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

*U.S. Department of Education*

**REVISED: 3-24-05**

**Cover Sheet** Type of School : \_\_Elementary \_\_Middle
\_[X]{.underline}**\_** High \_\_ K-12

Name of Principal: **[Mr. Robert Albano]{.underline}**

Official School Name: **[Hamilton Southeastern High
School]{.underline}**

School Mailing Address: **[13910 E. 126^th^ St.]{.underline}**

**[Fishers, IN 46038-9781]{.underline}**

County: **[Hamilton]{.underline}** School Code Number\*:
**[151045]{.underline}**

Telephone: **[(317) 594-4190]{.underline}** Fax : **[(317)
594-4199]{.underline}**

Website/URL: **[www.hse.k12.in.us](http://www.hse.k12.in.us/)** E-mail:
[**ralbano@hse.k12.in.us**](mailto:ralbano@hse.k12.in.us)

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: **[February 7, 2005]{.underline}**

**Principal**

Name of Superintendent\*: **[Dr. Concetta Raimondi]{.underline}**

District Name: **[Hamilton Southeastern Schools]{.underline}** Tel.:
**[(317) 594-4100]{.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: [**February 7, 2005**]{.underline}

**Superintendent**

Name of School Board

President/Chairperson: [**Mrs. Susan Dilley**]{.underline}

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: **[February 7, 2005]{.underline}**

**School Board President**

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

**[PART I ‑ ELIGIBILITY CERTIFICATION]{.underline}**

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

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

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

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

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

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

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

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

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

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

**Data: 2004-2005**

**DISTRICT**

1\. Number of schools in the district: **10** Elementary schools

**2** Middle schools

**2** Junior high schools

**1** High school

**0** Other

**16** TOTAL

2\. District Per Pupil Expenditure: **\$5708.41**

Average State Per Pupil Expenditure: **\$5811.29**

**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\. **[2]{.underline}** Number of years the principal has been in
her/his position at this school.

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

5\. Number of students as of October 1, 2004 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**       **454**   **433**     **887**

  **2**                                                     **10**      **400**   **353**     **753**

  **3**                                                     **11**      **373**   **344**     **717**

  **4**                                                     **12**      **314**   **311**     **625**

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **2982**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of **[88]{.underline}** % White

the students in the school: **[5]{.underline}** % Black or African
American

**[2]{.underline}** % Hispanic or Latino

**[3]{.underline}** % Asian/Pacific Islander

**[0]{.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: [**9**
%]{.underline}

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  **115**
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           **120**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **235**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **2595**
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  **.0905**
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          **9 %**
  --------- -------------------------------------------- ------------------

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

**[158]{.underline}** Total Number Limited English Proficient

Number of languages represented: **[23]{.underline}**

Specify languages: **American Sign Language, Arabic, Bengali, Bosnian,
Cantonese, Chinese, French, German, Gujarati, Japanese, Korean,
Lithuanian, Mandarin, Mina, Persian/Farsi, Portuguese, Punjabi,
Romanian, Russian, Serbian, Spanish, Urdu, and Vietnamese**

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

Total number students who qualify: **[180]{.underline}**

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

10\. Students receiving special education services: **12** %

**346** Total Number of Students Served

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

**20** Autism **4** Orthopedic Impairment

**0** Deafness **44** Other Health Impaired

**0** Deaf-Blindness **188** Specific Learning Disability

**40** Emotional Disturbance **27** Speech or Language Impairment

**5** Hearing Impairment **0** Traumatic Brain Injury

> **14** Mental Retardation **2** Visual Impairment Including Blindness

**2** Multiple Disabilities

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

    **[Number of Staff]{.underline}**

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

Administrator(s) **11**

Classroom teachers **136 4**

Special resource teachers/specialists **22** **5**

Paraprofessionals **16** **4**

> Support staff **[79]{.underline}** **[17]{.underline}**
>
> Total number **264** **30**

