ti!e &chl cun&el#& that 7#= at Nathan
Hale and each ne i& %e#" =n7ledgea3le n the #e&u#ce& a%aila3le t the &tudent& and $a!ilie& the"
&e#%e- Each cun&el# that !a=e& u, the de,a#t!ent i& a &t#ng ad%cate $# &cial Eu&tice in the
educatin &"&te! and 7illing t d 7hate%e# it ta=e& t &u,,#t the &tudent& he#e at Nathan Hale- The
need $# i!,#%e!ent that I nticed in the SCPIS in%l%ed nt ha%ing a ,lan $# cl&ing the
achie%e!ent ga, $# !in#it" and l7e# inc!e &tudent& and6 Schl Cun&el#A& u&ing c!,ute#
&$t7a#e t gain u&e$ul data $# &chl i!,#%e!ent-
+a&ed $$ the $ the &u#%e"6 the ga,& that I ha%e gathe#ed $#! the SCPIS in%l%ed ha%ing a
,lan $# cl&ing the achie%e!ent ga, $# !in#it" and l7e# inc!e &tudent& and6 Schl Cun&el#A&
u&ing c!,ute# &$t7a#e t gain u&e$ul data $# &chl i!,#%e!ent- I 3#ught u, the&e idea& t !"
&u,e#%i&#& and the" &aid that the&e 7e#e a#ea& $ cnce#n $# the! a& 7ell-
Nathan HaleA& Schl Cun&eling De,a#t!ent ha& an a!aHing a3ilit" t che&i%el" 7#=
tgethe# in #de# t e$$ecti%el" &u,,#t the need& $ thei# 11))J &tudent 3d" 9&etting u, #e$e##al& t
ut&ide agencie&6 cn&ulting 7ith ne anthe# a3ut .)5 ,lan&8IEPA& and8#6 needing t de3#ie$ 7ith ne
anthe#:- C!!unicatin i& $ the ut!&t e!,ha&i& in !" ,inin6 and thi& i& &h7n du#ing thei#
7ee=l" !eeting& n >edne&da"& at 11:*)a!- The&e 7ee=l" !eeting& u&uall" cn&i&t $ an agenda:
ne78ld 3u&ine&&6 #e$e##al&6 cn&ulting6 ad%ice6 i!,#tant date&6 and tea!<,#3le! &l%ing- A &t#ength
$ the ,#g#a! i& that Nathan Hale de& a !nthl" ne7&lette# that ge& ut t the enti#e &chl 3ut ,ut&
a g#eat deal $ e$$#t int add#e&&ing the need& $ each g#ade indi%iduall"-
I 3#ught u, !" cnce#n& 7ith !" &u,e#%i&#& and the" &aid that the&e 7e#e a#ea& $ cnce#n
$# the! a& 7ell- The" 3th 3elie%e it i& i!,#tant t cl&e the achie%e!ent ga, and u&e c!,ute#
&$t7a#e $# &chl 7ide i!,#%e!ent 3ut a& $ #ight n7 a lt $ the data that 7a& acce&&i3le
th#ugh FISESG6 thei# ld &chl data3a&e &"&te!6 ha& un$#tunatel" nt t#an&$e##ed t thei# ne7
FP7e# SchlG &"&te!- Cu##entl"6 NHHS Cun&eling De,a#t!ent a#e 3taining !uch $ thei#
&en&iti%e de!g#a,hic in$#!atin th#ugh di&t#ict !anage#& 3ut it i& ta=ing a %e#" lng ti!e- I
#ec!!ended that the 7hle NHHS Cun&eling De,a#t!ent 3e &cheduled $# t#aining n the di&t#ict<
7ide ,#g#a! in #de# t e$$ecti%el" and e$$icientl" gain acce&& in #de# t 3ette# &e#%e the &chl a& a
7hle- In the !eanti!e6 I ha%e #ec!!ended that 7e cnduct need& a&&e&&!ent& t hel, !eet 7ith
the cnce#n& in the &chl- H7e%e#6 the" &till need t $igu#e ut a !#e Iuic= and e$$ecti%e &"&te! in
#de# t c#eate a $ai# and eIuita3le &chl<cli!ate $# all $ u# &tudent&-
I?. Strategic Elements
