##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet**

Type of School: (Check all that apply) \[ \] Elementary \[ \] Middle
\[X\] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Thomas M. Conrad]{.underline}

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

Official School Name [Nauset Regional High School]{.underline}

(As it should appear in the official records)

.School Mailing Address [100 Cable Road, PO Box 1887]{.underline}

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

[North Eastham, MA 02651-1887]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Barnstable]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_[06600505]{.underline}

Telephone [(508 ) 255-1505]{.underline} Fax [(508) 255-9701]{.underline}

Web site/URL [www.nausetschools.org]{.underline} E-mail
[conradt@nausetschools.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.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Michael Gradone]{.underline}

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

District Name [Nauset Regional School District]{.underline} Tel. [( 508
)255-8800]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Richard Wood

President/Chairperson

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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**

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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_\_\_\_ Elementary schools

\_\_\_[1]{.underline}\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_ [1]{.underline}\_ High schools

\_\_\_\_\_ Other

\_\_\_[2]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$9758]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\_\_\$9096\_\_\_]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [12]{.underline} Number of years the principal has been in her/his
position at this school.

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**       143       130         273

  **2**                                                     **10**      130       126         256

  **3**                                                     **11**      147       119         266

  **4**                                                     **12**      125       150         275

  **5**                                                     **Other**   3         1           4

  **6**                                                                                       

                                    **TOTAL                                                   1074
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96]{.underline} % White

the school: [1]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[.5]{.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:
\_\_[8]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      41
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      51
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    92
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1086
                            the school as of October 1  

  **(5)**                   Total transferred students  0.08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8.47
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_\_[.02]{.underline}\_\_%

\_\_\_\_\_\_[3]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_\_

Specify languages: Tagalog, Portuguese, Italian

9\. Students eligible for free/reduced-priced meals:
\_\_\_[6%]{.underline}

Total number students who qualify: \_\_\_[64]{.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: \_\_\_
[14]{.underline}\_\_%

\_\_\_\_[154]{.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. Do not add additional categories.

\_\_[2]{.underline}\_\_Autism \_\_\_[2]{.underline} Orthopedic
Impairment

\_\_[1]{.underline}\_\_Deafness \_\_[17]{.underline}\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[114]{.underline}\_Specific
Learning Disability

\_\_[9]{.underline}\_\_Emotional Disturbance
\_\_\_[0]{.underline}\_Speech or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_\_[0]{.underline}\_Traumatic Brain Injury

> \_\_[1]{.underline}\_\_Mental Retardation
> \_\_\_[0]{.underline}\_Visual Impairment Including Blindness
>
> \_\_[8]{.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) \_\_\_ [3]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[74]{.underline}\_\_\_
\_\_\_\_[14]{.underline}\_\_

Special resource teachers/specialists \_\_\_ [8]{.underline}\_\_\_
\_\_\_ [2]{.underline}\_\_

Paraprofessionals \_\_\_[11]{.underline}\_\_ \_\_\_\_
[3]{.underline}\_\_

> Support staff \_\_\_[18]{.underline}\_\_ \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_[114]{.underline}\_\_\_ \_\_\_\_ [19]{.underline}\_\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[12:1]{.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. Also
explain a high teacher turnover rate.

  ----------------------------- ----------- ----------- ----------- -----------
                                2005-2006   2004-2005   2003-2004   2002-2003

  Daily student attendance      92%         93%         93%         92%

  Daily teacher                 97%         97%         97%         97%
  attendance/%present                                               

  Teacher turnover rate         7%          8%          10%         4%

  Student dropout rate (middle) 0%          0%          0%          0%

  Student drop-off rate (high   2%          2%          3%          2%
  school)                                                           
  ----------------------------- ----------- ----------- ----------- -----------

