Annual School Report

Fostering Global Citizens and Critical Thinkers: The Humanities Department is dedicated to cultivating global citizens who are adept at critical thinking, reading, and communication. Our students consistently engage with both primary and secondary sources, honing their analytical abilities and mastering the art of crafting well-supported argumentative essays. Through dynamic group and whole-class presentations, students refine their verbal communication skills, preparing them to articulate complex ideas with confidence. Our curriculum thoughtfully explores diverse themes in history and English, fostering an inclusive understanding of the world. A newly adopted, culturally diverse curriculum further enhances this experience, integrating cutting-edge technological tools and building essential skills year over year.

Integrated Content: Unveiling the Interconnectedness of History and Literature: Our integrated content approach has significantly deepened student understanding of the intricate cause-and-effect relationships within world and national events. This innovative approach also sharpens their ability to verbally and in writing communicate the profound implications of how literature and history intersect. Students are empowered to see the rich tapestry woven between past events and their literary reflections, fostering a more holistic and nuanced comprehension.

International Baccalaureate (IB) Language and Literature HL 1 & 2: Navigating the Nuances of Communication: The IB Language and Literature HL 1 & 2 courses provide an unparalleled opportunity for students to engage in rigorous textual analysis. Beyond traditional literary works, students critically examine a wide array of texts, developing sophisticated analytical skills to decipher the diverse messages embedded in our ever-evolving modes of communication. This prepares them to navigate and critically assess the vast landscape of information they encounter daily.

International Baccalaureate (IB) History HL 1 & 2: Understanding Global Leadership and Its Impact: In IB History HL 1 & 2, students actively explore the national and global issues that shape our daily lives. Through immersive activities, they delve into the origins and far-reaching implications of leadership actions worldwide. This deep engagement fosters a profound understanding of historical precedents and contemporary challenges, equipping students to become informed and engaged participants in the global community.

The Visual and Performing Arts Department includes opportunities in drawing, sculpting, orchestra, choir, band, guitar, piano, music production and theatre. Students can also pursue IB credit in music, theatre, or art. Each of those individual arts excel yearly! All of the performance ensembles in choir, band and orchestras typically attend the local Eastshore League Festivals or other festivals such as the University of Washington festival. Members of our choir, orchestra and band ensembles are selected for All-State, All-Northwest, and All-National groups annually.  It is not uncommon for members of our ensembles to place at the State Solo & Ensemble.

Travel opportunities for all of the ensembles include local and out of state adjudicated festivals and performance venues. Our Jazz groups compete both regionally (in state or out of state) yearly. The Skyline theatre department produces two plays and one musical each year, and competes in the ESUUS Shakespeare Competition. The Thespian Troupe also competes in the NW Regional "Thespy" Competition, where students regularly qualify for nationals, and attends the WA State Thespian Festival and Competition each year in March. From the art department, students compete in local and national competitions.

Business and Economics: Skyline’s DECA Chapter of 600 plus Business and Economics students, which is the largest in the State of Washington and 10th largest worldwide, qualified 300 students for the State competition where 60 qualified to compete at the International Career Development Competition (ICDC). Due to IB Exams, 51 students attended the ICDC Conference. At ICDC, 4 students earned top 10 honors.

Computer Science: In 2024-25, nearly 400 students were enrolled in either introductory or IB Computer Science (CS) courses. In introductory courses, students learnt the fundamentals of programming through various engaging activities and projects. Students learned about career paths and expectations through industry research projects. In IB CS courses, students were engaged in computational problem solving through challenging coding exercises. Students built their knowledge of how various digital computing systems and devices operate. In Higher Level (HL) classes, students studied a special topic on generative AI chatbot performance problems and possible solutions.  They created innovative computing solutions to their clients' problems. Through guest speaker sessions they were exposed to opportunities and preparation steps to study computer vision, cybersecurity and engineering higher education.  At the end of school year, over 125 students earned industry accredited certifications in Java or Computational Thinking skills.

All the students held active membership in CS focused clubs like Robotics, Technovation, Competitive coding, Game design, AI and Web design and Engineering clubs and extended their skills. Over 30 students regularly participated in robotics club activities ranging from robot design, prototyping, building to testing to meet the annual FIRST competition challenge in spring.  The team won the prestigious Impact award at the District Championship competition and qualified for the World Championship.  In the World Championship, they placed 25th out of 75 teams in their competition division.  Technovation club students planned and organized a day long hackathon event that engaged middle & high school students in building an app for societal cause and business pitch.

