##### *REVISED 3-30-2005* 

2004-2005 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education*

**Cover Sheet** Type of School: **[\_\_]{.underline}** Elementary
**[\_\_]{.underline}** Middle **[\_X\_]{.underline}** High **\_\_** K-12

Name of Principal [\_\_\_**Mr. William
McKelvey\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name **[\_\_Whiting High
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(As it should appear in the official records)

School Mailing Address **[\_\_\_606 West
St.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(If address is P.O. Box, also include street address)

# **\_\_\_\_\_\_Whiting Iowa 51063-0506\_\_\_\_\_\_\_\_ \_\_\_**

City State Zip Code+4 (9 digits total)

County **[\_\_\_\_\_\_\_Monona\_\_\_\_\_\_\_\_\_\_]{.underline}** School
Code Number\***[\_\_7002\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_]{.underline}**

Telephone **[(712) 455.2468]{.underline}** Fax **[(712) 455.2601
\_\_\_\_\_\_]{.underline}**

Website/URL [**\_\_http://www.whiting.k12.ia.us/**]{.underline} E-mail
**[\_\_wpmckelvey@yahoo.com\_\_\_\_\_\_]{.underline}**

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date**[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(Principal's Signature)

Name of Superintendent\* **[Dr. Myron
Ballain\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name **[\_Whiting Community School District\_\_]{.underline}**
Tel. **[\_\_\_\_(712) 455.2468\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

**[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**
Date **[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(Superintendent's Signature)

Name of School Board

President/Chairperson **[\_\_\_\_\_\_\_Mr. David
Storm\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

**[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**
Date **[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [**\_\_1\_\_**]{.underline}
Elementary schools

**[\_\_1\_\_\_]{.underline}** Middle schools

**[\_NA\_\_]{.underline}** Junior high schools

**[\_\_1\_\_\_]{.underline}** High schools

**[\_NA\_\_]{.underline}** Other

**[\_\_3\_\_\_]{.underline}** TOTAL

2\. District Per Pupil Expenditure: **[\_\_\$8,911\_\_]{.underline}**

Average State Per Pupil Expenditure: **[\_\_\$7,326\_\_]{.underline}**

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. **[\_\_2\_\_\_]{.underline}** Number of years the principal has been
in her/his position at this school.

**[\_\_2\_\_\_]{.underline}** If fewer than three years, how long was
the previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       14        8           22

  **2**                                                     **10**      16        9           25

  **3**                                                     **11**      10        6           16

  **4**                                                     **12**      7         11          18

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   81
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [**\_\_90\_\_**]{.underline} % White

the students in the school: [**\_\_\_0\_\_**]{.underline} % Black or
African American

[**\_\_ 5\_\_**]{.underline} % Hispanic or Latino

[**\_\_\_1\_\_**]{.underline} % Asian/Pacific Islander

[**\_\_\_4\_\_**]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
**[\_\_3.7\_\_%]{.underline}**

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  3
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           **0**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **3**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **81**
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  **.037**
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          **3.7**
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
**[\_\_\_0\_\_\_]{.underline}**%

**[\_\_\_0\_\_\_]{.underline}**Total Number Limited English Proficient

Number of languages represented: **[\_\_\_1\_\_\_]{.underline}**

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
**[\_\_52\_\_]{.underline}**%

Total number students who qualify: **[\_\_42\_\_]{.underline}**

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
**[12.34%]{.underline}**

**[10]{.underline}** Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

**[\_0\_\_]{.underline}**Autism [**\_ 0**]{.underline} Orthopedic
Impairment

**[\_0\_\_]{.underline}**Deafness [**\_\_0**]{.underline} Other Health
Impaired

**[\_0\_\_]{.underline}**Deaf-Blindness **[\_ 8\_]{.underline}**Specific
Learning Disability

[**\_0**]{.underline} Emotional Disturbance [**\_\_0**]{.underline}
Speech or Language Impairment

**[\_0\_\_]{.underline}**Hearing Impairment [**\_\_0**]{.underline}
Traumatic Brain Injury

> **[\_2\_\_]{.underline}**Mental Retardation [**\_\_0**]{.underline}
> Visual Impairment Including Blindness

[**\_0**]{.underline} Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [**\_\_\_1**]{.underline}
**[\_\_\_0\_\_\_\_]{.underline}**

Classroom teachers **[\_\_13\_\_\_]{.underline}**
**[\_\_\_5\_\_\_\_]{.underline}**

Special resource teachers/specialists **[\_\_\_2\_\_\_]{.underline}**
**[\_\_\_0\_\_\_\_]{.underline}**