13. ***High Schools***

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \         |
|                                                        | _\_[276]{.u |
|                                                        | nderline}\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > \_\       |
|                                                        | _\_[55.7]{. |
|                                                        | underline}% |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > \_\       |
|                                                        | _\_[14.8]{. |
|                                                        | underline}% |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > \_\_      |
|                                                        | \_\_[2.9]{. |
|                                                        | underline}% |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_\       |
|                                                        | _\_[22.0]{. |
|                                                        | underline}% |
+--------------------------------------------------------+-------------+
| Military service                                       | > \_\_\_    |
|                                                        | > [1.4]{    |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > \_\_      |
|                                                        | \_\_[3.2]{. |
|                                                        | underline}% |
+--------------------------------------------------------+-------------+
| Unknown                                                | > \_\_\_\_  |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**PART III ‑ SUMMARY**

Nauset Regional High School, in partnership with its member communities,
strives to develop responsible and educated citizens by providing an
environment that expects and encourages respect for each other and the
community. We uphold rigorous academic standards through a variety of
teaching and learning strategies so that all students may acquire the
skills, the knowledge, and the work ethic to become contributing members
of an evolving society. We provide diverse extra and co-curricular
activities to complement the academics, creating a rich variety of
valued and supported offerings.

Our school is located in North Eastham, Massachusetts and serves the
towns of Brewster, Eastham, Orleans and Wellfleet. In addition, the
school has a contractual agreement with Truro to accept 25 tuitioned
students. Situated in the heart of the National Seashore Park, the
campus retains much of the wild and fragile beauty of the Cape's earlier
landscape. Nauset derives its name from the Native Americans who first
inhabited the peninsula.

The school's uniquely designed 72-acre campus features modern wood and
stone buildings that surround an open courtyard and naturally fit in to
their environment. Made up of an eclectic, energetic student body and a
creative, highly qualified and caring faculty, Nauset is a school
community worthy of its special setting. This sense of community
encourages responsibility, respect, and independence within the student
body, who take pride in the appearance of the property and its
35-year-old facility.

The arts play an important part in the lower Cape communities. The
areas' exquisite vistas inspire creative expression and have been a
destination for artists of all kinds for over a century. Because of its
rich and vibrant art and cultural scene, Cape Cod has been voted one of
the top-ten art destinations in the country. The diverse offerings of
Nauset's Fine Arts program reflect the interests of its students and
provide many opportunities for self- expression.

The year-round population of the four towns is approximately twenty-four
thousand five hundred, with a dramatic three-fold increase during the
summer months due to tourism and seasonal residents. The increase of
population in a ten-year period from 1994-2004 is 15%. The towns are
mixed economically, but not racially. The school has a population of
1074 students, with a non-white component of 44 or 4%, which is
representative of the community with its 3% minority population. The
largest of these minority groups is of Hispanic origin and consists of
18 students (2%) followed by Asian students (1%), African-Americans (1%)
and Pacific Islanders (\<1%). Despite what appears to be a homogenous
ethnic profile compared to other Massachusetts towns, diversity abounds
at Nauset. The region's rich and varied cultural history, enriched by
the descendants of such varied groups as French cable workers and
Portuguese fishermen, and an unusually broad economic mix are reflected
in differing lifestyles, careers, home environments and social
traditions.

No major businesses or industries are located in the towns served by the
Nauset Regional High School region; although there are some small
business and retail operations. The occupation of parents of Nauset
Regional High School students can be broken down to include: 29% retail
trade, 29% accommodation and food, 17% health care, 2% other except
public administration and 2% each for finance, manufacturing and arts
entertainment with the rest being self-employed or in other areas. The
unemployment rate of 5% is .46% below the state average, but varies with
the season. The median family income is \$44,511, which is nearly
\$6,000.00 below the state average. Fifty-five district families, who
represent 2% of the local number of families with children under 18
years of age, currently live below the low-income level established by
the Federal Free Lunch Program. The average cost of an existing home in
the four communities is \$505,000.00

The per pupil cost for a Nauset high school student for 2005-2006 was
\$9,758.00. The state of Massachusetts' average expenditure was
\$9,096.00. Approximately 43% of local tax revenue is spent on public
education, the range being a low of 35% in Orleans to a high of 50% in
Brewster. 60% of the school's funding is generated from local resources,
30% from state sources, and 10% from other sources, such as tuition and
interest income. Five elementary schools are organized K through 5,
while Nauset Regional Middle School and the Lighthouse Charter School
include grades 6 through 8 and the high school serves grades 9 through
12.

