##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Daniel D. Simon, Sr.]{.underline}

Official School Name [High Technology High School]{.underline}

School Mailing Address [P.O. Box 119, 765 Newman Springs
Rd.]{.underline}

[Lincroft New Jersey \_\_ 07738-0119 \_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 732 ) 842-8444]{.underline} Fax [( 732 ) 219-9418]{.underline}

Website/URL [http://www.hths.mcvsd.org]{.underline} Email
[dsimon@hths.mcvsd.org]{.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.

[\_]{.underline} Date [\_\_
4/1/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent [Brian D. McAndrew, Ed.D.]{.underline}

District Name [Monmouth County Vocational School District]{.underline}
Tel. [( 732 ) 431-7942]{.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.

Date[\_\_4/1/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board President/Chairperson Mr. Clement V. Sommers

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.

Date [\_\_4/1/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT**

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

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

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

[\_\_8\_\_]{.underline} High schools

[\_\_8\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\$13,191\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\$13,525\_\_\_\_\_]{.underline}

**SCHOOL**

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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       40        23          63

  **3**                                                     **10**      40        24          64

  **4**                                                     **11**      31        30          61

  **5**                                                     **12**      27        28          55

  **6**                                                     Other                             

                                    **TOTAL                                                   243
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [72.8]{.underline} % White

the students in the school: [4.9]{.underline} % Black or African
American

[3.7]{.underline} % Hispanic or Latino

[18.5]{.underline} % Asian/Pacific Islander

[0.0]{.underline} % American Indian/Alaskan Native

**100 % Total**

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

8\. Limited English Proficient students in the school: [0]{.underline} %

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [n/a]{.underline}

9\. Students eligible for free/reduced-priced meals: [1.6]{.underline} %

[4]{.underline} Total Number Students Who Qualify

10\. Students receiving special education services:
[\_\_\_0.8\_\_\_]{.underline}%

[\_\_\_\_2\_\_\_\_]{.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.

[\_\_\_\_]{.underline} Autism [\_\_\_\_]{.underline} Orthopedic
Impairment

[\_ 1\_]{.underline} Deafness [\_\_\_\_]{.underline} Other Health
Impaired

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

[\_\_\_\_]{.underline} Hearing Impairment [\_ 1\_]{.underline} Speech or
Language Impairment

[\_\_\_\_]{.underline} Mental Retardation [\_\_\_\_]{.underline}
Traumatic Brain Injury

[\_\_\_\_]{.underline} Multiple Disabilities [\_\_\_\_]{.underline}
Visual Impairment Including Blindness

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}

Classroom teachers [25]{.underline} [\_\_\_\_\_\_\_\_]{.underline}

Special resource teachers/specialists\* [3]{.underline}
[\_\_\_\_\_\_\_\_]{.underline}

Paraprofessionals [0]{.underline} [\_\_\_\_\_\_\_\_]{.underline}

> Support staff [5]{.underline} [\_\_\_\_\_\_\_\_]{.underline}
>
> Total number [34]{.underline} [\_\_\_\_\_\_\_\_]{.underline}
>
> \*includes 2 guidance counselors and 1 school nurse.

12\. Student-"classroom teacher" ratio: [\_8.6 : 1\_]{.underline}

13\. Show the attendance patterns of teachers and students.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97.0        96.9        96.7        96.0        96.7

  Daily teacher attendance 96.5        96.7        96.6        97.8        97.2

  Teacher turnover rate    12.0        4.3         8.0         13.0        4.5

  Student dropout rate     0.0         0.0         0.0         0.0         0.0

  Student drop-off rate\*  12.7        4.8         10.9        18.6        16.3
  ------------------------ ----------- ----------- ----------- ----------- -----------

> \*Because of the small size of the HTHS faculty, the turnover of only
> 3-4 teachers at the end of a school year generates a rate greater than
> 10%. In the two years where the percentage was more than ten, this was
> the case. One reason for teacher movement each of these years was
> because of the opening of a new Career Academy.
>
> \*\*HTHS is a school of choice and therefore affords students the
> opportunity to return to their home high school if they should choose.
>
> \*HTHS is a school of choice and therefore affords students the
> opportunity to return to their home high school if they should choose.