Paraprofessionals **[\_\_\_1\_\_\_]{.underline}**
**[\_\_\_1\_\_\_\_]{.underline}**

> Support staff **[\_\_\_0\_\_\_]{.underline}**
> **[\_\_\_0\_\_\_\_]{.underline}**
>
> Total number **[\_\_17\_\_\_]{.underline}**
> **[\_\_\_6\_\_\_\_]{.underline}**

12\. Average school student-"classroom teacher" ratio: **[\_1 :
4\_]{.underline}**

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer, any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance 96.7%       96.1%       96.7%       \%          \%

  Daily teacher attendance 99.4%       98.6%       98.9%       \%          \%

  Teacher turnover rate    .08%        .041%       .051%       \%          \%

  Student dropout rate     0.009%      0.008%      0%          \%          \%
  (middle/high)                                                            

  Student drop-off rate    16%         23.5%       32%         \%          \%
  (high school)                                                            
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > **[\_2   |
|                                                         | 9\_\_]{.un |
|                                                         | derline}** |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [**      |
|                                                         | 31.03**]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [**      |
|                                                         | 41.38**]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > **[\_\_  |
|                                                         | .034]{.und |
|                                                         | erline}**% |
+---------------------------------------------------------+------------+
| Found employment                                        | > [**      |
|                                                         | 20.69**]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | > **[\_\_  |
|                                                         | .034]{.und |
|                                                         | erline}**% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         | **[\_\_0\_ |
|                                                         | \_\_]{.und |
|                                                         | erline}**% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | **[\_\_0\_ |
|                                                         | \_\_]{.und |
|                                                         | erline}**% |
+---------------------------------------------------------+------------+
| **Total**                                               | > **100    |
|                                                         | > %**      |
+---------------------------------------------------------+------------+

# **PART III -- SUMMARY**

Whiting High School, population 81, is situated in a rural setting,
approximately 28 miles south of Sioux City, Iowa, and 65 miles north of
Omaha, Nebraska. Whiting High School has long been noted for its high
standards of excellence, and for the pride and school spirit students
have in their school.

Whiting High School believes that the ultimate purpose of education is
to help all students be the best they can be in order to participate
effectively in the world of tomorrow. Teachers assist students in
becoming responsible and in understanding obligations of good
citizenship. The school's mission statement reflects these beliefs:
"Together, our mission is to prepare students to become responsible
citizens in today's world."

There are ten belief statements underpinning the philosophy of Whiting
High School's mission statement. The school, family, and the community
are partners in the educational process. Students are provided with a
thorough understanding of the principles of democracy, thus assisting
them in becoming lifelong learners and contributing members of a global
society. High expectations and high ethics promote mutual trust and
respect by all involved in the educational program, and hold students
accountable for their own actions. This helps to create the safe
environment needed for learning. Students are given experiences to equip
them to independently broaden and deepen their knowledge of technology.
Staff, too, are given opportunities to participate in workshops,
graduate classes, and inservice training.

In order to graduate, 48 credits are required. Among those are required
courses in English, Mathematics, Science, Social Studies, Physical
Education, Health, and Vocational Education. In addition to
demonstrating proficiency in basic math, reading, writing, science, and
technology, all graduates of Whiting Community High School are expected
to be self-motivated and possess a positive self-concept. They are
taught to accept responsibility and to demonstrate concern, tolerance,
and respect for others. The students are equipped to solve problems and
make decisions. Whiting High School students demonstrate the ability to
read, write, think, listen, speak, and effectively evaluate real life
situations. They possess skills in adapting to personal and social
change, and use human relations and leadership skills to develop
positive, cooperative relationships. The students demonstrate
understanding and appreciation of American culture, history and
government, including expressing themselves creatively and responding to
the creative works of others. Whiting High School students recognize,
understand, and appreciate various cultures and demonstrate behaviors
that support a healthy environment.

** **

The Comprehensive School Improvement Plan outlines both the Long Range
Student Achievement Goals and the Annual Improvement Goals. The
district's long-range goals focus on student learning needs in the areas
of reading, mathematics, science, technology, and climate. Because
academic achievement is considered a priority, Whiting High School
awards an academic letter to students who maintain a 3.25 GPA for two
consecutive semesters.

Whiting High School continues to study the research base behind current
and needed instructional practices to insure that it is providing the
best opportunities for its students. Student data is analyzed to
determine gaps and needs, and professional development is provided in
these same areas. Implementation of new strategies and instructional
practices by teachers is also studied and analyzed to insure fidelity.
The Board approved an early out every Wednesday for teachers to study
research, to learn new strategies, and to analyze implementation and
student achievement data.