The ,u#,&e $ Nathan Hale High Schl i& t en&u#e that ALL &tudent& 7ill 3ec!e hn#a3le6
thin=ing6 &=ill$ul citiHen&-
Core Values
>e eB,ect that teaching i& the e&&ential act $ all adult& at &chl
>e ,#!te a cli!ate $ #e&,ect6 t#u&t and decenc"
>e eB,ect all !e!3e#& t unde#&tand6 !del and ,#!te &cial Eu&tice
>e 3elie%e that all &tudent& C 7he#e%e# the" a#e a& lea#ne#& 7ill !eet high &tanda#d&
>e %alue in<de,th &tud"6 c#itical thin=ing6 c#eati%it"6 and #e$lectinK7e 3elie%e u# &tudent&
lea#n 3" ding
>e e!,7e# u# &tudent& and u# $a!ilie& in the lea#ning ,#ce&&
>e %alue a ,e#&nal ca#ing #elatin&hi, 7ith each &tudent
>e c!!it u#&el%e& t th&e &tudent& 7h hi&t#icall" ha%e nt 3een &ucce&&$ul
>e eB,ect that all di&ci,line 3e $i#!6 $ai#6 ,&iti%e and cn&i&tent
A &,eci$ic inn%atin that Nathan Hale High Schl cu##entl" ha& unde# de%el,!ent i& the6
Student<$cu&ed SMART gal&: S,eci$ic6 Mea&u#a3le6 Actina3le6 Reali&tic6 and Ti!el"-
It include& a =e" &tudent ,e#$#!ance 9utc!e: !ea&u#e6 the &tudent ,,ulatin t 7hich the
!ea&u#e a,,lie&6 the actual ,e#centage 3a&ed n the !&t #ecent data a%aila3le6 the ta#get ,e#centage6
and 7h i& ulti!atel" #e&,n&i3le $# en&u#ing the gal i& !et- SMART gal& a#e ch&en ca#e$ull" 3a&ed
n &chl and &tudent le%el data- SMART gal& a#e gene#all" li!ited t le&& than $i%e in each $cu& a#ea
& that a &chl can !aintain #eali&tic eB,ectatin& and #e!ain ta#geted in it& i!,#%e!ent e$$#t&- It
&,an& t7 acade!ic "ea#&6 SMART gal& a#e gene#all" annual gal&-
Nathan HaleA& SMART gal&:
1- 1)th g#ade A$#ican A!e#ican &tudent& 7e 7ill inc#ea&e the ,e#centage $ &tudent&
,#$icient n the &tate te&t $#! @4? t /4?- The ,e#&n #e&,n&i3le $# thi& gal i& Lill
Hud&n-
(- F# 1)th g#ade &tudent& 7e 7ill inc#ea&e the ,e#centage $ &tudent& ,#$icient n the
&tate te&t $#! 1@-1? t 4)?- The ,e#&n #e&,n&i3le $# thi& gal i& Lill Hud&n-
?. @ey %elationships
School and Parents
Nathan Hale High Schl ,#%ide& a %e#" $#iendl" and &u,,#ti%e en%i#n!ent $# the
$a!ilie& the" &e#%e- The teache#& and &chl &ta$$ a#e al7a"& ,en and acce,ting t ne7 idea&
and8# cnce#n& %iced6 e&,eciall" at PTSA !eeting&- Nathan Hale ,#ide& the!&el%e& n 3eing a
,#!inent !e!3e# in the c!!unit" and actuall" 7#=& clla3#ati%el" 7ith Mead73#=
c!!unit" cente# 9a$te# &chl tut#ing8&,#t&8ga!e&:6 7hich i& adEined t the &chl it&el$- The
&chl i& %e#" ,en<!inded and 7hethe# it i& teache#&6 cun&el#& and8# ad!ini&t#atin6 e%e#" %ie7
i& hea#d and #e&,ected- The inte#actin a!ng &chl $acult" a& a 7hle ha& al7a"& &ee!ed
,&iti%e in !" ,inin- E%en in a !!ent $ c#i&i& I ha%e 7itne&&ed &ecu#it"6 $$ice &ta$$6
ad!ini&t#atin6 teache#& and6 &chl cun&el#& e$$ecti%el" c!ing tgethe# in #de# t alle%iate the
