##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Mark Roherty]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [5000 W. Mequon Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Mequon WI]{.underline}
\_\_\_\_\_\_\_\_\_\_[53092-2044]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 262 ) 238-5900]{.underline} Fax [( 262 ) 238-5633]{.underline}

Website/URL [www.mtsd.k12.wi.us]{.underline} E-mail
[mroherty@mtsd.k12.wi.us]{.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\* [Dr. John Box]{.underline}

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

District Name [Mequon-Thiensville]{.underline} Tel. [( 262 )
238-8500]{.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

President/Chairperson [Mr. Peter
Stone\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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.

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

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

**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 2003-2004 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 1998.

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: \_\_[4\_\_]{.underline}
Elementary schools

[\_\_2\_\_]{.underline} Middle schools

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

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

\_\_\_\_\_ Other (Briefly explain)

[\_\_7\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\$8,668\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\$8,126\_\_\_\_]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [14]{.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 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**       207       210         417

  **3**                                                     **10**      198       194         392

  **4**                                                     **11**      214       184         398

  **5**                                                     **12**      220       200         420

  **6**                                                     Other                             

                                    **TOTAL                                                   1627
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [89.9]{.underline} % White

the students in the school: [5.3]{.underline} % Black or African
American

[1.2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[2.417]{.underline}\_%

(This rate includes the total number of students who transferred to or
from different schools between October 1 and the end of the school year,
divided by the total number of students in the school as of October 1,
multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 20
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        39
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1613
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .024
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.417
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[1.1]{.underline}\_\_%

\_\_[18\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_[7\_\_\_\_\_]{.underline}

Specify languages: Spanish Russian Bulgarian Farsi

German Laotian Hmong

9\. Students eligible for free/reduced-priced meals:
\_\_\_[3]{.underline}\_\_\_\_%

[\_\_49]{.underline}\_\_\_\_Total Number Students Who Qualify

If this method does not produce a reasonably 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:
\_\_\_[8.7]{.underline}\_\_%

[\_\_\_141\_\_]{.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.

\_\_[5]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_[34]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[62]{.underline}\_Specific Learning Disability

[\_\_3\_]{.underline}Hearing Impairment \_\_\_\_Speech or Language
Impairment

\_[14]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[22]{.underline} Emotional Behavioral 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} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[88\_\_\_]{.underline}
\_\_\_[5\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_22\_\_\_]{.underline}
[\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals \_\_[16\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_37\_\_\_]{.underline} [\_\_\_1\_\_\_\_]{.underline}
>
> Total number \_[166\_\_\_]{.underline} [\_\_\_7\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_18:1\_\_\_]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.55%      95.63%      95.73%      95.87%      95.77%

  Daily teacher attendance 96.0 %      96.8 %      96.7 %      96.0 %      94.0 %

  Teacher turnover rate    1.6 %       5.6 %       3.4 %       2.0 %       1.0 %

  Student dropout rate     0           0           .45%        0           .07%

  Student drop-off rate    0           \*-17.1%    .01%        -.01%       -.02%
  ------------------------ ----------- ----------- ----------- ----------- -----------

\* 61 More 12^th^ Graders Graduated than entered as 9^th^ graders.

**14. (*High Schools Only*) Show what the students who graduated in
Spring 2003 are doing as of September 2003.**

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [\_406]      |
|                                                     | {.underline}\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[90]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [\_\_\_0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [\_\_\_7]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_[2.5]{     |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > [\_\_.5]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [\_\_\_0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [\_\_\_0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

# PART III ‑ SUMMARY

Homestead is a 4-year public high school serving students from a 48
square mile area including the suburbs of Mequon and Thiensville located
approximately 13 miles north of metropolitan Milwaukee.

A glance back into history shows that construction of the school began
in 1958, and the doors first opened in September, 1959. Expansion and
remodeling began in earnest in 1968, and this work was sufficient until
June of 1998 when citizens approved a referendum authorizing \$28
million in expenditures for even more remodeling and additions to meet
the needs of a growing student enrollment.