# **PART IV -- INDICATORS OF ACADEMIC SUCCESS**

 

### Meaning of Assessment Results

 

1.  In the state of Iowa, all high school students are given the ITED
    (Iowa Test of Educational Development) in order to determine
    proficiency in reading, math, and science. (Information on the state
    assessment system may be found at the following address:
    <http://www.state.ia.us/educate/ecese/nclb/assessments.html>
    Proficiency is determined by percentile rank. Students whose scores
    fall within the 0 -- 40^th^ percentile are deemed below proficiency
    in that subject area. This means that if 100 students took the test,
    at least 60 of them did better. If students' scores fall within the
    41^st^ -- 89^th^ percentile, they are considered to have
    intermediate proficiency. Students scoring above the 89^th^
    percentile are considered to be of high proficiency. Adding the
    percentages of students at intermediate and high proficiency
    together gives a school the total percent of students proficient in
    that subject area. The goal of every school, including Whiting High
    School, is to have all students proficient in reading and math by
    the 2013 -- 2014 school year.

> For the 2003 -- 2004 school year in the area of reading, 93.3% of
> Whiting 11^th^ graders were proficient. This was up from 77.7% for the
> 2002 -- 2003 school year, and also up from the 2001 -- 2002 school
> year when 86.7% of the 11^th^ grade students were proficient in the
> area of reading. Compared to the State of Iowa proficiency levels of
> 77% proficiency in reading, Whiting High School students surpass their
> state peers by 16 percentage points. When we disaggregated the 2003 --
> 2004 data, 83.2% of 11^th^ grade males were proficient in reading and
> 100% of 11^th^ grade females were proficient in reading. Also, 100% of
> students receiving free or reduced lunch were proficient in reading
> and 90% of students not receiving free or reduced lunch were
> proficient.
>
> In the area of mathematics for the 2003 -- 2004 school year, 93.3% of
> Whiting 11^th^ graders were proficient. This had increased from the
> two previous years, when 77.7% were proficient in 2002 -- 2003, and
> 86.6% were proficient in 2001 -- 2002. At the state level, 79.2% of
> 11^th^ graders were proficient in mathematics. When we disaggregated
> the mathematics data, 83.3% of males and 100% of females were
> proficient. One hundred percent of students receiving free or reduced
> lunch were proficient in mathematics and 90% of students not receiving
> free or reduced lunch were proficient.

#### Assessment Data & Identification of Priority Student Learning Needs

2.  At Whiting High School, reading and mathematics ITED scores are
    analyzed by total population, and also disaggregated by gender, SES,
    and IEP/non-IEP. Total population is also compared to the state
    using biennium data. Whiting Community High School uses assessment
    data to identify gaps between student populations and/or subgroups,
    and also to determine if the professional development received by
    the high school teachers is not only making a difference in their
    teaching, but ultimately making a difference in student achievement.
    Whiting High School uses the following data: Trend line and subgroup
    data from ITED for reading and mathematics; trend line data from
    ITED for science; graduation rate; aggregate and subgroup dropout
    percentages; percentage of graduates planning to pursue
    postsecondary education; percentage of graduates completing the core
    curriculum; career and technical education (CTE) data; percentage of
    students achieving a high score on the ACT; trend line data from the
    Iowa Youth Survey; a comprehensive, community-wide needs assessment;
    participation rates for required district-wide assessments;
    aggregate and subgroup attendance data; and multiple assessment data
    for reading, math, and science.

> Whiting High School has a Building Leadership Team that is responsible
> for the collection and analysis of the data. The team meets each month
> to examine ITED item analysis information and frequency data. They
> look specifically at the number of special education students and low
> socioeconomic students scoring at or below the 40^th^ percentile on
> the ITED. They also look at the other indicator data mentioned above.
> This information is shared and discussed with the rest of the building
> staff during monthly faculty meetings.
>
> The Whiting Community School's District Leadership Team meets four
> times each year with the superintendent. This group reviews
> information from the School Improvement Steering/Advisory Committee
> and analyzes district-level data. The School Improvement
> Steering/Advisory Committee studies and discusses the findings from
> the District Leadership Team. They summarize the findings and make
> recommendations to the Board regarding district-wide prioritized
> needs, possible adjustments to school goals, and the programs and
> services provided to students.