14\. Show what the students who graduated in Spring 2002 are doing as of
September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [5           |
|                                                     | 5]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [\_          |
|                                                     | > 95\_         |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [\_\_5       |
|                                                     | > \_           |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [\_\_0\_\_   |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [\_\_0\_\_   |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Military service                                    | > [\_\_0\_\_   |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [\_\_0\_\_   |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [\_\_0\_\_   |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| **Total**                                           | > **100 %**    |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

***Provide a brief, coherent narrative snapshot of the school in one
page (approximately 475 words). Include at least a summary of the
school's mission or vision in the statement and begin the first sentence
with the school's name, city, and state.***

High Technology High School (HTHS), located in Lincroft, New Jersey, on
the campus of Brookdale Community College (BCC), is a specialized high
school that emphasizes the disciplines of science, mathematics, and
technology in support of its pre-engineering focus. The school was
established in 1991 and is administered by the Monmouth County
Vocational School District. It enrolls approximately two hundred fifty
students from Monmouth County and is culturally diverse and gender
balanced. Students attend classes in seventy minute blocks that meet
three or four times a week. The mission of the school is to provide a
program that enriches the learning experience and motivates students to
achieve academic excellence. During the school year 2001-2002, HTHS
achieved the highest average SAT scores (1364) for the state of New
Jersey.

The school provides a caring, nurturing, student-focused learning
environment. Developmentally, high school students are at an age where
they are eager to be regarded as adults. HTHS students are treated as
individuals and given respect; in return, students respect and accept
one another's differing thoughts and personal styles. For example, at
town meetings (full school assemblies) every member of the community -
teachers, staff and students - is given an equal voice.

The overall curriculum uses a discovery approach, and a variety of
activities develop personal and intellectual growth. Cooperative
learning activities, as well as exhibitions and presentations, prepare
students with a variety of communication methods. The thread of
technology interconnects all subjects. Technology related assignments
abound for research and presentation. Through cross-curricular projects
and cooperative learning, students become keenly aware of the
interconnectedness of all disciplines. In addition to rigorous high
school curricula, students have the opportunity to participate in two
other specialized programs. Juniors and seniors may enroll in college
level courses at BCC and all seniors participate in a mentorship program
which gives them real world experience and responsibilities.

The school facility includes five computer labs, school wide
capabilities for distance learning, and four science laboratories,
including dedicated space for independent student research. In addition,
students and staff have access to the college's library, classrooms,
gymnasium, and fitness lab.

Aided by leaders from local businesses, industry and colleges, the
administration, faculty, staff and parents form an integrated community
intent upon developing future leaders possessing the desire, skills and
preparation necessary to be life-long learners. Faculty members act as
facilitators, assisting students in acquiring the communication and
information access skills they need to function as productive citizens
in an increasingly technological world. Students are taught to be
prudent risk takers and creative problem solvers in a global society.
Achieving these goals creates socially and ethically responsible adults.

A member of the National Consortium of Specialized Secondary Schools of
Mathematics, Science and Technology (NCSSSMST) and twice the recipient
of New Jersey Star School status, HTHS has also garnered a number of
state Best Practice awards. HTHS was recognized as a Blue Ribbon School
of Excellence by the U.S.D.O.E. in 1998 and described as a "benchmark
school" which "evidences that its approach embraces students, faculty,
staff, and administration alike in a mission of excellence, requiring
the most of and providing the most to all who enter there."