Over the past 35 years, the school and community have worked together to
provide students with challenging experiences designed to prepare them
for future success. Homestead High School believes strongly in its
mission to guide students in achieving their highest intellectual,
physical, social, and emotional potential by developing and implementing
a curriculum and value system that will yield productive members of
society. In achieving this goal, ongoing cooperation with students,
parents, and community combine as a positive force in identifying and
accommodating individual differences and needs. Life-long skills are
developed which encourage confidence, self-expression, and personal
growth, along with an expanded understanding of different races,
religions and cultures.

The 166 staff that carry out the above mission are dedicated and
committed to children and work hard to deliver a diversified curriculum
to 1627 students. A full range of required and elective courses is
offered in order to meet the minimum graduation requirement of 22
credits. These offerings address the core academic areas of math,
English, science and social studies and also provide an array of
multiple elective choices in physical education, fine arts, allied arts,
foreign language, and computer science. The instructional program, from
courses designed to help students develop fundamental skills to college
level Advanced Placement courses, provides a span of appropriate
challenge for students of all levels of ability.

Outside the classroom a wide variety of extracurricular offerings is
available to the student body. Interscholastic sports comprising 26
teams, debate, forensics, drama, pep band, jazz ensemble, chamber
strings, foreign language clubs, student council, yearbook, and math
team are just a sampling of an enriching and diverse assortment of
activities in which over 70% of the student body participates. The
activities program is a vital part of the educational, social, and
emotional development of the student.

A successful school can be measured by many barometers including local
and state assessments, graduation rates, the number of college bound
seniors and community support. These accomplishments serve as motivation
for Homestead High School always to strive for excellence with open
minds and hearts on behalf of students.

## PART IV: INDICATORS OF ACADEMIC SUCCESS

1\. For several years, the state of Wisconsin has mandated the use of
the Wisconsin State Assessment System battery of tests for all 4^th^,
8^th^, and 10^th^ grade students in the state. The state standards based
battery consists of state developed and approved subtests in the areas
of Reading, Language, Mathematics, Science and Social Studies. Each
year, the tests are different and each year, the "cut off" scores used
to determine each proficiency level are changed. Given the number of
students who move in and out of the district each year, the changing
tests and cut off scores, the numbers of students who come to the high
school from a variety of local K-8 nonpublic school systems, and the
number of years between mandated tests, it is difficult to use the data
to track longitudinal data and progress of curricular modifications or
instructional changes.

> However, it is useful to know how we compare to the other 437 school
> districts in the state of Wisconsin. While some districts do better
> than we do in the percent of students who score advanced or
> proficient, for example, on one or two of these subtests, there is no
> other Wisconsin district close to our size that consistently
> outperforms us on all subtests. While this may easily be rationalized
> away by pointing to our status as a suburban district, it does need to
> be remembered that this comparison includes most of the other suburban
> districts in Wisconsin and that we participate in the Voluntary
> Desegregation Settlement which brings some of our diversity and
> approximately 5% of our enrollment to us from the city of Milwaukee.
> These minority students, 20% of whom are disabled, are also included
> in our test results.
>
> In the state of Wisconsin, "Advanced" means "demonstrates in-depth
> understanding of academic knowledge and skills tested", "Proficient"
> means "demonstrates competency in the academic knowledge and skills
> tested" and "Basic" means "demonstrates some academic knowledge and
> skills tested". Last year, 85% of our students were proficient or
> advanced in Math and Reading.
>
> To gain knowledge about comparisons with other districts throughout
> the country, we also test all of our students each year on nationally
> normed assessments. In 9^th^ grade we use the EXPLORE test, in 10^th^
> grade we use the PLAN test, and all of our 11^th^ graders take the
> PSAT. While the results are analyzed much more thoroughly in one of
> the School Board reports on our district's website
> (www.mtsd.k12.wi.us), our student's mean scores are consistently and
> significantly higher than the national average. As another comparative
> measure, about 40% of our students take Advanced Placement tests and
> about 88% of those students pass the tests with a score of 3 or above.