###### Communication about Student Performance

3.  Whiting Community High School communicates information about student
    achievement in many forms. First, Whiting High School holds an Open
    House each year. Information about ITED and Iowa Collaborative
    Assessment Modules (ICAMs) are shared with parents. Gaps in
    subgroups are pointed out (when numbers are appropriate), and
    methods and strategies being used by teachers and counselors to
    close these gaps are discussed.

> Each year, Whiting Community School District completes an Annual
> Progress Report (APR). This document is bound and distributed to each
> family at parent-teacher conferences. If a parent is unable to attend,
> then it is sent to the student's home. The APR is also summarized and
> sent to the local newspaper. In addition, the School Improvement
> Steering/Advisory Committee, the Building Leadership Team, and the
> District Leadership Team share information about their studies,
> analyses of data, and recommendations to Whiting Community School
> District patrons and various community organizations.
>
> Long Range Goals and Annual Improvement Goals are published in the
> Student Handbook. Every middle and high school student receives a copy
> of the handbook. The handbook is also published online at:
> www.whiting.k12.ia.us/MS_HS%20Handbook.htm
>
> Parent -Teacher conferences are held twice each year---in November and
> in March. At the conferences, teachers communicate to parents the
> progress their children are making. Parents have an opportunity to
> communicate to teachers concerns they have about student achievement
> data and about methods and strategies being taught, as well as an
> opportunity to ask questions. Parents also receive quarterly report
> cards about their child's progress. Approximately 72% of parents
> attend parent-teacher conferences at the high school level.
>
> The local newspaper, *The Whiting Newsette*, serves as our monthly
> newsletter. The entire front page of the newspaper is devoted to
> school news. Included are sports events, academic events, our APR
> results, notices to parents, and much more.

###### Planned Communication & Collaborative Partnerships

4.  Whiting Community High School shares information about their school
    and student achievement results in several ways. The superintendent
    attends monthly meetings at Western Hills Area Education Agency.
    Superintendents from 23 public and 8 private schools in 6 counties
    attend these monthly meetings. These meetings offer many
    opportunities to learn and share.

> Whiting Community Club holds ten meetings each year. A representative
> from Whiting School attends each of these meetings, during which
> information is shared. In no less than two meetings, state and United
> States legislators are invited to attend. Concerns, needs, issues and
> positive events are voiced and discussed. This open communication
> leads to a better school and a better community. In addition, a
> representative from Whiting School attends each legislative coffee
> that is held locally. This is another avenue for the school to share
> and communicate information about Whiting School.
>
> Copies of Whiting Community School District's Annual Progress Report
> and its Comprehensive School Improvement Plan are filed with the Area
> Education Agency. These are kept in a public room where any other
> school district has access to review them. Copies of the APR and CSIP
> are also on file with the Iowa Department of Education. The Iowa
> Department of Education publishes the Building Level Reports on the
> following website: <http://www.iowaschoolprofiles.com/>
>
> One evening each year, Whiting hosts a "Sharing Conference" attended
> by teachers from the other rural school districts in the surrounding
> area. At the conference, information, ideas, research, instructional
> strategies, and successes are shared and discussed. This conference
> has been found to be very valuable to all attending.

# **PART V -- CURRICULUM AND INSTRUCTION**

####### Curriculum Benchmarks & Standards for Improved Student Learning

1\. Whiting Community High School sets high standards and benchmarks for
all of its students in the areas of reading and mathematics. Each
student must be equipped with a variety of strategies to help him/her in
comprehending grade level material. Students must read for multiple
purposes, including gathering formation, learning processes, and
enjoyment. In mathematics, students need to demonstrate understanding of
number sense and operations; understanding of patterns, functions, and
algebra; understanding of geometry and measurement; and understanding of
statistics and probability.