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  ***The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system. Describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them.***

> For the first four years reported during the assessment period
> outlined, the state assessment was the High School Proficiency Test
> (HSPT). This measured students strictly on a pass/fail basis. Possible
> scores ranged from 100 to 500 with a 300 set as the "proficient" cut
> off score. Students were required to achieve a level of "proficient"
> in reading, writing, and mathematics in order to be eligible to
> graduate from high school. The test was first administered in October
> of junior year and then again in April of junior year and October of
> senior year (for those who were unable to achieve at the level of
> proficiency on any or all of the assessed subject areas). A Special
> Review Assessment (SRA) was necessary to implement for any student who
> was not able to meet the requirement in any or all of the three
> subject area tests after all three attempts.
>
> This state assessment was renamed the High School Proficiency
> Assessment (HSPA) in April of 2002. This assessment revised the number
> of subject areas assessed to two (language arts literacy and
> mathematics) while increasing the number of proficiency levels to
> three. Possible scores now range from 100 to 300 with 200 being the
> minimum for a "proficient" rating and 250 for an "advanced proficient"
> rating. A score below 200 would be classified as "partially
> proficient" and any student falling into this category would be
> required to take the assessment again in the spring. These changes
> were made in order to align consistently with the previously phased in
> state assessments at the elementary (ESPA) and middle (GEPA) levels as
> well as the Core Curriculum Content Standards. The advantage of these
> additional proficiency levels, especially at the lower grades, is to
> be able to identify at-risk students in order to accommodate
> instruction and provide the necessary assistance to help these
> students improve and achieve the necessary proficiency.

2.  ***Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.***

HTHS is committed to authentic assessment for students. Teachers and
administration continually evaluate and modify the curriculum and
approaches to assessment in order to reflect changing needs. Using
information about learning styles and multiple intelligences, teachers
vary the delivery of information as well as its assessment. Teachers
participate in workshops on cooperative learning, portfolio assessment,
multimedia presentations and other learning experiences designed to
address every student's preferred learning style. Students are also
assessed through these modalities. Formal assessment instruments form
the basis for a plan of student remediation. Changes in standardized
tests, such as the PSAT and SAT, prompt teachers to develop new strands
in their curricula that pertain to vocabulary acquisition and writing
skills.

Assessment data also influences decision making in creating the proper
pace for individual students. Both administration and classroom teachers
use grades and attendance on a regular and systematic basis to aid in
interpreting student performance. Teachers also factor in student
participation and creativity. The faculty believes that these four
criteria are essential for a fair student evaluation.

Both non-tenured and tenured staffs are observed on an annual basis.
Within ten days, the principal holds a conference with the teacher, and
they discuss strengths and areas in need of further development. At the
end of the year, the principal conducts a summative conference, part of
which includes the development of a professional improvement plan for
the following year. This plan is created with input from both teacher
and principal. Because of the collegiality of the administrator and
teachers, staff members frequently invite the principal into their
classrooms on an informal basis. Often when teachers are using new
technology or attempting to use new strategies, they feel comfortable
inviting the principal to observe and even to participate in their
classes because of his expertise in technology.

3.  ***Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.***

Teachers explain the variety of ways students will be assessed, and
students have input in the development of grading rubrics. Many teachers
give students a grading sheet for assignments. Both of these methods
help the students focus on the exact areas to be assessed. Teachers
communicate pupil performance data to parents regularly via the phone,
e-mail, and traditional conferences held twice a year. In addition,
parents are sent mid marking period progress reports, offering positive
reinforcement as well as improvement suggestions. Report cards are
issued at the end of each marking period.

In addition to the school's profile, the District publishes the "New
Jersey School Report Card" which summarizes much of the essential data,
including standardized test results such as HSPT/HSPA, SAT, and AP. This
information is made available to parents, all interested taxpayers, area
guidance counselors and college admission officers. Local newspapers
publish these results as part of the School Report Card analysis.