2\. Assessment data is used in a variety of ways to improve school and
student performance. Numerical data provided by test companies including
itemized responses for individual test questions allows teachers by
department to analyze and identify areas of concern in the curriculum
and set corresponding goals. The fact that all freshmen are required to
take the EXPLORE test, sophomores the PLAN test and WKCE, and juniors
the PSAT on an annual basis provides reliable and comparative
information to act upon. Guidance counselors use test results to help
students make course selections; to target issues related to achievement
and underachievement; and to advise counselors on college selection and
scholarship searches. The school psychologist and social worker
frequently use this data to assist in their specialized work with
identified students in need of help. The school's writing lab, staffed
by English teachers on a daily basis, is an additional resource for
students and staff in focusing on the improvement of writing across the
curriculum. Related to this is feedback given to all freshmen and
juniors based on a school wide writing assessment given to them each
year. The Academic Support Center is another asset for academic
assistance and is noteworthy in helping students improve their
performance in school.

3.  A variety of methods are used to communicate student performance to
    school district stakeholders. Students (as well as staff) are
    regularly provided with information about the performance of their
    peers through daily written, public address and video announcements.
    The student newspaper also serves as a vehicle for sharing student
    performance within the high school. Parents of high school students
    are kept informed about student performance through the principal's
    quarterly newsletter and through the principal's parent advisory
    committee. The superintendent of schools also shares performance
    data with school district parents at PTA meetings and other parent
    meetings at the K-8 levels. The community, including parents,
    receives information about student performance through an annual
    performance report published by the school district. Other
    information about students performance is shared with the community
    at the school district's Annual Meeting and through an annual
    Chamber of Commerce "State of the Community" address delivered by
    the superintendent of schools.

4\. Homestead High School has and will continue to share its successes
with other schools as the following examples illustrate. Staff members
often are asked to make presentations at professional conferences on a
variety of curricular topics at local, state, and national levels.
Within the last year this sharing has occurred at foreign language,
math, and English conferences. Staff involved in the extracurricular
program also are actively involved, particularly in state athletic
associations and committees for their respective sports. Networking also
occurs via the publication of articles; the co-authoring of math
resource books; active participation on committees of regional educators
at a CESA, state and national level; conducting workshops for the other
schools on such topics as learning styles, brain-based learning, teacher
evaluation, technology and multicultural education; and providing
consultation on policy, procedures, and programs that are successful for
which information is sought by other districts. This brief summary of
indicators reflects a commitment to reach out to the greater community
of educators and an appreciation for the continuing mutual exchange of
ideas.

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

1.  Homestead High School has a comprehensive curriculum that emphasizes
    a college prep program. In the last five years the curricula was
    revised and aligned to state and national standards. Our curricula
    are developed using essential questions and enduring understandings
    that all students need to know and be able to do. All students are
    required to take the core curricula. Each subject offered at
    Homestead High School offers various levels of instruction that
    meets the student's needs and learning styles. Honors, advanced
    placement, general and special education classes are offered in all
    of the core subjects. Differentiation for learning styles and
    learning needs is addressed by using a plethora of instructional
    strategies within each class taught and within the specialized
    courses offered. Thinking skills and habits of mind are embedded in
    many of the courses.

The major goal of the English/language arts curriculum is to educate
students to read, write, listen, speak, view and develop visual
representations effectively and constructively. This curriculum expects
students to select and use communication skills, form strategies, and
use technologies to achieve different purposes. It empowers students to
become effective communicators and critical and creative thinkers.
Fundamental to the English/language arts curriculum is the development
of knowledge, understanding, and appreciation of values and beliefs
required by individuals for life long learning.

The art curriculum assures that students understand how art is an
essential part of human history, mythology and belief systems. It is a
means of expressing the ideas that matter most to individuals and
society. The art curriculum gives students opportunities to express
themselves. Students choose style and form to create original works of
art. They apply skills, techniques, and understanding of elements to
solve problems and develop new designs. Using imagination and knowledge
of artistic conventions, students present their work for different
audiences and purposes.