e!e#genc"-
Althugh Nathan Hale de& #egula#l" 7#=& 7ell tgethe#6 the#e i& &!e #e&i&tance6
&,eci$icall" in a#ea& dealing 7ith .)5& # the# acc!!datin& $# &tudent&- The&e di&ag#ee!ent&
,#i!a#il" cn&i&t 3et7een &chl cun&el#& and teache#&- -
Nathan Hale t#ul" t#ie& t ,e#ate hli&ticall" and clla3#ati%el"6 in $act the" a#e a !e!3e# $
the Calitin $ E&&ential Schl& 9CES:- CES ,#%ide& ,e#&naliHatin in educatin in a #ig#u&
inclu&i%e en%i#n!ent th#ugh !ent#&hi, 7ith a 4th g#ade acade!" &t#uctu#e 9ch#t:6 1)th g#ade
Integ#ated Studie& ,#g#a!6 11th and 1(th g#ade A!e#ican Studie&6 and the di&c%e#ing !athe!atic&
cu##iculu!- Nathan Hale cnduct& thei# 7#= $#! the $#a!e7#= $ Ten C!!n P#inci,le&6 7hich
c!e& $#! CES- 1: Lea#ning t u&e neA& !ind 7ell6 (: Le&& i& !#e6 de,th %e# c%e#age6 *: ;al&
a,,l" t all &tudent&6 5: Pe#&naliHatin6 .: Student a& 7#=e#6 teache# a& cach6 @: De!n&t#atin $
!a&te#"6 /: A tne $ decenc" and t#u&t6 1: C!!it!ent t enti#e &chl6 4: Re&u#ce& dedicated t
teaching and lea#ning6 and 1): De!c#ac" and eIuit"-
?I. #eing ?isi+le
Aall Counselor *or6shop
Cun&el#& hea# cu##ent in$#!atin $#! $u# "ea# ,u3lic and ,#i%ate uni%e#&itie&6 u,date& $#!
OSPI and the Highe# Educatin C#dinating +a#d6 net7#= 7ith $ell7 cun&el#&6 and ha%e the
,,#tunit" $# ' M A-
SI) &eeting
Nte& $#! cn$e#ence tda":
Acade!ic Tea!6
L#lina and $a!il" ca!e in thi& a$te#nn $# u# cn$e#ence tda"6 he#e i& an inte#!ediate ,lan $# neBt
7ee=:
1: L#lina 7ill &,end he# lunch ti!e 7ith !e6 !a=ing u, !i&&ed 7#= $#! the la&t th#ee da"&-
Teache#&6 ,lea&e get !e the !i&&ed 7#= t !e6 e&,eciall" the LA e&&a"-
(: Re$e##al t Ste%e# DHie# $# D8A e%aluatin M &e&&in&- L#lina #eadil" ad!it& t u&ing6
e&,eciall" at the 3eginning $ the &chl "ea#-
*: Dad &a"& &he 7ill 3e g#unded $# the 7ee=end and neBt 7ee=- I encu#aged 1 hu# $ #eading
and 1 hu# $ h!e7#= e%e#" night-
5: She 7ill nt 3e ging t H!e7#= Cente# 3ecau&e &he &a"& &he de&nAt d that an"7a"- Dad
&a"& &he u&e& it a& an eBcu&e t hang ut 7ith he# $#iend&-
.: Dad i& cnce#ned a3ut he# Fut&ideG acti%itie&N &he c!e& h!e a#und 4,! n &chl night&
and &!eti!e& de&nAt c!e h!e at all- One night he &ta"ed u, all night 7##"ing a3ut
hi& daughte#- I &ha#ed that 7e ha%e the THC he#e $# L#lina6 3ut that he !a" 7ant t l= at
At<Ri&= Yuth ,etitin %ia 0ing Cunt"-
@: Stud" S=ill& Cla&& $# @
th
,e#id 7ith T",lt: ,lea&e !a=e &u#e &he i& in cla&& and ding an"
and all !a=e u, 7#=- She i& cu##entl" $ailing . ut $ @ $ he# cla&&e& and &huld ha%e ,lent" $
7#= t d-

&anifestation > %e:entry &eeting
Nte& $#! cn$e#ence tda":
Attending:
A&&t- P#inci,al
A&&t- P#inci,al
Dean $ Student&
Secu#it"
Tn" Fland: Cun&eling Inte#n