The school's electronic bulletin board serves as a valuable resource for
teacher-student, parent-teacher, and student-student communication.
Specialized conferences have been managed by many of the subject area
teachers to encourage discussion and exchange of information in the
various disciplines. Students can, and have, communicated with
professionals such as molecular biologists from Rutgers University and
researchers from NASA.

4.  ***Describe in one-half page how the school will share its successes
    with other schools.***

Opportunities abound for networking with other schools in the Monmouth
County Vocational District. As one of four career academies, with a
fifth to open in the near future, there is a collegial network in place
that has helped the teachers and administrators share ideas. On
occasion, a visiting professional from another district will "shadow" an
HTHS teacher in order to observe the teaching strategies and types of
authentic assessment that take place in the school. In addition, HTHS
teachers often volunteer to help revise and/or develop new curriculum
that mirrors the innovative programs that have been successfully
implemented here.

Frequently, requests have come in from groups that represent educational
institutions, including the Monmouth-Ocean County School Boards
Association, to hold meetings at the school. At such times tours are
made available and information is provided for representatives from
other schools to take back to their respective districts. In addition,
four information sessions provide an in-depth look into curriculum,
successes, and the overall program. These presentations are attended by
prospective students, parents, and representatives from sending
districts.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  ***Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.***

Technology education addresses the impact of technology on present day
society. In ninth grade, students take the first course in the Project
Lead the Way (PLTW) curriculum - Introduction to Engineering Design. A
unique feature of the technology education program is an integrated
Biology/Technology/Computer Applications class at the freshman level. In
tenth grade, students continue PLTW with Principles of Engineering and
Computer Integrated Manufacturing. In eleventh grade, students select
from college level courses: Computer Science, Digital Electronics
(PLTW), Cisco and CADD Architecture. In twelfth grade, students continue
with the courses they selected their junior year. Through the problem
solving process, students develop essential skills related to
engineering and technology. Students solve problems through research,
report writing, investigation, modeling and development of a final
solution. All curricular areas use the skills learned in technology
courses.

Course offerings in science require all students to demonstrate mastery
of biology, physics and chemistry by the end of their junior year. In
senior year each student selects an advanced placement course in
biology, chemistry or physics. An environmental science elective is also
available. In addition to traditional laboratory study within these core
sciences, all HTHS students are required to "do science" - that is,
design and conduct an independent experimental research project along
with statistical analysis of findings by the close of their sophomore
year. These projects allow for study in areas not typically presented in
high school course offerings.

Students are required to take a mathematics course every year at HTHS.
The mathematics curricula include Algebra I, Data Analysis I & II,
Geometry, Algebra II/Trigonometry, Precalculus, Calculus, AP Calculus
AB, AP Calculus BC and Statistics. All ninth and tenth graders also take
a mini-course in data analysis. The primary objective of the curricula
is to assist students with the development, verification and application
of mathematical concepts. Technologies, such as Geometers' Sketchpad,
Converge, Derive and graphing calculators, are fully integrated into all
courses. In addition, students can accelerate their math studies by
taking courses at BCC.

HTHS offers a sequential program in French, Spanish and Latin. Students
develop and hone their skills in reading, writing, listening and
speaking by using authentic documents and literature from the target
language. All programs attempt to integrate with other curricular areas
to encourage students to use language in a wide range of topics and
situations. Students are encouraged to reach their highest levels of
proficiency and many take Advanced Placement exams. The world language
curriculum at HTHS is unique in encouraging students to use technology
as a research tool, a communication device, and a means of producing
projects and exhibitions.

Essential reading, writing, and critical thinking skills are addressed
through World History, US History I and II and Current Global Issues.
Students analyze and interpret primary and secondary documents to
understand their significance to historical and current events. They
improve writing skills through research projects and by responding to
questions about past and current affairs; students improve oral and
technological skills through public debate and the creation of
multimedia presentations. The overall objective of the curriculum is to
prepare students to be active, intelligent citizens in a democratic
society.