12\. Average school student-"classroom teacher" ratio: **22:1**

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

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

  Daily student attendance  **97** %    **97** %    **98** %    **96** %    **97** %

  Daily teacher attendance  **96** %    **97** %    **97** %    **97** %    **98** %

  Teacher turnover rate     **2** %     **10** %    **5** %     **8** %     **6** %

  Student dropout rate      **0** %     **1** %     **1** %     **1** %     **1** %
  (middle/high)                                                             

  Student drop-off rate     **\*24** %  **\*18** %  **\*14** %  **\*16** %  **\*24** %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*As mentioned in our Summary, the Hamilton Southeastern school
community is in transition and one of the fastest growing areas in the
nation. A large segment of our population is college educated corporate
professionals who are transferred repeatedly and are highly mobile. Our
student drop-off

rate reflects this mobility.

14\. Show what the students who graduated in Spring 2004 are doing as of
September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > **483**  |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > **80** % |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > **6** %  |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > **4** %  |
+---------------------------------------------------------+------------+
| Found employment                                        | > **3** %  |
+---------------------------------------------------------+------------+
| Military service                                        | > **1** %  |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > **5** %  |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [**1**   |
|                                                         | > %]{.     |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | > **100**  |
|                                                         | > %        |
+---------------------------------------------------------+------------+

**[PART III SUMMARY]{.underline}**

The school-community of Hamilton Southeastern is a community in
transition. Located on the north quadrant of the Indianapolis
metropolitan area the school district has grown from 7308 in 1990, to a
required census count of 27,359 in 1997. Today, the population has
passed 50,000 and shows no sign of slowing. According to our Chamber of
Commerce website, our community is recognized in Indiana as a leader in
good government, civic involvement, and excellent schools.

Hamilton Southeastern High School has experienced this population growth
and now approaches a student enrollment of 3000. The Board of Education
decided to build a second high school. It will open in the fall of 2006.

Throughout this transition of facility expansion and renovation, we
continue to emphasize our mission, **"to** **provide an educational
opportunity for each student to achieve maximum potential, to** **become
a responsible citizen, and to influence an ever-changing world
community."** Critical to our mission "for each student to achieve
maximum potential," we excel in offering a world-class curriculum, a
model of continuous improvement, and a systemic approach to professional
development. We have introduced both professional learning communities
and small learning communities this school year.

We honor the past, improve on the present, and create the future. In
doing so we maintain our membership with the North Central Association
of Colleges and Schools and have embraced our self-study during this
year. We take a great deal of pride in continuous improvement. We
constantly research nationally recognized model high schools for
comparison and quality control. We have recently joined the College
Board and have also been awarded a first class commission by the Indiana
Department of Education.

Our students are our greatest asset. They excel in academics, athletics,
performing arts, and other competitive events. We have consistently
improved on our state qualifying exam, with 83% of our tenth graders
passing ISTEP. This year, the class of 2005 represented the highest
score on the SAT (1108) in our school's history. The percentage of those
taking the SAT increased to 83%. We have enrolled more students in AP
courses and now have consistently scored in the 80^th^ percentile of
students who have scored a 3 or more on the exam. We administer the PSAT
to every sophomore, and 15% of our students take the national
mathematics exams, Mathfax and American Mathematics Exam. All of this
data is continually reviewed by focusing on standards and proficiencies.
Common assessments have been developed in language arts, mathematics,
and science, and currently are being developed in social studies.

The purpose is continuous analysis to improve student achievement. The
past two years, in order to give every student an opportunity to excel,
articulation agreements have been signed with Indiana University/Purdue
University of Indianapolis, University of Indianapolis, Butler
University, Vincennes University, and Marion College. In the fall of
2005, we have been approved to be one of only five high schools in the
state to teach Biotechnology in association with Purdue University.