Student
Fathe#
Mthe#

Meeting 7a& in #ega#d& t the incident that ccu##ed la&t F#ida"- ;a3e a,,ea#ed t 3e unde# the
in$luence $ !a#iEuana and le$t &chl g#und& a$te# 3eing di#ected 3" ad!ini&t#atin t &ta" n<ca!,u&
until hi& ,a#ent& ca!e t ,ic= hi! u,-

Cnce#n&:
1: Nt $ll7ing di#ectin& gi%en t hi! 3" ad!ini&t#atin-
(: High t#uanc" and a3&enteei&!N a& $ n7 ha& 1@ a3&ence& and *1 ta#die&
*: Alchl and D#ug Su3&tance A3u&e-
5: Lea%ing &chl 7ithut ,e#!i&&in-
.: Falling a&lee, in cla&& and ta=ing eBtended 3ath#! 3#ea=&-
Parent conferences
Nte& $#! cn$e#ence tda":
Attending:
Uncle
Student
Science Teache#
M#- Fland: cun&eling inte#n
M&- H7a#d: &chl cun&el#
M#- Ande#&n 7anted t 7#= &ucce&&$ull" 7ith LC and 3&e#%ed &!e 3eha%i#& that 7e#e getting in
the 7a" $ LCA& lea#ning-
Cnce#n&:
1: A#guing 7ith teache#-
(: Lea%ing cla&& ea#l" and 7ithut ,e#!i&&in-
*: Nt u&ing cla&& ti!e e$$ecti%el"
Actin Plan:
1: LC 7ill $ll7 teache# di#ectin&-
(: IF nece&&a#" and 7hen gi%en ,e#!i&&in 3" teache#6 LC !a" c!,lete h!e7#= in gla&& 3B-
*: LC can al7a"& AS0 $# a&&i&tance #e: h!e7#=6 a&&ign!ent& and e%en 3#ea=$a&t- >e a#e
he#e t hel, hi!-
5: LC 7ill a##i%e a#und 1a! t eat 3#ea=$a&t at &chl-
.: M#- Fland 7ill &ee LC n a #egula# 3a&i&-
@: M#- Fland 7ill 7#= 7ith &chl nu#&e #e: !edical in&u#ance-
Counselor meeting
>ee=l" !eeting& n >edne&da"& at 11:*)a!6 7he#e 7e 7#= tgethe# in #de# t e$$ecti%el"
&u,,#t the need& $ thei# 11))J &tudent 3d" 9&etting u, #e$e##al& t ut&ide agencie&6 cn&ulting 7ith
ne anthe# a3ut .)5 ,lan&8IEPA& and8#6 needing t de3#ie$ 7ith ne anthe#:- The&e 7ee=l" !eeting&
u&uall" cn&i&t $ an agenda: ne78ld 3u&ine&&6 #e$e##al&6 cn&ulting6 ad%ice6 i!,#tant date&6 and tea!<
,#3le! &l%ing-
?II. Community &apping
Description of community agencies
Ta3le 1)
!o##unity A$encies
O#ganiHatin De&c#i,tin Cntact Na!e Phne Nu!3e#
Seattle N#thgate
Planned Pa#enthd
Re,#ducti%e and
Pa#enting Se#%ice&
N Cntact
Na!e
1))<(*)</.(@
N#th Seattle +"& and
;i#l& Clu3
Pa#=& and Rec<Cente#- O$$e#&
&nac=& $# a$te# &chl6 a
c!,ute# la36 $&3all and
,l ta3le in the ga!e&
N cntact
na!e
9()@: 5*@<11.)
Se#%ice& P#%ided
Seattle Pu3lic Schl
Di&ct#ict
Fi#&tAid8E!e#gencie& M
S,ecial Health Need&
Meg Da%i& 9()@:<*)(<115)
Mead73#=
C!!unit" Cente# and
,l
Include& ,la"$ield&6 tenni&
cu#t&6 a child#enO& ,la" a#ea6
late<night ,#g#a!& and6 da"
ca!,&
N cntact
na!e
9()@: @15</.((
Nathan Hale Teen
Health Cente#8LMHC
Medical Health Se#%ice& 0athleen Lange 9()@: *)(< 115)
Nathan Hale Teen
Health Cente#8Nu#&e
Mental
Health Se#%ice&
Alli&n
'ui!3"
9()@: *)(< 115)
R"the# Child8Teen Mental
Health and Addictin
T#eat!ent
N cntact
na!e
9()@: .(.<.).)