Students engage in physical education twice a week throughout the year;
health meets one period a week for half a year. Using reading, writing
and thinking skills, students are assigned various projects that infuse
technology into these subject areas.

The English curriculum is articulated in Part V, question #2.

2.  ***Describe in one-half page the school's English language
    curriculum, including efforts the school makes to improve the
    reading skills of students who read below grade level.***

The essential English skills of reading, writing, speaking, and
vocabulary are addressed at each grade level through a specific literary
focus. Ninth grade English follows a humanities model with selected
readings in world literature that thematically and sequentially
correspond to the World History curriculum. Tenth and eleventh grade
courses complement the study of U.S. History I and II. In the twelfth
grade, seniors return to world literature with an emphasis on British
literature. Seniors may also elect to take a short story course at
Brookdale Community College for college credit.

Critical thinking and reading skills are honed through the analysis of
literature and classroom discussion. Skills are expanded each summer
through assigned readings. Evidence of the program's success is seen in
the 100% passing rate on the New Jersey High School Proficiency
Assessment (HSPA) in both reading and writing portions and in the
school's verbal SAT mean of 675. For any student requiring reading
remediation, the instructor develops a pupil improvement plan that
includes peer tutoring.

English teachers have created writing and vocabulary programs that are
uniform and progressive. The writing program emphasizes the learning of
essential skills: the writing process, editing adeptness, and research
competence. The four-year progressive vocabulary program includes a
review of high frequency SAT words.

English teachers encourage creativity. Students regularly incorporate
the visual and performing arts, such as play writing, moviemaking,
drawing, and musical composition, into their presentations.

3.  ***Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.***

The mission of the High Technology High School is to provide a small,
nurturing, student-centered, learning environment for young people in
Monmouth County who are talented and are truly interested in the areas
of engineering, science, mathematics and technology. Although the
mission is addressed in many disciplines, the research program at HTHS
is perhaps most closely associated with the essential skills and
knowledge required for success in the subject areas cited above. Our
goal is to provide every student with the opportunity to learn science
and mathematics through investigation and inquiry within a collegial and
collaborative setting. To that end, all HTHS students are challenged and
required to conduct, analyze and report an experiment of their own
design. This program effectively teams science and mathematics teachers
to work with small groups of ninth and tenth grade students, advising
and instructing them on concepts directly related to experimental design
and data analysis. The essential skills required to successfully
complete the requirement are identified by the national standards in
science and mathematics, which have been at the core of this program.

Presented as consecutive mini-courses during the first two years of
their high school experience, class time is devoted to instruction
related to all aspects of conducting and analyzing an experiment. Much
of the student research takes place outside of class time and requires
students to develop timelines, self-imposed deadlines, skills related to
budgets and allocation of resources - all skills related to
employability and workplace readiness. By the close of their freshman
year, all students have selected a topic of interest, proposed an
experimental design, devised a hypothesis to test and selected
appropriate tools for data analysis. The sophomore research experience
is devoted to conducting the experiment, collecting and analyzing data,
and communicating the results in both oral and written formats.
Approximately one third of the students elect to continue their studies
and enter their work in outside science competitions. The school
supports student research with two new research labs, in excess of 3,000
square feet, which are solely dedicated for housing student projects on
an "as needed" basis. Our Parent Faculty Association supports the
practice with annual, matching mini-grants for supplies and materials
not typically found in high school laboratories. This support now allows
for one hundred percent of our graduates to leave high school having
conducted independent experimental research.

4.  ***Describe in one-half page the different instructional methods the
    school uses to improve student learning.***

HTHS continuously strives for high levels of achievement and searches
for multiple measures of success from students. The students demonstrate
their mastery through both traditional measures and alternative forms of
assessment such as panel discussions, journals, exhibitions and
portfolios. Students exercise decision-making, technological expertise
and communication skills in all forms of assessment. Exhibitions are
used as an assessment in every area of the curriculum. Students choose
which material to include and the best way to present it. The student
exhibitor makes a formal presentation before the class. The oral
presentation is supplemented by technology, whether through the use of
computer-generated slides or a student-produced movie. These alternative
forms of assessment are balanced with more traditional ones. An
illustration of this balance is the study of vocabulary. In English and
world languages, vocabulary is studied both traditionally and
contextually.