> Students at Whiting Community High School need 48 credits to graduate.
> Among those 48 credits are the following required courses: 8 credits
> of English, 4 credits of Math, 4 credits of Science, 6 credits of
> Social Studies, 2 credits (8 semesters) of Physical Education, 1
> credit of Health, and 1 credit of Vocational Education.
>
> [Science]{.underline} - Students are offered a wide variety of science
> courses from which to choose, besides the required courses of biology
> and physical science. Certified teachers teach anatomy, physiology,
> chemistry, physics, environmental science and ecology, and vocational
> agriculture.
>
> [Social Studies]{.underline} -- American history is required of all
> high school students, as is American government, civil/criminal law,
> and world history. In addition, students may take courses in
> economics, social problems, and psychology.
>
> [Fine Arts and Foreign Language]{.underline} -- Spanish is offered
> each year; thus, students can earn up to eight credits in Spanish
> before going to college. As do most of our classes at Whiting High
> School, Spanish class meets daily for the entire school year. A high
> percentage of our students have traditionally entered into Spanish I,
> II, III and Spanish IV. For example, in 2003-2004, fifty-eight percent
> of the students at Whiting High School registered for one of the
> Spanish classes being offered. In 2004-2005, the number of students
> taking a Spanish class increased from the previous year to include
> sixty-two percent of the student-body who registered for a Spanish
> class. On average, Whiting High School has ninety-three percent of is
> freshmen entering high school register for Spanish I. Students may
> take courses in instrumental and vocal music, fundamentals of art,
> studio art, and graphic arts. Credit may also be earned in drama and
> theater arts.
>
> [Technology]{.underline} -- Students may earn credits in a variety of
> technology courses. These include basic computer technology, advanced
> computer, and computer programming.
>
> [Industrial Technology]{.underline} -- Besides academic courses,
> students have an opportunity to earn credit in industrial technology
> classes. Among these are construction trades, technical drawing, and
> small engines.
>
> [Family and Consumer Science]{.underline} -- Today's world may be a
> frightening place with too many choices. Students at Whiting High
> School are provided with necessary knowledge to help them face
> tomorrow. They may earn credits in foods, adult and family living,
> child development, and clothing courses.
>
> [Business Education/Technology]{.underline} -- If students are
> interested in business, they may earn credits in accounting, general
> business, ClarisWorks and computer applications, workplace readiness,
> and marketing. In addition, courses in basic computer technology,
> advanced computer, and computer programming are offered.

####### Information on Language Arts/English Curriculum

2.  Whiting Community High School students are expected to meet specific
    standards in the area of English. By 11^th^ grade, they are expected
    to use a variety of strategies in reading a wide variety of literary
    texts, especially informational texts. They are also expected to
    read for a variety of purposes, including enjoyment, gathering
    information, and learning processes.

> Whiting Community High School students are required to take English I
> and English II. In these courses, students study literature, grammar,
> vocabulary, and composition. In the literature component, students
> learn about the short story, the novel, poetry, and drama. They
> receive an in-depth understanding of grammar and its usage through
> composition. Students apply their understandings of grammar to
> creative writing, research papers, journals, and library skills.
>
> American Literature is another required English course. Students study
> the literature of the United States, gaining insight into the
> beginnings and the growth of democracy and the national character of
> the United States reflected in the writings of American authors. The
> genres studied are diaries, journals, essays, poetry, short stories,
> novels, and drama. Vocabulary study and spelling are infused within
> every genre.
>
> Speech and Communication Skills are two other required courses. In the
> speech course, students are given instruction in speech skills, with
> emphasis placed on the structure and delivery of oral presentations
> for various occasions and audiences. Interpersonal communications and
> discussion are also included to give the student a broad base of
> speech experiences. As an option to American Literature, students may
> choose to take Communication Skills. Here students learn the
> communication skills they will need in their everyday activities. They
> will review punctuation, capitalization, and grammar; enhance their
> reading and comprehension skills; learn to write memos and business
> letters; and study units on career planning and job seeking skills.
> These skills will include finding a position, filling out
> applications, and the interviewing process.
>
> Students may earn additional credits in a variety of courses,
> including Basic Composition, Contemporary Authors, and Creative
> Writing. Students may also earn college credit in classes such as
> Introduction to Literature, Advanced Composition I and Advanced
> Composition II.
>
> In order to improve the reading skills of students who read below
> grade level, Whiting High School began several initiatives. The first
> was pairing students of varying abilities. When a poor reader and a
> good reader are paired together, the poor reader can hear what good
> reading sounds like and begin to emulate it. Most of the time, poor
> readers are paired together and all they hear is more poor reading.
> Another initiative is to have poor readers read picture books to
> elementary students. This helps the poor high school reader to develop
> fluency---a key component in improving comprehension. It also provides
> a positive role model for the elementary students.

**[Information on the Mathematics Curriculum]{.underline}**

3.  Whiting High School's mathematics curriculum ensures that graduates
    will demonstrate understanding of number sense and operations, will
    demonstrate understanding of patterns and functions, and will
    demonstrate understanding of algebra, geometry, measurement,
    statistics, and probability. These high standards coincide with the
    mission statement in preparing students to become responsible
    citizens. Having these understandings and capabilities will enable
    Whiting High School graduates to succeed in college or in the work
    place.