Our athletic program, with 19 sports, has won both the girls and boys
conference title in 2002-2003 and 2003-2004. We have won state
championships in academic competition, and were national champions for
two consecutive years in the Mock Trial competition. This year we were
state champions in the *We the People* competition; we will compete
nationally in April of 2005. Our performing arts department excels at
the state level in every category. Our *[Royal Pride]{.underline}*
parent organization is extremely supportive of all successes not only
financially but with hundreds of volunteers each year.

Our challenge continues every day to provide an opportunity for each
student to reach his/her maximum potential. To do so we must continually
raise expectations, analyze the data, celebrate success and not deviate
from our mission. We are creating a new American high school.

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

***Assessment Results in Reading (Language Arts or English) and
Math:***.

Hamilton Southeastern High School examines student performance in a
variety of ways. Certainly the most influential measure of student
performance for Indiana schools is the Indiana Statewide Testing for
Educational Progress (ISTEP).

During the past several years, Hamilton Southeastern High School
consistently scores significantly above the state average in both
mathematics and English testing. Scores during this time place us in the
top 10% of all Indiana High Schools. In Indiana, students must pass the
ISTEP in order to earn a diploma from any accredited high school.
Students must complete tests of basic skills as well as a performance
assessment segment of tests in both mathematics and English. Student
work must be shown in mathematics performance assessments as students
apply algebra and geometry skills to practical problems. In English
students must display skill in reading comprehension by answering
questions and giving written feedback. Additionally students must
compose a free response essay in which writing skill is assessed in
areas of ideas and content, organization, sentence fluency, and
conventions.

In 2003, grade 10 scores were significantly above the state average with
89% of the students passing the English standard compared to the state
average of 69%. 90% of sophomores passed the math standard compared to
67% statewide. In 2004, students participated in a revised ISTEP test
and at this time, we are expecting results during the first week of
March 2005. ISTEP scores may be accessed at
<http://mustang.doe.state.in.us/IS/basicold.cfm?schl=2499&grade=10&year=2004>.

Although proud of our student performance on ISTEP tests, we also
understand that looking at averages does not tell the entire story
regarding student achievement. Therefore, we dig deeper into the data to
reveal student populations and specific standards to target for
improvement. For example, when examining our English scores we
discovered that our special education population struggle the most with
fact and opinion as well as purpose and perspective. This type of data
analysis focuses efforts of instructional staff to make a difference in
the achievement scores of breakout groups under the *No Child* *Left
Behind* standards in an effort to lift all students over the minimum
passing score.

In addition to ISTEP test data, Hamilton Southeastern High School relies
on student SAT scores as a measure of success. Nearly 90% of graduates
enroll in a four-year institution and over 90% of graduates are enrolled
in a two or four year program after high school. Since 2000, scores in
both mathematics and verbal portions of the SAT have increased
dramatically. The five year trend for SAT scores shows a growth of 26
points in verbal and 33 points in mathematics all while school
enrollment has increased by approximately 10% per year. An important
note when considering this growth is the fact that Hamilton Southeastern
continually tests over 80% of our seniors on the SAT. We tested 83% of
seniors in 2004. Further investigation of the data indicates that
students in all percentiles have increased scores. In 2004, we saw a
10-point average increase and a 20-point average increase in verbal and
mathematics respectively for the lowest 25^th^ percentile of senior test
takers over the 2003 test. We believe this increase is due to an
intentional professional development focus on writing across the
curriculum and continuous examination of standardized test expectations.

Increased focus on rigorous coursework is paying off for students at
Hamilton Southeastern High School as evidenced by our growing Advanced
Placement enrollment. Since 2002, the number of students enrolled in
Advanced Placement courses has increased from 123 to 164 and in that
time over 80% of test takers have scored at least a 3 on Advanced
Placement exams. In 2003, 42% of seniors graduated with academic honors
compared to the state average of 29% and 83% graduated with a Core 40
diploma compared to 63% of seniors statewide.

***How Hamilton Southeastern High School uses assessment data:***

In the areas of mathematics, science, social studies, and English
Hamilton Southeastern Schools, as a district, has identified what we
believe to be the most powerful and important standards for each subject
K-12. Soon, all subject areas will use this type of vertical alignment
of curriculum.