HTHS teachers are currently teamed in subject area committees with
teachers from the other career academies. They are studying the various
methods of assessing learning to establish a generic district wide
process that also can be customized to meet the unique programs found in
each of the schools. Teachers continually work to assess how well they
teach and how well students learn from the methods used in the classroom
and labs.

5.  ***Describe in one-half page the school's professional development
    program and its impact on improving student achievement.***

The district places importance on communicating a coherent approach to
professional development for teachers and staff. This philosophy
provides opportunities for all staff to be aware of current topics,
trends and innovations in education, inspiring and motivating them to
pursue even more professional growth, regardless of experience in the
field. Providing common planning time for teachers in the same subject
area is one way in which HTHS encourages such dialogue.

In the hectic day-to-day life of an educator, it is difficult to attend
classes, workshops, seminars or commit to reading professional journals
on a consistent basis. To make this more of a priority, MCVSD encourages
teachers to continue their formal education and reimburses tuition costs
at the state university rate. Staff development is also a priority, and
the faculty regularly participates in a variety of formats for ongoing
professional growth. The district allows release time for teachers to
attend professional conferences and underwrites the cost of that
attendance.

The long term plan for staff development includes increasing
professional lines of communication between teachers by establishing
formal and informal networking opportunities, both within HTHS and
academy-wide. These include bringing together instructors in like
discipline areas as well as interdisciplinary groups. MCVSD's approach
is tied in with the district's new technology plan, which places
emphasis on the use of distance learning capabilities, enabling faculty
to "meet" often without having to leave the building. As the technology
advances, teachers, administrators and other staff will be able to
dialog professionally within the district as well as with staff from
other school districts across the country.

**[RESULTS FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

***Grade:*** [11]{.underline} ***Test:*** [High School Proficiency
Assessment (HSPA)]{.underline}

***Edition/publication year:*** [Annual]{.underline} ***Publisher:***
[New Jersey Department of Education]{.underline}

***What groups were excluded from testing? Why, and how were they
assessed?***

No students were excluded from testing in any of the reporting years.

***Number excluded:*** [0]{.underline} ***Percent excluded:***
[0%]{.underline}

> ***Explain the standards for basic, proficient, and advanced, and make
> clear what the test results mean in a way that someone unfamiliar with
> the test can interpret the results.***
>
> For the first four years reported during the assessment period
> outlined, the state assessment was the High School Proficiency Test
> (HSPT). This measured students strictly on a pass/fail basis. Possible
> scores ranged from 100 to 500 with a 300 set as the "proficient" cut
> off score. Students were required to achieve a level of "proficient"
> in reading, writing, and mathematics in order to be eligible to
> graduate from high school. The test was first administered in October
> of junior year and then again in April of junior year and October of
> senior year (for those who were unable to achieve at the level of
> proficiency on any or all of the assessed subject areas). A Special
> Review Assessment (SRA) was necessary to implement for any student who
> was not able to meet the requirement in any or all of the three
> subject area tests after all three attempts.
>
> This state assessment was renamed the High School Proficiency
> Assessment (HSPA) in April of 2002. This assessment revised the number
> of subject areas assessed to two (language arts literacy and
> mathematics) while increasing the number of proficiency levels to
> three. Possible scores now range from 100 to 300 with 200 being the
> minimum for a "proficient" rating and 250 for an "advanced proficient"
> rating. A score below 200 would be classified as "partially
> proficient" and any student falling into this category would be
> required to take the assessment again in the spring. These changes
> were made in order to align consistently with the previously phased in
> state assessments at the elementary (ESPA) and middle (GEPA) levels as
> well as the Core Curriculum Content Standards. The advantage of these
> additional proficiency levels, especially at the lower grades, is to
> be able to identify at-risk students in order to accommodate
> instruction and provide the necessary assistance to help these
> students improve and achieve the necessary proficiency.