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

1.  **Assessment Results:**

Based on analysis of the MCAS, Nauset provides MCAS preparation classes
in English and math. Several SAT and PSAT preparation classes, with
different teaching styles and class sizes, exist to serve the needs of
the students in the attainment of their post-school goals, many of which
hinge on successful test results.

Through a thorough review of curriculum, many departments such as
science, history, fine arts and English have established common mid-year
and final exams. Within biology, history, English and math, constant
MCAS review has resulted in enhancing new teaching practices and
assessments such as the five-paragraph essay and essays that require
data table and graph analysis and interpretation. Our School's improving
scores on MCAS seem to indicate that the implementation of the essay
format has been successful.

Data derived from the teacher surveys of 2006 and 2005 suggest that
Nauset is moving towards greater collaboration, collegiality and
reliance on observations based on the mission statement. Teachers report
that they are 23.1% more likely this year to have modified their
teaching based on discussions with other teachers (57% vs. 34%
respectively). Teachers stated that they are 18% more likely to have
modified their curriculum in response to classroom assessments of
student learning (74% vs. 56% respectively). Finally, teachers indicated
that they were 29.1% more likely to modify instruction in response to
classroom assessments of student learning (88% vs. 59% respectively).
This developing emphasis on student learning on an individual level has
led to a general realization of the need for more collaborative work
within these areas.

Our MCAS (Massachusetts Comprehensive Assessment System) results were
outstanding over the last two years. Our Math score for 2006 ranked
5^th^ in the state. Our MCAS results are indicated at the end of this
application. Our SAT and PSAT results are listed below:

Our SAT scores are: 2003 531 verbal 528 math

2004 546 verbal 546 math

2005 546 verbal 544 math

2006 554 verbal 558 math 543 writing

Our PSAT scores are: 2003 50.8 verbal 50.5 math 51.9 writing

2004 52.8 verbal 53.8 math 55.6 writing

2005 51.3 verbal 53.1 math 53.3 writing

2006 52.7 verbal 53.3 math 50.2 writing

2.  **Using Assessment Results:**

The school analyzes all assessment data. This includes our MCAS data,
our SAT results, our PSAT results, the results of our AP exams and any
other material that we have present. Please note that we are, at this
point, using common exams in each department for end of the year and
mid-year exams. All of this information is given to each department and
this material is analyzed during the school year, usually during staff
development days. The results of this analysis is then given to the
Principal, shared with the department and a plan is developed to address
deficits that are detected. For example, if the analysis for the MCAS
reveals that there are certain deficits in a certain part of geometry,
then the department uses this information to decide on a plan of attack
to correct the deficit. Once these action plans are implemented, then
when the next set of results become available, we again analyze these
results and repeat this process. Each time we use current performance
data to determine the next action plan. This is an ongoing process that
continues each time we have any new data from any assessments.

3.  **Communicating Assessment Results**:

Throughout the year, parents and students are informed of overall
progress through quarterly report cards, mid-quarter interim reports,
reporting of MCAS results, the use of voice mail and e-mail systems, the
Nauset website, and mid-year and final exam grades on the report cards.
Nauset also holds twice yearly parent conferences to meet with parents
individually to discuss student performance. In addition, there are four
informational mailings or newsletters sent to all parents from the high
school's administrative offices in regards to upcoming activities,
registration and the opening of the school year. While this information
is more general in nature, it does open the door to further
individualized parent/student/staff dialogue. Other avenues include the
Advisor/Advisee program which tracks and communicates student progress
to the parents of all freshmen and the Student Resource Referral system
for students who are experiencing academic, social and/or emotional
difficulties. The advisor program has been so successful with the
parents of the district that the school plans to expand the program to
the 10^th^, 11^th^ and 12^th^ grades during the 2008 school year.