Mechatronics: This year’s Mechatronics classes achieved a wide range of accomplishments, blending hands-on experience with foundational technical knowledge. Every student earned their OSHA 10-hour safety certification, demonstrating a strong commitment to safe practices in industrial environments. Students also gained practical experience programming robotic arms, exploring automation and motion control firsthand. Throughout the course, they developed a solid understanding of sequential and combinational logic—core principles in digital electronics—while applying that knowledge to real-world control systems. In addition, students learned soldering techniques to build and repair circuits, further enhancing their understanding of electronics. They also explored CNC machining and developed CAM strategies, preparing digital designs for manufacturing and producing precision parts using advanced equipment. The class combined problem-solving, teamwork, and technical skills, giving students a strong foundation in modern manufacturing and automation.

Intro to Engineering Design: This year’s Intro to Engineering Design classes focused on developing students' problem-solving and design thinking skills through hands-on, real-world projects. Students tackled practical challenges using industry-standard CAD tools and 3D modeling software, learning to take ideas from concept to creation. Through team-based design challenges, they practiced collaboration and iteration, using tools like 3D printers and hand tools to fabricate their own custom prototype products. By combining digital design with physical prototyping, students built a strong foundation in engineering fundamentals and gained valuable experience in the design process from start to finish.

Engineering Club: This year’s Engineering Club provided students with hands-on experience and exposure to real-world engineering applications. Club members focused on 3D modeling and prototyping custom replacement parts for RC cars and drones, sharpening their CAD skills and gaining insight into iterative design. They also learned essential soldering techniques, building confidence with electronics and circuit repair.

Graphic Design: Classes produced designs in the Adobe Creative Suite to be used by local businesses and organizations. This year my students created logo concepts for the ISD Preschool Academy. One of my student's designs was chosen as the official logo and will be implemented for use across the brand on the client's promotional materials. The students also developed designs for use by The Student Store including a menu interface and package design printed mock-ups.

Yearbook: Student staff used their photography and page-building software skills to successfully publish a 300+ page yearbook for our school and community. Our book from last year was selected for national recognition in the Jostens annual catalog.

Mock Trial: Skyline’s Mock Trial team continues to be one of the preeminent programs in the State. This year we expanded to 3 teams!  Our Green team attended the Pierce County District Tournament and earned a 1st place finish.  The Silver and White teams traveled to Port Orchard for another district tournament and came away with 2nd and 3rd place finishes there. This earned two automatic bids for Green and White to the State Tournament, hosted by YMCA Youth & Government at Pierce County Courthouse this year. Both teams finished very strong with Green ending up in 5th and White gaining great experience going up against the top teams in the State. In addition, a number of members chose to participate in additional competitions through Empire Mock Trial. In September we traveled to Philadelphia to participate in the Constitutional Challenge.  The team earned a 5th place finish while competing against teams from around the nation and world.   In May, more students participated in Empire Online.

Forensics Club: Skyline’s Forensics Club continued to grow in interest and creativity this school year thanks to the very strong and consistent leadership of the executive board members. The club explored topics in blood stain evidence, fingerprint evidence, hair and fiber analysis, ballistics and criminal profiling, to name a few. We also had 3 members compete in Technology Student Association’s Forensic Science competition. One member qualified for the semi-final at the TSA Conference at the Hilton Double Tree in SeaTac in March.

Criminal Justice: Classes were enhanced by a number of guest speakers over the course of the year including a retired FBI Supervisory Special Agent, Washington State Patrol Detective, a number of King County Prosecutors, a District Court Judge. Some of the special topics covered in the course included Use of Force by Law Enforcement, Extremist Groups, Gun Rights and Gun Laws, Mock Trial, Capital Punishment and different approaches to rehabilitation of incarcerated people.

Police Science/Forensics: Classes enjoyed a great deal of interest once again. Students were able to gain an understanding in forensics techniques such as Fingerprints, various types of Impression evidence, Blood Stain evidence, Forensic Anthropology and Pathology, Arson Investigations, Forensic glass analysis, auto investigations, ballistics, and interrogation techniques. This was also the inaugural year of the Skyline Body Farm, where students were able to observe, first hand, the stages of body decomposition and blow fly life cycle stages, in our student of Forensic Pathology.

Family Consumer Sciences: In the Family Consumer Sciences classes at Skyline, we offer many opportunities for students to learn real-world skills, explore careers they may be interested in pursuing after high school, and gain hands-on experience that prepares them for life beyond high school. These classes include Fashion Design and Merchandising (levels one and two), Child Development, Health, and Teaching Academy (levels one and two).

In Teaching Academy 1 and 2, students learned about the ins and outs of education, discovering the importance of creating a healthy classroom community where students feel supported, learned classroom management techniques, found the importance of bringing students culture into the classroom, how to support students with disabilities, and the steps to becoming an educator. They completed their internships, where they get to go to an elementary or middle school close to Skyline and get hands-on experience being in the classroom. They often get to work with small groups of students or one-on-one with students, helping support their learning.