**[RESULTS FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for ***[Reading]{.underline}*** - \*High School
Proficiency Test (HSPT)

> \*\*High School Proficiency Assessment (HSPA)
>
> (LAL score combines Reading and Writing)

  ----------------------------- ------------ ----------- ----------- ----------- -----------
                                2001-2002    2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                 4/02\*\*     10/00\*     10/99\*     10/98\*     10/97\*

  **SCHOOL SCORES**                                                              

  Total                                                                          

  At or Above Basic             100%         n/a         n/a         n/a         n/a

  At or Above Proficient        41%          100%        100%        100%        100%

  At Advanced                   59%          n/a         n/a         n/a         n/a

  Number of students tested     61           58          61          57          51

  Percent of total students     100%         100%        100%        100%        100%
  tested                                                                         

  Number of students excluded   0            0           0           0           0

  Percent of students excluded  0%           0%          0%          0%          0%

  School Mean Score             250.9        459.6       458.4       443.8       448.5

  **SUBGROUP SCORES**                                                            

  [Asian/Pacific                                                                 
  Islander]{.underline}                                                          

  At or Above Basic             100%         n/a         n/a         n/a         n/a

  At or Above Proficient        60%          100%        100%        100%        100%

  At Advanced                   40%          n/a         n/a         n/a         n/a

  **STATE SCORES**                                                               

  Total                                                                          

  At or Above Basic             Not yet      n/a         n/a         n/a         n/a
                                available                                        

  At or Above Proficient        Not yet      89.9%       90.2%       89.4%       93.0%
                                available                                        

  At Advanced                   Not yet      n/a         n/a         n/a         n/a
                                available                                        

  State Mean Score              Not yet      N/avail     371.9       372.5       371.3
                                available                                        
  ----------------------------- ------------ ----------- ----------- ----------- -----------

Data Display Table for ***[Mathematics]{.underline}*** - \*High School
Proficiency Test (HSPT)

\*\*High School Proficiency Assessment (HSPA)

  ----------------------------- ------------ ----------- ----------- ----------- -----------
                                2001-2002    2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                 4/02\*\*     10/00\*     10/99\*     10/98\*     10/97\*

  SCHOOL SCORES                                                                  

  Total                                                                          

  At or Above Basic             0%           n/a         n/a         n/a         n/a

  At or Above Proficient        21%          100%        100%        100%        100%

  At Advanced                   79%          n/a         n/a         n/a         n/a

  Number of students tested     61           58          61          57          51

  Percent of total students     100%         100%        100%        100%        100%
  tested                                                                         

  Number of students excluded   0            0           0           0           0

  Percent of students excluded  0%           0%          0%          0%          0%

  School Mean Score             258.2        480         477.9       476.8       475.9

  SUBGROUP SCORES                                                                

  [Asian/Pacific                                                                 
  Islander]{.underline}                                                          

  At or Above Basic             100%         n/a         n/a         n/a         n/a

  At or Above Proficient        30%          100%        100%        100%        100%

  At Advanced                   70%          n/a         n/a         n/a         n/a

  STATE SCORES                                                                   

  Total                                                                          

  At or Above Basic             Not yet      n/a         n/a         n/a         n/a
                                available                                        

  At or Above Proficient        Not yet      91.4%       92.3%       92.0%       90.9%
                                available                                        

  At Advanced                   Not yet      n/a         n/a         n/a         n/a
                                available                                        

  State Mean Score              Not yet      N/avail     395.0       394.9       392.3
                                available                                        
  ----------------------------- ------------ ----------- ----------- ----------- -----------