Teachers complete weekly progress reports when requested through the
Guidance Department. Students requiring special needs services have at
least one annual team meeting to review Individual Education Plans and
504 Accommodation Plans. Also, we now have an academic probation system
in place for honors and advanced placement students. The purpose is to
communicate to parents when students are having difficulties and to
indicate the steps students need to take to remain in class. Parents are
invited to contact any staff member on an individual basis as needed. We
also review student testing and academic progress during our regular
I.E.P. process for special needs students.

4.  **Sharing Success:**

Our results are typically communicated to the various schools via our
website and local newspapers. In addition, our superintendent and
principal attend meetings that bring together various superintendents
and principals from other districts to share information on best
practices and initiatives. This occurs both formally and informally.
Results are often shared during regular meetings of the administrators
and these meetings may be for the purpose of looking at various school
results or talking about strategies to help bring additional funding
from the State Legislature. This collaboration also occurs at meetings
of the MIAA (our statewide athletic association) which meets on a
regular basis with the principal and the athletic director in
attendance. The Directors of Guidance meet monthly to discuss issues
facing the Guidance Departments of the Cape and Islands schools. In
addition, best practices are shared with all the Guidance Counselors
from the Cape and Islands as a second part of monthly meetings with the
Directors. Our principal, Mr. Conrad regularly attends the national
NASSP convention in order to update him on current practices in
education. We have recently completed a re-accreditation process through
NEASC, and the report from that process is now posted on the school web
site.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Our focus is to provide a comprehensive high school curriculum that
provides instruction for all students in a total variety of areas. We
have all the standard areas represented such as:

English

Social Studies

History

Psychology

Drama

Fine and Applied Arts

SWS (school within a school)

Science

Math

World Language

Business, Computers and Technology

Video and other elective areas

Our goal is to provide all students with an instructional program that
meets the educational needs for a high school graduate in the 21st
century as well as preparation for college.

Our foreign language goes through level 5 in Spanish and French, through
level 3 in Latin, level 4 in German. In addition we have American Sign
Language. The science curriculum includes Earth Science, Biology,
Chemistry, Physics, Environmental Science and Forensics. The History
curriculum includes U.S. History, World History, Psychology, Economics
and AP Economics. The English curriculum includes English courses,
specialized English courses and also AP English. The math includes
Pre-algebra, Algebra, Geometry, Pre-calculus, Calculus and AP Calculus.
In addition, we have Physical Education, Home Economics, Culinary Arts,
Fashion Design, and Yearbook Publication. Our goal is to provide each
student in our comprehensive high school with a suitable program that
meets their individual needs. In addition to the academic program we
have a rich and diverse Arts Program that includes: Drawing, Clay, Wood-
working, Metal-working (including the making of jewelry), Print-making,
Guitar building, Pottery-making, Ceramics, Art Portfolio and AP Art. We
offer a "School Within a School" in our SWS program that attracts
students who are motivated by a heightened sense of social awareness. We
offer a "work-study program" and an "internship" program that allows
students to gain valuable experience at placements off campus. We also
have a dropout prevention program that provides education to over 60
students (this includes a work-study component). We have an active PE
program, a full set of clubs and a competitive interscholastic sports
program.