> Graduates are required to take four credits of mathematics. Students
> may take classes in algebra, geometry, trigonometry, and calculus.
> Three classes are offered in algebra: Pre-Algebra, Algebra I, and
> Algebra II. After passing Algebra II, students may take Advanced
> Mathematics I and II. It is in these classes students are introduced
> to the concepts of trigonometry and calculus.
>
> In addition, students may choose to take classes in integrated
> mathematics. These courses assist students in developing practical
> mathematical skills, help them to become aware of math related
> careers, and teach them the importance of math skills in the
> workplace. In a second course, students learn problem solving
> techniques and strategies to attack consumer issues. Thus, students
> will become effective, capable consumers and responsible citizens,
> which is the school's mission.

####### Research Based Instructional Strategies for Improved Student Learning

4.  Whiting Community High School uses a variety of instructional
    methods to improve student learning. Among these are Reading Counts,
    Sustained Silent Reading, Partner Reading, Think Alouds, Cooperative
    Learning, Inquiry-based Science, Daily Oral Language, Flexible small
    group instruction, Explicit instruction, Direct instruction,
    Vocabulary strategies, Standards-based instruction, and Integrated
    technology and career development across all curricular areas. We
    have reviewed the research and after an analysis of our student
    data, felt that these instructional methods would be of most benefit
    to our students and their needs.

> An anonymous donor provided 240 IBM Pentium III computers to Whiting
> Schools. This enabled us to set up two additional computer labs at the
> high school level -- one for composition and writing skills and one
> for business accounting skills. Whiting High School has implemented a
> program to place a leased, internet-ready computer in the home of each
> student's family that doesn't have a computer within their home. The
> charge to the student is \$15 per year, plus a one-time damage deposit
> of \$25. The intent is to provide all students with technology and
> equal learning opportunities.
>
> Whiting High School students have an opportunity to attend a Flexible
> Learning Center, an "Alternative" high school. Three other districts
> may send students to this center, but Whiting is the fiscal agent and
> manager of the center. At the center, students have an opportunity to
> take required classes they have not passed, or classes that have not
> previously fit into their schedules.
>
> If the climate is not conducive to learning, optimum-learning results
> will not take place. We have a Success4 program to help students with
> behavioral supports. We conducted a Success4 Climate Survey in the
> spring of 2003 to help us in the analysis of our climate needs. Based
> on the results of the survey, we focus on interventions for reducing
> discipline problems. Specifically, we strive for high levels of
> attendance, high graduation rates, and a positive, supportive learning
> environment. After the implementation of our Success4 program, we
> experienced a decrease in the number of classroom disruptions, a
> decrease in the number of expulsions, and a decrease in the number of
> in-school suspensions. Detentions went from 243 down to 118. This is a
> decrease of 51%. In-school suspensions went from 29 to 21, whereas
> out-of-school suspensions dropped from 35 to seven. This was a
> decrease of 21% and 80% respectively. Classroom disruptions dropped
> 67%, from six students being removed from the classroom for disruptive
> behaviors, down to only two students being removed from the classroom.
>
> Whiting High School students also participate in Character Counts! The
> six pillars (trustworthy, respect, responsibility, fairness, caring,
> citizenship) have their own committees composed of and chaired by high
> school students. Each committee is responsible for a different project
> and for promoting the trait throughout the school. This program, too,
> has positively affected the climate and learning environment at
> Whiting High School.

###### Planned Ongoing Professional Staff Development

5.  Whiting Community School District has an early out every Wednesday
    of the school year for professional development. In addition,
    Whiting has designated two early release days each month, and three
    complete days throughout the school year that are devoted to
    professional development. Whiting has modeled their professional
    development plan after the Iowa Professional Development Plan, as
    that has a heavy research base from the work of national research
    professionals, Dr. Beverly Showers and Dr. Bruce Joyce.

> Whiting High School analyzed the student achievement data for both
> reading and mathematics. Based on the results of this analysis, it was
> determined that at the high school level for reading, professional
> development would focus on vocabulary acquisition and comprehension.
> In mathematics, the emphasis of professional development would be on
> application of patterns, function, and algebra. For all content areas,
> professional development would cover the integration of cooperative
> learning across the curriculum. In addition, high school teachers
> would receive professional development in the integration of
> technology into all courses and disciplines.
>
> Once teachers have learned and implemented the various strategies, an
> implementation cycle is designated. During this time, teachers log
> their use of the specific instructional strategy being studied. These
> implementation logs are then analyzed to ensure fidelity of the
> strategy. Based on previous research results, if the strategy is being
> taught to students with fidelity, Whiting teachers can be sure of the
> positive outcome on student learning. If, after analysis, it is found
> that the strategy is not being taught with fidelity, further
> professional development is provided. Another implementation cycle is
> set, and the data analyzed again. Diagnostic assessments are given to
> the students periodically. The results are carefully analyzed to
> determine if the strategy is making a positive impact on student
> achievement. After disaggregating the student diagnostic data,
> teachers look for gaps in subgroups. When gaps occur, teachers work
> with small, flexible groups of students in an effort to close these
> gaps. Also, if new strategies are needed based on the analysis of
> student achievement data, professional development is provided for
> these new strategies. Thus, Whiting's professional development plan is
> ongoing and cyclic.