Sund Mental Health Mental health &e#%ice& N cntact
na!e
9()@: *)(< (())
Teen Lin= and Yuth
Re&u#ce&
Cn$idential line
7he#e teen& can tal= t
&!ene-
N cntact
na!e
1@@ C 5CRISIS
Nathan Hale High Schl u&e !an" the&e #e&u#ce& and a#e $ten di#ected t the&e &,eci$ic
#ganiHatin& $# tut#ing6 !ental health6 c!!unit" &e#%ice ,,#tunitie&6 eBt#a<cu##icula# acti%itie&
and8# the# &u,,#t a& needed- The&e #ganiHatin& a#e u&ed in cnEunctin and8# a$te# all the#
,tin& ha%e 3een eBhau&ted-
?III. Conclusion
Nathan Hale High Schl g#eatl" e!,ha&iHe& that the" a#e he#e t &u,,#t the acade!ic6
&cial8e!tinal6 and cllege and ca#ee# inte#e&t& $ thei# &tudent&- A ,#g#a! that e!3die& h7 the"
hli&ticall" 7#= &chl<7ide i& th#ugh thei# ne7&lette# called the6 FRaide# Reade#G- Thi& ,#%ide& an
in%alua3le #e&u#ce t the &chl6 &tudent and $a!ilie& 3ecau&e it gi%e& the! in$#!atin that i!,act&
the &ucce&& $ e%e#" &tudent- F# in&tance6 FRaide# Reade#G ge& %e# 7hen cllege %i&it& a#e
ha,,ening6 h7 !an" c!!unit" &e#%ice hu#& #eIui#ed6 h7 &tudentA& can acce&& nline cla&&e& $#
cu#&e<c#edit #et#ie%al6 in$#!atin n SAT<ACT #egi&t#atin6 in$#!atin n PSAT #egi&t#atin6
&,#t&8clu3& in$#!atin6 cllege $ai# u,date&6 in$#!atin h!e7#= hel,<cente# ti!e&6 h7 t acce&&
#e&u#ce& 7ithin the &chl and la&tl" 7hat each &chl $acult" !e!3e# i& the#e $#-
U,n ente#ing the Seattle Pu3lic Schl Di&t#ict I lea#ned that in ()1)<()11 &chl& 7e#e n
lnge# ,#%iding &chl 3u&&e& $# &tudent& and 7e#e ging t 3e en$#cing neigh3#hd &chling-
Thi& a,,#ach ha& n7 c#eated &eg#egatin a!ng the cit" 7ith &chl& 3ec!ing !#e and !#e
,#,#tinatel" #e,#e&ented 3" the neigh3#hd& that &u##und the!- Thi& i& 7h" it i& neithe# a
&u#,#i&e n# a cincidence that the#e ha& 3een an inc#ea&e $ l7e#<&ci<ecn!ic &tudent& a& 7ell a&
!#e #acial8ethnic di%e#&it" 7ithin Nathan Hale6 &ince the &u##unding neigh3#hd ,#i!a#il" cn&i&t
$ &i!ila# ,,ulatin&-
>ithin the $i#&t * !nth& $ !" inte#n&hi, at Nathan Hale6 I ha%e hea#d and 7itne&&ed &ta$$
!e!3e#& inadeIuatel" !eeting the need& $ the &tudent that c!,#i&e Nathan Hale- Thi& ha& led !e t
3elie%e that 7e need t e!,ha&iHe the i!,#tance $ educating NHHS &ta$$ n cultu#al c!,etenc"- I
3elie%e the cnce,t $ ethnic8#acial identit" n !atte# the g#u, i& i!,#tant 3ecau&e it e!,ha&iHe& the
need $# the &tudent t 3e ,#%ided an in%iting &chl cli!ate that i& e!,7e#ing6 ,en and acce,ting-
In #de# t e$$ecti%el" &u,,#t the&e &tudent& and de%el, a &ucce&&$ul inte#%entin 7e ha%e t
#ecgniHe the need& $ u# &tudent& and cn&ide# that 7e !ight ha%e t change hli&ticall" a& a &chl
t add#e&& u# &tudent&A need&- Thi& !ean& ,&&i3l" gaining $eed3ac= and c#eating a need& a&&e&&!ent
7ith the enti#e &tudent 3d"-
IB. %eferences
Acade#ic Data /aehouse1 9()1(:- Ret#ie%ed $#!
htt,: 88 ad7-&eattle&chl&-#g:51)( 8Da&h3a#d?()Page& 8Attendance-a& ,B -
ESIS1 9()1(:- School and Student info#ation 9data $ile:-
%ealthy 'outh Su(ey1 9()1):- P#tland6 OR: RMC Re&ea#ch C#,#atin-
OSPI >a&hingtn State Schl Re,#t Ca#d- 9())/6 ())16 ())46 ()1)6 ()1(6 ()1*:- Ret#ie%ed $#!
htt,: 88 #e,#tca#d-&,i-=1(-7a-u& 8&u!!a#"-a& ,BP&chlIdQ111( M O#gT",eQ5 M #e,#tLe%el
QSchl M "ea#Q())4<1) -