**2b. English**

The English program includes a variety of courses to meet the needs of
all of our students. Through the process of teacher recommendation and
placement testing, incoming freshmen, with the help of their teacher
advisors, enroll in English courses. These courses range from B level
courses (stressing strengthening basic skills) to honors courses for
students who have demonstrated superior thinking, reading and writing
skills. Throughout the four-year program, all students are assigned
required summer reading, which enhances our regular curriculum. Through
a variety of literature, including both fiction and non-fiction,
students learn how to critically analyze and evaluate what they read. To
demonstrate their comprehension, students write frequently and are
encouraged to revise, to be able to formulate their own ideas, to
develop them logically with supporting evidence, and to draw conclusions
from them. In addition, students who have not been able to achieve
competency in reading and writing in their freshmen and sophomore
English classes are recommended for one-on-one tutoring in an MCAS prep
lab staffed by English Department members. Two AP courses are offered:
A.P. Language (for Juniors) and A.P. Literature (for Seniors).

In their senior year, students can choose from a variety of electives
that target their particular interests: A.P. Senior English, Honors
English, Great Books, Blending Genres, Home and Away, Film as
Literature, and Speech and Debate.

To support the Nauset Regional High School English program, Inclusion
classes are available in the A and B levels for grades 9 and 10 and B
level only for grade 11. Special Needs Tutorial classes reteach English
concept to students who need reinforcement. Intensive remediation is
offered through the Wilson Reading Program to students with identified
reading disabilities who so choose it. Reading remediation in the form
of software programs, fluency instruction and guided reading group is
offered within the Resource Room setting for students on an IEP.

3.  **Additional Curriculum Area:**

The mathematics curriculum at Nauset Regional High School is greatly
influenced by Massachusetts Educational Reform, Massachusetts Curriculum
Frameworks along with the state's standards and benchmarks established
for each course within the curriculum. Nauset Regional High School
ranked 5th among 326 high schools with 95% of the students scoring
advanced or proficient on the spring 2006 state MCAS test.

The courses are designed to meet the needs of students at all levels and
abilities. Inclusion classes are scheduled to meet the special needs of
students. The curriculum includes courses in Pre-algebra, Algebra,
Geometry, Algebra 2 (a.k.a. Advanced Algebra), Introduction to
Statistics, FST (Functions, Statistics and Trigonometry) and
Pre-Calculus. Advanced Placement courses through which college credit
can be acquired are offered in Calculus AB, Calculus BC and Statistics.
Additionally students may be enrolled in higher-level math courses
through independent study courses that are administered by one of the
members of the mathematics department. Examples of independent study
courses offered over the last five years are Differential Equations,
Number Theory, Survey of Real Analysis (Calculus outside the scope of a
traditional course in Calculus), Linear Algebra, and Differential
Equations with Muti-Variable Calculus.

Courses are highly structured and designed using methods in Standards
Based Educational practices. Students are placed in courses based on
their prior experiences in mathematics. For example, a freshman
beginning their career at the High School may begin with Pre-Algebra or
Algebra 1 or Geometry based on completion of a prior math course along
with their performance in that course. Students are assessed at the end
of each unit, for courses taught by different teachers using common unit
exams. This ensures all students within a course such as Algebra 1 are
being measured in the same manner.

Students are well prepared for college math assessments and state
assessments such as the SAT and the state assessment test (MCAS) through
our various course offerings. Additionally, the math teacher's
expectations and demands for a high level of student performance, well
organized course offerings and the collaboration of math teachers within
the same, and across different, courses are a few of the factors that
enable our students to be well prepared for college, business or
citizenship in the 21st century.