The science curriculum challenges all students to become scientifically
literate. Scientifically literate students are able to choose
appropriate tools, experimental design, and processes to conduct
scientific investigations. They apply scientific knowledge and processes
to authentic situations. They trace scientific developments and relate
applications of science to technology, mathematics and human needs. At
the core of the science curriculum is the knowledge and understanding of
scientific concepts and processes necessary for informed personal
decision-making in social, political and economic matters.

The social studies curriculum is the integrated study of the social
sciences and humanities to promote civic competence. The primary purpose
of social studies is to develop enlightened citizens in a democratic
society who can carry the global society into the future with
understanding, sensitivity, wisdom, and dignity. The students analyze
ways differing beliefs and needs affect individual and group
perspectives on current and historical issues.

The mathematics curriculum offers all students opportunities to learn
important mathematical concepts, procedures and applications. Students
analyze and use quantitative information to explore, make connections,
draw conclusions, communicate, reason logically and use a variety of
mathematical methods to solve problems. The students are expected to use
representations to organize, record and communicate mathematical ideas
and to model and interpret physical, social and mathematical phenomena.

The foreign language curriculum is based around three themes:
achievement, proficiency and cultural awareness. Through the achievement
theme the students are expected successfully to acquire the skills
related to the target language, such as vocabulary, use of verbs,
appropriate gender usage, sentence structure, and other important tools
of communication. The development of proficiency requires that students
be interactive and that they learn the targeted language in context and
applies the learned knowledge and technical skills in authentic
situations. Through the targeted language studied, students become aware
of the validity, intricacies and beauty of other cultures as well as
their own.

2.  Homestead High School's English language curriculum embeds critical
    thinking, writing, reading for a variety of purposes, research,
    media awareness, technology, and speaking in the four years of
    English all students are required to take. It also offers a strong
    journalism option. All students, including those who read below
    grade level, benefit from flexible ability grouping for courses and
    from differentiated instruction within classrooms.

All students, especially those who read and write below grade level,
benefit from several unique services Homestead offers. Students receive
individualized support from the Academic Support Center, open before,
during, and after school. A writing lab staffed by an English teacher
before, during, and after school allows for one-to-one instruction for
writing in all subject areas, reinforcing the importance of language
arts skills in all content areas. A writing portfolio moves with
students, allowing them to see their growth.

Students develop their vocabulary through extensive reading and through
a formalized vocabulary program, which introduces words in the context
of short pieces of writing. Research projects involve extensive use of
technology and critical evaluation of a wide variety of sources.
Students frequently employ technology in their numerous oral
presentations.

The curriculum calls for students' understanding of factors that
influence reading rate and comprehension and strategies for increasing
both. Instructors develop students' meta-cognition and ability to make
connections, question and infer. The department also promotes awareness
of reading strategies through in-services for teachers of other
disciplines and, on occasion, through direct instruction in those
classrooms. In addition to teaching pieces of classical literature,
teachers build independent reading into their classes. Homestead's
"outside reading" program is both extensive and innovative.
Administrators, counselors, and teachers from many disciplines lead
discussions of "future classics" after school throughout the year. Staff
members give frequent book talks and host book groups during lunch and
after school. Students promote reading through announcements, bulletin
boards, videos, and book reviews.

3.  Homestead High School offers a broad spectrum of mathematics courses
    from pre-algebra to multi-variable calculus. The core content of
    each course is aligned with district, state, and national
    mathematics standards. At each level, teachers enhance the core
    curriculum to provide an appropriate level of critical thinking.
    Students are encouraged to set high expectations and take math
    courses that appropriately challenge them while still being able to
    succeed. Approximately 90% of our 1600+ students take four years of
    high school math. Of those, 40% are in an honors math class, and
    over 30% of our 400 seniors pass an AP calculus or AP statistics
    test in spring.