To identify sequential standards, teachers examined standardized test
requirements, the degree to which the standard prepares students for the
next level of coursework, and the lifelong application implications of
the standard. Therefore, the instructional staff uses assessment data
from standardized formats such as ISTEP, PSAT, SAT, and ACT along with
locally developed common course assessments within subject areas.
Student achievement is examined in a balanced way between performance
assessments as well as standardized test forms to determine achievement
levels and needed adjustments in the curriculum.

These various forms of assessment data combine to create a baseline of
achievement for our entire school as well as disaggregated subgroups.
This disaggregated data is then used to identify specific school
improvement goals for our school. These performance goals, combined with
our mission and vision, drive a continuous school improvement process as
outlined by our state law (Public Law 221) and the North Central
Association of Colleges and Schools accreditation requirements.

A unique local use of student achievement data is exemplified by our
English department through our School Wide Writing Assessment. Students
in grades 9-11 submit essays from a standardized prompt. Essays are
anonymously scored by two English faculty members using the 6+1 Trait
Model^®^. Students' individual scores on writing traits (ideas and
content, organization, sentence fluency, voice, word choice,
conventions) are used to drive writing instruction for the course of the
school year. Students are then post tested to measure growth both as a
school and individually. Trends that emerge define curricular focus for
subsequent years.

***How Hamilton Southeastern High School communicates student
performance to parents, students and the community:***

It is our purpose to communicate effectively. We do so utilizing a
variety of technologies. Administratively, we continually update our
school web page. We distribute our Program of Studies CD (Curriculum and
Course Guide) to every student/family in our school. We include hard
copies for those without computers although a recent poll shows 86% of
our school families have at least one computer at home. This is also
provided on our website including our student handbook, parent handbook,
specific information about our instructional departments,
extra-curricular clubs and organizations, school activities and
calendar, as well as a listing of our staff and their specific email
addresses.

We also communicate with no less than five to six mailings each semester
and distribute specific information and reminders through our list-serv
membership that includes over 1200 homes. All specific student test data
is mailed directly to the home of each student. Parent meetings include
Orientation, Financial Aide and Scholarship and the AP Showcase. The
principal meets each month with the parent organization Royal Pride. We
strongly encourage parents to make an appointment with their child when
scheduling for grades 9 and 10.

Information to our community is channeled through the district
newsletter, two weekly newspapers called The Topics and The Ledger and
each Friday there is a specific section called Fishers A.M. that is
featured in the Indianapolis Star. Administratively the principal speaks
to the local Chamber of Commerce and the largest community service
organization in the area, Rotary, once each year. There is also a
presentation entitled *[V]{.underline}ision [I]{.underline}n
[P]{.underline}rogress* given to the Board of Education each year.

***How Hamilton Southeastern High School has shared and continues to
share successes with others:***

The principal serves as a member of the Board of Directors of the
Indiana Association of School Principals, the Director of Guidance is
president of the Indiana Association of College Admissions Counselors,
and almost 35% of our faculty serves in state leadership positions in
the areas of curriculum, subject assessment, textbook adoption, and
professional development. Faculty members and coaches serve on many
statewide extra-curricular organizations as well. Our administration
team as well as faculty are called upon repeatedly to make presentations
locally and statewide. Our Language Arts Department Chairperson just
served as the national chairperson for the annual convention of the
National Council of Teachers of English.

The principal meets repeatedly with other principals in our
academic/athletic conference as does our teachers in student leadership,
and the visual and performing arts. The principal also meets with
principals in our county four times a year to share and communicate
effectively in our local community. The principal also is a member of a
state Principal's Forum, which meets four times a year for the same
reason.