In Child Development, students get to learn how to help support the development of young children, learning the psychology and theories behind why and how humans develop. They also get a hands-on experience of what it is like to be a caregiver for 48 hours by using the Real Care Baby simulator.

In Fashion Design and Merchandising, students learned sketching skills, career research, and sewing skills, both with their hands and with machines. They’ve made PJs, plushies, tote bags, and garments of their choosing.

In Health, students learn the importance of taking care of their physical, social, and mental health. They also learn life-saving skills, and we have certified approximately 400 students in CPR.

We also have a CTSO (Career Technical Student Organization), through Family Consumer Sciences, FCCLA (Family Career, Community Leaders of America), where we had 12 students compete at the State level and 6 compete at the National level. Events in which our students competed were Fashion Design, Career Investigation, Focus on Children, Repurpose and Redesign, Entrepreneurship, Public Policy Advocate, Leadership, and Hospitality and Tourism.

Technovation: A club that empowers women and non-binary people to code and do business completed 4 projects and one project from them was placed in the semifinalists list in the international Technovation challenge. The Technovation challenge asks students to create an app that benefits society using coding and business skills. The club spent the first half of the school year understanding these skills, and the next half is spent applying them to create an app and complete the business plan.

• We offered math classes ranging from Intensified Algebra 1 to IB Higher Level 2 taught by 17 teachers.  While the majority of our math teachers teach math their whole day we also have math teachers who teach IB Theory of Knowledge and leadership.  We also have teachers who are coaches and club advisors.
• Two of our teachers are CTE certified and taught multiple sections of Applied Algebra 1, Applied Algebra 2, and Personal Finance.  These courses work to emphasize real life applications while covering core math curriculum.
• Over 50 students were supported by being enrolled in lab classes that were taken concurrently with another math class.  These classes pre-teach and reteach material, build skills and work to give students more confidence and success in their regular math class.
• Had over 380 students take IB math classes.  Not only do our second year IB students in both standard and higher level take a multi-part exam in May but in the late fall they turn in a Math Exploration, which is an on average 15-page paper where they discuss and work with the math involved in a chosen topic of interest.
• Teachers maintained a high level of rigor across courses while still supporting and filling in gaps in knowledge.  Technology such as graphing calculators and computer programs were used where appropriate.
• Next year we will be offering several courses where students can earn free college credit through the college in the high school program.  We will also be offering AP Calculus AB and AP Statistics.

Japanese: The highlight of the Japanese course is that we not only focus on the study of “Adventures in Japanese” which is a series of textbooks from the school district but we also use “Minna no Nihongo” and “Easy Japanese”, which are considered the best textbooks in Japan. Students love this curriculum, too. Besides the practice of four language skills, we often have various Japanese people to come to talk to our students as guest speakers. Our students will get more confident of using the target language and understanding the people and the culture of the target language. These activities allow them to be better global citizens in the near future.

Chinese: In addition to participating in the Sammamish Annual Lunar New Year celebration, students from the Chinese classes have begun volunteering and applying what they’ve learned at the City Earth Day event, connecting language and culture with other subjects. One student won 3rd place, and four students received Excellence Awards in the 2025 Washington Creative Chinese Character Competition.

Spanish: All of our Spanish students built a beautiful Día de los Muertos ofrenda to learn about this celebration in Mexico. Spanish 2 classes learned about Celebraciones de Año Nuevo and made Uvas de papel to ask for wishes for the new year. Our Spanish 3 classes built piñatas while learning about Las Posadas celebrations in Latin America. They also participated in a Salsa dancing workshop with professional dancers. Students loved this activity and we are hoping to bring back the dance workshops again next year for another great learning experience. Our IB classes had Oracio Valdes as a guest speaker to share his life experience as an immigrant in the United Sates. They also experienced the culture in Spain through and Flamenco dancing workshops.

French: The students of Madame Regan and Madame Fisher had a great time participating in “Manie Musicale”, an international event where students listen to and do activities centered around current popular French music. It is an authentic experience that covers many areas and cultures from the Francophone world. It is structured to line up with the NCAA March Madness tournament, students create a bracket from 16 songs, and vote on each round, with top winners getting prizes.  It’s a super fun way to experience and immerse oneself in the French language!

ASL: The ASL program is still going strong for 3 years now- 2 years under Mr. Matthew Simmons. The ASL students from Level 1 and 2 have been doing exceptionally well with their ASL signs and learning about the Deaf culture and improving their confidence to express themselves. ASL is now expanding to Level 3 next year. It will be a very exciting time for students to growing with the program.