Recognizing that the abilities to solve problems and communicate
effectively are life-long skills that all students must develop,
teachers emphasize the process standards (problem solving, reasoning and
proof, connections, representations, and communication) throughout each
course. Connections to other disciplines as well as real-world
application problems are woven throughout the curriculum. Instructors
provide students with strategies for solving problems analytically,
algebraically, numerically, graphically, and verbally. Instructors
consider individual differences by encouraging students to choose the
problem solving method most appropriate for them. Students are expected
to be actively involved and to take responsibility for their learning.
Technology, via graphing calculators and computer software, is
incorporated throughout each math course. An emphasis on communication,
both oral and written, requires students to demonstrate their conceptual
understanding and explain their reasoning.

Essential questions have been developed for every course. These
questions, posted in every classroom, help students understand that the
purpose of their study extends beyond their current course-work. Also,
topical questions help connect the content to the enduring
understandings for each unit. This balanced approach of content,
process, and essential questions allows students of all ability levels,
including below average and special education students, to succeed and
become productive members of society.

4\. Homestead High School teachers work to improve student learning by
employing best practice in their subject area, using the findings of
research on how the brain learns, teaching to accommodate the varied
learning styles of our student population and availing themselves of the
services of support personnel. As curriculum is written and revised,
teachers study the current research on best practice in their field and
receive in-service training to employ recommended instructional
methodology. In addition, the district has had a focus on brain-based
learning for over five years. The entire high school staff received
training on the educational implications of brain research, and many
staff members have availed themselves of over fifty hours of additional
training offered by the district on this subject. Learning styles and
their impact on student success have also been the focus of whole-staff
in-service training. Many individual teachers have gone beyond this
introductory training to take a ten-hour in-service class on learning
styles. Not only is there evidence in each classroom of teachers
applying the knowledge they have gained to enhance student achievement,
but there is also evidence in the systematic design of our courses. For
example, physics is taught from a more conceptual or right-brain
oriented perspective (Physics-C) or from a more mathematical or
left-brain oriented perspective (Physics-M). Students select the course
that best fits their style. Both courses cover the same content; the
instructional methodology reflects learning style as well as best
practice in the teaching of physics. As a result of this
differentiation, far more students take physics and achieve at a much
higher level than before this division was implemented. Another example
is American Studies, a pairing of U.S. History and American Literature,
which is based on enduring understandings and essential questions,
emphasizes both critical and creative thinking, and accommodates all
learning styles through carefully crafted learning activities and
assignments. Finally, Homestead High School has a well-trained support
staff that works as part of the educational team to help students
achieve at the highest level possible. The support staff includes
personnel in the areas of guidance, special education, gifted and
talented, as well as the staff of the Academic Support Center and
Writing Lab.

5\. The professional development program gives the mechanism to
implement programs that are new to the district. It provides staff with
exposure to new ideas. The program of courses is organized around
guidelines and priorities established by the School Board, the
Curriculum, Instruction and Assessment Council, and department needs.
Consultants with different experiences, expertise and fresh perspectives
present the courses. Our own teaching staff, experts themselves, act as
presenters in many of our courses. Annually, about forty district
designed and approved ten hour courses are offered and count towards
salary advancement on the salary schedule. The Mequon Thiensville Staff
Development Program is recognized as an exemplary model that allows for
stronger curriculum and better instruction to meet the needs of all our
students.

Professional development courses address specific teacher needs, educate
teachers about federal and state initiatives, and offer personal
renewal. There is an expectation that teachers take courses having a
direct application to their teaching situation and to the implementation
of various curriculum initiatives. Administrators recommend staff
members take specific courses, which will contribute to their
professional growth and to student achievement. Many courses are
presented in areas such as literacy, mathematics, technology, and
learning styles. The focus on teacher's professional growth provides
excellent student outcomes based on test scores, graduation rates,
number of students taking and passing AP classes, number of national
merit scholars and the number of students going to post secondary
education. The professional growth of teachers is directly related to
maximizing student's achievement.