## 

## Part VII -- Assessment Results

 Subject **[\_\_Reading Comprehension\_\_]{.underline}** Grade
**[\_\_9\_\_]{.underline}** Test **[\_ITED\_]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: October                                                               

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 25          25          12.5                    

  \% At or Above Proficient            65          43.7        68.7                    

  \% At Advanced                       10          31.2        18.76                   

  Number of students tested            20          16          16                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low SES (specify subgroup)                                                       

  \% At or Above Basic                 12.5        16.6        16.6                    

  \% At or Above Proficient            87.5        60.6        50                      

  \% At Advanced                       0           16.6        33.3                    

  Number of students tested            8           6           6                       

  2\. High SES (specify subgroup)                                                      

  \% At or Above Basic                 33.3        30          10                      

  \% At or Above Proficient            50          30          80                      

  \% At Advanced                       16.6        40          10                      

  Number of students tested            12          10          10                      

                                                                                       

  **STATE SCORES See Footnote\***                                                      

  \% At or Above Basic                                                                 

  \% At or Above Proficient                                                            

  \% At Advanced                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**\*The State of Iowa does not require testing at the 9^th^ grade;
therefore, no data is available to report.**

Subject **[\_\_Mathematics Totals\_\_]{.underline}** Grade
**[\_\_9\_\_]{.underline}** Test **[\_ITED\_]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: October                                                               

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 5           25          0                       

  \% At or Above Proficient            65          43.7        62.5                    

  \% At Advanced                       31          31.2        37.5                    

  Number of students tested            20          16          16                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low SES (specify subgroup)                                                       

  \% At or Above Basic                 0           16.6        0                       

  \% At or Above Proficient            62.5        66.6        50                      

  \% At Advanced                       37.5        16.6        50                      

  Number of students tested            8           6           6                       

  2\. High SES (specify subgroup)                                                      

  \% At or Above Basic                 8.3         30          0                       

  \% At or Above Proficient            66.6        30          70                      

  \% At Advanced                       25          40          30                      

  Number of students tested            12          10          10                      

                                                                                       

  **STATE SCORES See Footnote\***                                                      

  \% At or Above Basic                                                                 

  \% At or Above Proficient                                                            

  \% At Advanced                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**\*The State of Iowa does not require testing at the 9^th^ grade;
therefore, no data is available to report.**

Subject **[\_\_Reading Comprehension\_\_]{.underline}** Grade
**[\_\_10\_\_]{.underline}** Test **[\_ITED\_]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: October                                                               

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 40          18.7        22.2                    

  \% At or Above Proficient            40          68.7        66.6                    

  \% At Advanced                       21          12.5        11.1                    

  Number of students tested            15          16          27                      

  Percent of total students tested     100         100         100                     

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low SES (specify subgroup)                                                       

  \% At or Above Basic                 33.3        0           22.2                    

  \% At or Above Proficient            66.6        75          66.6                    

  \% At Advanced                       0           25          11.1                    

  Number of students tested            6           4           9                       

  2\. High SES (specify subgroup)                                                      

  \% At or Above Basic                 44.4        25          22.2                    

  \% At or Above Proficient            11.1        66.6        66.1                    

  \% At Advanced                       44.4        8.3         16.6                    

  Number of students tested            9           12          18                      

                                                                                       

  **STATE SCORES See Footnote\***                                                      

  \% At or Above Basic                                                                 

  \% At or Above Proficient                                                            

  \% At Advanced                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**\*The State of Iowa does not require testing at the 10^th^ grade;
therefore, no data is available to report.**

Subject **[\_\_Mathematics Totals\_\_]{.underline}** Grade
**[\_\_10\_\_]{.underline}** Test **[\_ITED]{.underline}**

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: October                                                            

  **SCHOOL SCORES**                                                                 

  \% At or Above Basic              33.35       6.2         18.5                    

  \% At or Above Proficient         40          68.7        55.5                    

  \% At Advanced                    26.6        25          25.9                    

  Number of students tested         15          16          27                      

  Percent of total students tested  100         100         100                     

  Number of students alternatively  0           0           0                       
  assessed                                                                          