Data Display Table for ***[Writing]{.underline}*** - \*High School
Proficiency Test (HSPT)

\*\*High School Proficiency Assessment (HSPA)

(LAL score combines Writing and Readng)

  ----------------------------- ------------ ----------- ----------- ----------- -----------
                                2001-2002    2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                 4/02\*\*     10/00\*     10/99\*     10/98\*     10/97\*

  **SCHOOL SCORES**                                                              

  Total                                                                          

  At or Above Basic             0%           n/a         n/a         n/a         n/a

  At or Above Proficient        41%          100%        100%        100%        100%

  At Advanced                   59%          n/a         n/a         n/a         n/a

  Number of students tested     61           58          61          57          51

  Percent of total students     100%         100%        100%        100%        100%
  tested                                                                         

  Number of students excluded   0            0           0           0           0

  Percent of students excluded  0%           0%          0%          0%          0%

  School Mean Score             250.9        427.5       421.2       426.4       412.8

  **SUBGROUP SCORES**                                                            

  [Asian/Pasific                                                                 
  Islander]{.underline}                                                          

  At or Above Basic             100%         n/a         n/a         n/a         n/a

  At or Above Proficient        60%          100%        100%        100%        100%

  At Advanced                   40%          n/a         n/a         n/a         n/a

  **STATE SCORES**                                                               

  Total                                                                          

  At or Above Basic             Not yet      n/a         n/a         n/a         n/a
                                available                                        

  At or Above Proficient        Not yet      94.1%       91.9%       93.1%       93.0%
                                avaialble                                        

  At Advanced                   Not yet      n/a         n/a         n/a         n/a
                                available                                        

  State Mean Score              Not yet      N/avail     352.3       367.8       361.3
                                available                                        
  ----------------------------- ------------ ----------- ----------- ----------- -----------

**[RESULTS FOR ASSESSMENTS REFERENCED AGAINST NATIONAL
NORMS]{.underline}**

***Grade:*** [11]{.underline} ***Test:*** [Scholastic Aptitude Test
(SAT)]{.underline}

***Edition/publication year:*** [Annual]{.underline} ***Publisher:***
[Educational Testing Service (ETS)]{.underline}

***What groups were excluded from testing? Why, and how were they
assessed?***

No students were excluded from testing in any of the reporting years.

***Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[X]{.underline} Percentiles\_\_\_\_***

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                  Varied      Varied      Varied      Varied      Varied

  **SCHOOL SCORES**                                                              

  Total Score                    1364        1369        1340        1335        1246

  Number of students tested      59          63          56          47          43

  Percent of students tested     109%        105%        98%         98%         105%

  Number of students excluded    0           0           0           0           0

  Percent of students excluded   0%          0%          0%          0%          0%

  SUBJECT SCORES                                                                 

  Mathematics - Score            690         682         676         676         637

  Verbal - Score                 674         687         664         659         609
  ------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------ -------- -------- -------- -------- --------
  **STATE SCORES**                                                   

  Total Score                    1009     1012     1011     1008     1005

  Percent of students tested     76%      77%      77%      78%      75%

  SUBJECT SCORES                                                     

  Mathematics - Score            514      513      513      510      508

  Verbal - Score                 495      499      498      498      497

  STANDARD DEVIATIONS                                                

  Mathematics - Standard         118      113      116      116      114
  Deviation                                                          

  Verbal -- Standard Deviation   114      116      113      113      113

  **NATIONAL SCORES**                                                

  Total Score                    1020     1020     1019     1016     1017

  SUBJECT SCORES                                                     

  Mathematics -- Score           516      514      514      511      512

  Verbal - Score                 504      506      505      505      505

  STANDARD DEVIATIONS                                                

  Mathematics - Standard         114      113      113      114      112
  Deviation                                                          

  Verbal -- Standard Deviation   111      111      111      111      111
  ------------------------------ -------- -------- -------- -------- --------