One of the priorities for the professional development program is to
support the curriculum review process. For example, during the 2003-2004
school year, a number of courses related directly to science,
English/language arts, mathematics, assessment, habits of mind and
brain-based learning. Another priority is to develop strategies to
encourage student's performance at their ability level. Several courses
offered dealt directly with strategies to support students who were not
working to their potential. Still another priority of the district's
professional development program is to help teachers integrate
technology and assessment into their instructional program. In addition,
our commitment to learning and implementing multicultural education is
ongoing.

# PART VII: ASSESSMENT RESULTS

For several years, the state of Wisconsin has mandated the use of the
Wisconsin State Assessment System battery of tests for all 4^th^, 8^th^,
and 10^th^ grade students in the state. The state standards based
battery consists of state developed and approved subtests in the areas
of Reading, Language, Mathematics, Science and Social Studies. Each
year, the tests are different and each year, the "cut off" scores used
to determine each proficiency level are changed. Given the numbers of
students who move in and out of the district each year, the changing
tests and cut off scores, the numbers of students who come to the high
school from a variety of local K-8 nonpublic school systems, and the
number of years between mandated tests, it is difficult to use the data
to track longitudinal data and progress of curricular modifications or
instructional changes.

However, it is useful to know how we compare to the other 437 school
districts in the state of Wisconsin. While some districts do better than
we do in the percent of students who score advanced or proficient, for
example, on one or two of these subtests, there is no other Wisconsin
district close to our size that consistently outperforms us on all
subtests. While this may easily be rationalized away by pointing to our
status as a suburban district, it does need to be remembered that this
comparison includes most of the other suburban districts in Wisconsin
and that we participate in the Voluntary Desegregation Settlement which
brings some of our diversity and approximately 5% of our enrollment to
us from the city of Milwaukee. These minority students, 20% of whom are
disabled, are also included in our test results.

About 2% of our students were excluded from these tests last year. Other
than an occasional student who happens to be sick for the two week test
period, most of the 2% were the severely disabled for whom these tests
were totally inappropriate. The state of Wisconsin has established an
alternative assessment mechanism for these students, and for the
2003-2004 tests just completed, only two of over 400 10^th^ grade
students were given the alternative test instead of the state test and
no student was excluded. Prior to the 2002-2003 school year, the state
of Wisconsin allowed these students to be assessed using the Individual
Educational Plans.

In the state of Wisconsin, "Advanced" means "demonstrates in-depth
understanding of academic knowledge and skills tests", "Proficient"
means "demonstrates competency in the academic knowledge and skills
tested" and "Basic" means "demonstrates some academic knowledge and
skills tested". Last year, 85% of our students were proficient or
advanced in Math and Reading.

There are several differences between the scores for different years and
for some of the subgroups. The differences between the years is
explained in the first paragraph of this section. Comparing the
different years for each of the subgroups listed in the attached scores,
we find that the latest scores are all better than the previous year and
that for the students who were identified as disabled or Asian/Pacific
Islanders, the latest subgroup scores are the highest for the three
years of data provided.

There is a difference between the scores when subgroups are compared,
however. It should be obvious why the scores for the disabled are lower
than average and lower than the other subgroups listed: criteria used to
determine disability requires the student to be functioning at a lower
level. If they weren't lower, we should question why they were
identified as disabled.

The other subgroup that scores lower is the Black/African American
group. There are many reasons why this group tests lower than other
subgroups throughout the country. In our district, there is a unique
dynamic that makes the score differences more understandable, even
though we are increasing our efforts to dissolve the differences in
performance. We are one of several suburban districts participating in a
Voluntary Desegregation Settlement with the school district of
Milwaukee. For about 15 years, we have agreed to bring minority students
from Milwaukee into our schools. About half of our Black/African
American students in the high school live in the city of Milwaukee
rather than in our local community. Like Milwaukee, about 20% of those
students are disabled. Those statistics do not excuse the differences in
scores, but they do give us a unique set of issues when trying to
address the differences.