As the Special Education Department continues to provide equitable access to learning for all students who are served with an IEP, our intention is to grow our inclusive practice in both LRC1 and LRC2.

This year we had greater number of LRC2 students scheduled into general education classes demonstrating improvement in their social and academic skills.  LRC1 and LRC2 students benefited from the Social-Emotional Learning Strategies Class that provided them with social skill support to enable them to engage more fully in their general education classes.

As we learn more about inclusive practices, the research is clear, students make more progress toward closing the educational gap when they have the opportunity to be in general education settings. Next year the Special Education secondary school will be significantly changing our practice across the district by introducing a teaming approach to student support. Special Education teachers will be ‘Inclusion Facilitators’ supporting the placement of more students who require Special Education Support in general education classes by ‘pushing in’ to support students or ‘pulling out’ students for targeted small group support and collaborating with general education teachers as they provide specially designed instruction. The Teaming practice will allow us to have greater flexibility to be responsive to student needs by providing support where and when they need it most. We will be able to support students and teachers across all classes in a way that we have not been able to do before. This year we piloted this approach with our senior students and found it to be very successful. All of our seniors who have an IEP will graduate on time this school year.

This year we saw the introduction of the IXL Learning System an online program used to provide diagnostic data on student skill levels in math, reading and writing. By tracking student progress throughout this school year, district administrators were able to identify deficits in some fundamental skills, particularly related to language skills necessary for students to be able to access grade-level text and foundational math skills. To address the language deficit, secondary schools will deliver the Wilson reading program, a structured literacy program based on phonological-coding research, to qualifying students. Students who identified as having significant gaps in their math skills will be scheduled into a newly introduced Intensive Math class. This data will allow us to continually modify our practice.

The International Baccalaureate Program operates in schools in over 150 countries across the world. It remains one of the most respected educational organizations available to schools looking for programs of advanced study for their students. The International Baccalaureate Program (IB) at Skyline High School offers students an opportunity to engage in rigorous college preparatory studies while enrolled in grades 11 and 12. The school maintains three IB tracks (IB Career, IB Course and IB Diploma) that include access to over 30 IB courses of various difficulty. Roughly 50% of eligible students are taking 1 or more IB classes, including 363 students taking part in the IB Career and IB Diploma Certificate programs.

For more details on IB program offerings and student performance at SHS please see our website: https://skyline.isd411.org/academics/international-baccalaureate-ib-program

The PE Department offered traditional PE and several other offerings for students who might want to try something different.

Spartan PE students participated in 5 different units. Each unit we tried to offer more than one activity option for students to choose from, one competitive and one non-competitive. Activities included badminton, basketball, soccer, tchoukball, ultimate frisbee, football, tennis, volleyball, pickle ball, walking, lawn games, and yoga. Students also focused on fitness one day a week, building up to the end of semester 2 miler.

Hiking Fitness students learned about all the different walking routes surrounding Skyline High School. We took advantage of block days and walked longer routes starting at 3.1 miles and getting up to 4.4 miles by the end of the semester. One day a week was lesson day that included animal encounters, sidewalk etiquette, and walking fitness form. Speed was focused on one day a week, building up to the end of semester 2 miler.

Yoga students practiced yoga and learned about 45 unique poses to build their own 30-minute Yoga routine to practice anywhere. Two days a week were dedicated to Yoga practice. One of those days was led by the teacher for most the semester, but as students built their own routines, they began practicing their routines on their own. The other day of yoga was following different instructors found on the internet, to expose students to different styles of yoga and instructing styles. Students also focused on fitness one day a week, building up to the end of semester 2 miler.

Weight training students learned Olympic lifts such as bench press, squats and deadlift. Students used progressive training and the overload principle to gain strength and fitness during the semester. Students tracked their progress through a series of estimated max lifts to adjust their program according to their new strength level. Students also learned about auxiliary lifts to strengthen surrounding muscles to help them stay strong and injury free. Students perform core work and body weight exercises to add variation and stability to their daily routine. Students ended the semester by creating their own workout plan and implement this program with their training group. Students also focused on fitness one day a week, building up to the end of semester 2 miler.

In CrossFit, students were put through a variety of functional movement workouts that are designed to help work on strength as well as cardio endurance. The variety of workouts included AMRAP (As Many Rounds as Possible), EMOM (Every Minute on the Minute), Rounds for Time, Ladders, Chippers, and Partner Workouts. Students also got to design workouts that their classmates would then perform. Every week during the block periods students would further their cardio endurance by doing a fitness run building up to an end-of-semester 2-mile run.