4.  **Instructional Methods:**

Teachers have been trained in a variety of instructional methods, and we
constantly encourage our teachers, throughout their careers, to expand
their repertoire of instructional methods through workshops and course
work. Experimentation and reflection in lesson design are supported
because students require a wide range of instructional methodologies in
order to achieve their full potential. Teachers regularly embed
auditory, visual, tactile, group work, discussion, discovery and other
methods in their daily lessons. The administration has encouraged
examination and discussion of the most current research on learning and
the brain as well as the continuing research on learning styles. In
addition, all teachers are informed of the accommodations and
modifications needed for our special needs population and are supported
in designing lessons for the inclusion classes. Our Special Needs
department uses a wide variety of instructional methods for our students
who are on an IEP. Also, the Special Needs staff and the regular
education staff collaborate on lessons and strategies to improve student
learning in the inclusion classes. Our district has had several thrusts
in methods, two of which are noteworthy. Many of our staff were
extensively trained in the "clinical teaching method" (Madeline Hunter
model), and we have several individuals who are now qualified to teach
this model to our staff. Also, we have had, as a district, extensive
training in the "Standards Based Education" model. In addition, the
staff regularly attend workshops and conferences and share the
information obtained with their colleagues. We have developed a standard
format for Standards Based Education (SBE) called ETUD (effective
teaching unit design). The District requires that teachers complete
curriculum work in this format which gives standardization to this K-12.

5.  **Professional Development**:

Nauset Regional High School has an outstanding district wide
professional development program that has been on going for 30 years. In
order to create a common understanding and vocabulary in all areas of
learning, all teachers have been provided the opportunity for on going
professional development opportunities. Initially, training in the UCLA
Clinical Teaching Model (Madeline Hunter) was provided for all teachers,
including continuous peer observation and discussions. More recently, by
contractual agreement, the students attend 180 days, while teachers
attend 189 days. Five of those days are proscribed professional
development days while four are flex days, which allows teachers to
pursue (with administrative approval) their own professional development
needs. During the proscribed professional development days, all district
teachers have been trained in Standards Based Education using
professional consultants. In addition, because of the requirements of
the Massachusetts Department of Education for recertification every five
years, teachers are required to accumulate Professional Development
Points. The administration encourages teachers to attend trainings and
workshops in the areas most needed for the continuing development of
their curriculum. In addition, we hold regular curriculum meetings on
release days and at other times during the year. We have various release
times for teachers to work on curriculum projects and release them for
trainings as directed by their individual building principals. In
addition, we have a new teacher mentor program which meets throughout
the year and gives new teachers assistance and explanations regarding
procedures that happen throughout the school. There are regular meetings
and teachers are assigned a definite mentor to help them throughout
their initial stay at Nauset Regional High School.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

**MCAS Results**

Subject\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_\_[10]{.underline}\_\_\_\_

Test\_\_\_\_\_[Massachusetts Comprehensive Assessment
System]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% At or Above Needs Improvement     99          100         99          97          98

  \% At or Above Proficient            95          93          88          77          66

  \% At or Above Advanced              65          62          51          38          31

  Number of students tested            234         259         266         235         236

  Percent of total students tested     99          99          99          99          99

  Number of students alternatively     2           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     90          96          97          89          97

  \% At or Above Proficient            83          80          67          54          30

  \% At or Above Advanced              54          45          10          12          4

  Number of students tested            31          31          30          23          27

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     88          86          85          79          75

  \% At or Above Proficient            67          62          57          51          44

  \% At or Above Advanced              40          35          29          24          20
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

**MCAS Results**

Subject\_\_[English]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_\_[10]{.underline}\_\_\_\_

Test\_\_[Massachusetts Comprehensive Assessment
System]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% At or Above Needs Improvement     99          99          99          100         97

  \% At or Above Proficient            92          92          91          88          86

  \% At or Above Advanced              46          55          52          46          42

  Number of students tested            237         261         266         236         236

  Percent of total students tested     99          99          99          99          99

  Number of students alternatively     2           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     93          100         97          100         85

  \% At or Above Proficient            73          71          76          63          41

  \% At or Above Advanced              20          16          17          50          4

  Number of students tested            30          31          29          24          27

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     93          90          90          89          86

  \% At or Above Proficient            69          64          63          61          59

  \% At or Above Advanced              16          22          19          20          19
  ------------------------------------ ----------- ----------- ----------- ----------- -----------