To gain knowledge about comparisons with other districts throughout the
country, we also test all of our students each year on nationally normed
assessments. In 9^th^ grade we use the EXPLORE test, in 10^th^ grade we
use the PLAN test, and all of our 11^th^ graders take the PSAT. While
the results are analyzed much more thoroughly in one of the School Board
reports on our district's website (www.mtsd.k12.wi.us), our student's
mean scores are consistently and significantly higher than the national
average. As another comparative measure, about 40% of our students take
Advanced Placement tests and about 88% of those students pass the tests
with a score of 3 or above.

**STATE CRITERION-REFERENCED TESTS -- HOMESTEAD HIGH SCHOOL**

**GRADE 10 -- WKCE (Wisconsin Knowledge and Concepts Examination)**

**Data Display Table for Mathematics**

  ------------------------------ ------------- ------------- -------------
                                 2002-2003     2001-2002     2000-2001

  Testing Month                  November '02  February '02  February '01

  **SCHOOL SCORES**                                          

  \% At or Above Basic           94            83            91

  \% At or Above Proficient      85            66            75

  \% At Advanced                 44            33            37

  Number of students tested      397           388           417

  Percent of total students      98            96            96
  tested                                                     

  Number of students excluded                                

  Percent of students excluded   2             4             4

                                                             

  SUBGROUP SCORES                                            

  1\. Disabled                                               

  \% At or Above Basic           65            51            43

  \% At or Above Proficient      27            27            17

  \% At Advanced                 3             12            4

  Number of students tested      29            32            23

                                                             

  2\. Black                                                  

  \% At or Above Basic           61            54            79

  \% At or Above Proficient      55            30            43

  \% At Advanced                 11            6             7

  Number of students tested      18            16            14

                                                             

  3\. Asian                                                  

  \% At or Above Basic           90            89            94

  \% At or Above Proficient      90            83            82

  \% At Advanced                 50            39            41

  Number of students tested      10            10            17

                                                             

  **STATE SCORES**                                           

  \% At or Above Basic           81            65            69

  State Mean Score                                           

  \% At or Above Proficient      69            43            46

  State Mean Score                                           

  \% At Advanced                 24            16            15

  State Mean Score                                           
  ------------------------------ ------------- ------------- -------------

**STATE CRITERION-REFERENCED TESTS -- HOMESTEAD HIGH SCHOOL**

**GRADE 10 -- WKCE (Wisconsin Knowledge and Concepts Examination)**

# Data Display Table for Reading

  ------------------------------ ------------- ------------- -------------
                                 2002-2003     2001-2002     2000-2001

  Testing Month                  November '02  February '02  February '01

  **SCHOOL SCORES**                                          

  \% At or Above Basic           95            92            95

  \% At or Above Proficient      87            80            90

  \% At Advanced                 72            42            58

  Number of students tested      397           388           417

  Percent of total students      98            96            96
  tested                                                     

  Number of students excluded                                

  Percent of students excluded   2             4             4

                                                             

  SUBGROUP SCORES                                            

  1\. Disabled                                               

  \% At or Above Basic           69            57            74

  \% At or Above Proficient      52            33            44

  \% At Advanced                 24            12            9

  Number of students tested      29            32            23

                                                             

  2\. Black                                                  

  \% At or Above Basic           89            65            93

  \% At or Above Proficient      61            41            86

  \% At Advanced                 33            6             36

  Number of students tested      18            17            14

                                                             

  3\. Asian                                                  

  \% At or Above Basic           90            89            100

  \% At or Above Proficient      90            78            88

  \% At Advanced                 90            39            76

  Number of students tested      10            18            17

                                                             

  **STATE SCORES**                                           

  \% At or Above Basic           85            83            86

  State Mean Score                                           

  \% At or Above Proficient      71            60            69

  State Mean Score                                           

  \% At Advanced                 52            23            33

  State Mean Score                                           
  ------------------------------ ------------- ------------- -------------