  Percent of students alternatively 0           0           0                       
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. Low SES (specify subgroup)                                                    

  \% At or Above Basic              16.6        0           33.3                    

  \% At or Above Proficient         50          50          44.4                    

  \% At Advanced                    33.3        50          22.2                    

  Number of students tested         6           4           9                       

  2\. High SES (specify subgroup)                                                   

  \% At or Above Basic              33.3        8.3         11.1                    

  \% At or Above Proficient         44.4        75          61.6                    

  \% At Advanced                    22.2        16.6        27.7                    

  Number of students tested         9           12          18                      

                                                                                    

  **STATE SCORES See Footnote\***                                                   

  \% At or Above Basic                                                              

  \% At or Above Proficient                                                         

  \% At Advanced                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

**\*The State of Iowa does not require testing at the 10^th^ grade;
therefore, no data is available to report.**

Subject **[\_\_Reading Comprehension\_\_]{.underline}** Grade
**[\_\_11\_\_]{.underline}** Test **[\_ITED\_]{.underline}**

  ------------------------------------ --------------- --------------- --------------- ----------- -----------
                                       2003-2004       2002-2003       2001-2002       2000-2001   1999-2000

  Testing month: October                                                                           

  **SCHOOL SCORES**                                                                                

  \% At or Above Basic                 6.7             22.2            13.3                        

  \% At or Above Proficient            66.7            62.9            73.3                        

  \% At Advanced                       26.6            14.8            13.3                        

  Number of students tested            15              27              15                          

  Percent of total students tested     100             100             100                         

  Number of students alternatively     0               0               0                           
  assessed                                                                                         

  Percent of students alternatively    0               0               0                           
  assessed                                                                                         

                                                                                                   

  SUBGROUP SCORES                                                                                  

  1\. Low SES (specify subgroup)                                                                   

  \% At or Above Basic                 0               41.6            33.3                        

  \% At or Above Proficient            60              50              33.3                        

  \% At Advanced                       40              8.3             333                         

  Number of students tested            5               12              3                           

  2\. High SES (specify subgroup)                                                                  

  \% At or Above Basic                 10              6.6             8.3                         

  \% At or Above Proficient            70              80              66.6                        

  \% At Advanced                       20              13.3            25                          

  Number of students tested            10              15              12                          

                                                                                                   

  **STATE SCORES (Biennium)**          **2002-2004**   **2001-2003**   **2000-2002**               

  \% At or Above 41^st^ percentile     76.8            77.0            77.1                        

  **National Scores (Annual)**         **2004**        **2003**        **2002**                    

  \% At or Above Proficiency           60%             60%             60%                         
  ------------------------------------ --------------- --------------- --------------- ----------- -----------

Subject **[\_\_Mathematics Totals\_\_]{.underline}** Grade
**[\_\_11\_\_]{.underline}** Test **[\_ITED\_]{.underline}**

  --------------------------------- --------------- --------------- --------------- ----------- -----------
                                    2003-2004       2002-2003       2001-2002       2000-2001   1999-2000

  Testing month: October                                                                        

  **SCHOOL SCORES**                                                                             

  \% At or Above Basic              6.7             11.1            13.3                        

  \% At or Above Proficient         60              62.9            46.6                        

  \% At Advanced                    33.3            25.9            40                          

  Number of students tested         15              27              15                          

  Percent of total students tested  100             100             100                         

  Number of students alternatively  0               0               0                           
  assessed                                                                                      

  Percent of students alternatively 0               0               0                           
  assessed                                                                                      

                                                                                                

  SUBGROUP SCORES                                                                               

  1\. Low SES (specify subgroup)                                                                

  \% At or Above Basic              0               16.6            0                           

  \% At or Above Proficient         60              66.6            66.6                        

  \% At Advanced                    40              16.6            33.3                        

  Number of students tested         0               0               15                          

  2\. High SES (specify subgroup)                                                               

  \% At or Above Basic              10              6.6             16.6                        

  \% At or Above Proficient         70              60              58.3                        

  \% At Advanced                    20              33.3            25                          

  Number of students tested         0               0               15                          

                                                                                                

  **STATE SCORES (Biennium)**       **2002-2004**   **2001-2003**   **2000-2002**               

  \% At or Above 41^st^ percentile  76.8            79.2            82.5                        

  **National Scores (Annual)**      **2004**        **2003**        **2002**                    

  \% At or Above Proficiency        60%             60%             60%                         
  --------------------------------- --------------- --------------- --------------- ----------- -----------