The principal, administration team, and faculty members were asked to
present topics this past year at state conferences to include topics on
"Aspiring Principals," "Small Learning Communities," "Professional
Learning Communities," "Writing Across the Curriculum," "6 + 1 Traits
^®^," "TESA," "Math Ideas," "Web Page Design," and
"Yearbook/Publications." Our Science Department Chair serves on the
Indiana Genetics Advisory Committee. These opportunities are encouraged
and celebrated at monthly faculty meetings.

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

***Describing the Hamilton Southeastern High School curriculum and how
all students are engaged with significant content, based on high
standards:***

Hamilton Southeastern High School believes we are a college preparatory
high school having eliminated all remedial level courses. While
certainly recognizing that a small population of students may not
initially enroll in a four-year degree immediately upon graduation, we
additionally recognize our responsibility to equip all students with a
set of core skills and dispositions that will be needed for success in
the pursuit of any postsecondary certification or degree.

In order to serve the unique needs of individual students, Hamilton
Southeastern High School continuously reviews course offerings within
the curriculum to balance elective opportunities with the core
curriculum required for graduation in each of the diploma categories in
Indiana (minimum diploma, Core 40 diploma, and academic honors diploma)
and have identified key standards in each core discipline. Hamilton
Southeastern High School not only offers a comprehensive elective
selection in areas such as business technology, family and consumer
sciences, Project Lead The Way, Inc., National Academy of Finance,
industrial technology, computer science, fine arts, physical education,
and vocational courses, each core subject area offers electives within
the scope and sequence of the curriculum. Courses have been articulated
for college credit in most elective areas and in all core areas.

In English/Language Arts, students progress through a sequence of both
college preparatory and accelerated courses. The English department
bases the assessment of student skills primarily through student
demonstration of writing skill. The instruction of writing is based on
the 6+1 Trait Model^®^ of writing instruction and assessment. Students
in grades 9-11 participate in a pre-test and post-test writing skills
assessment and are scored blindly and locally by English teachers all of
whom are trained in the 6+1 Trait Model^®^. This pretest, along with
state assessment scores and PSAT scores, drive the focus of standards
based instruction for students each year. Common course assessments have
been developed in all English courses.

The Mathematics department administers common course assessments to
monitor student progress toward the most significant identified
standards. The mathematics faculty meets often to design and share
effective instructional methodology. Collaboratively designed lessons
and assessments are shared via the school's intranet allowing teachers
to share common goals yet adapt the activities to individual teaching
style and student need. The math department extensively utilizes
computer resources as a learning and assessment tool. Teachers have
received training in hands on math instruction and some of our faculty
has been cited in national publications on the subject of performance
assessments and real world connections of math. Students in mathematics
also may take advantage of Advanced Placement and Advance College
Project courses.

All science courses at Hamilton Southeastern share a locally designed
program called Core Labs. This program has aligned each classroom and
subject area to a set of common standards, lab exercises, student
assessments, and reinforcement exercises. Teachers new to our school are
able to successfully adapt their teaching style to a set of common
expected student outcomes in each subject area within science. Hamilton
Southeastern High School utilizes an agreement with Purdue University to
use the most up to date scientific equipment without the burden of
purchasing. Students use the same measurement tools as students on the
campus of Purdue University without leaving the walls of high school.

Students in social studies enjoy a wide variety of course offerings.
Students may take advantage of Advanced Placement opportunities in
several areas and at all grade levels 9-12. Specialized US History
courses compliment a general US History course and both are required for
graduation. Students in social studies must also meet a requirement of
citizenship by attending and reporting on civic and local government
meetings. A strong emphasis on current events and the impact of world
cultural events on US History are cornerstones of the social studies
curriculum.

The World Languages department offers two levels of American Sign
Language, four levels of coursework in Latin and Japanese and five
levels of coursework in French, German, and Spanish. Latin will begin
Advanced Placement curriculum at level four in 2005 and Advanced
Placement courses in level five German, French, and Spanish will begin
in 2006. Students may complete the first two levels of German, French,
and Spanish in grades seven and eight.

***Hamilton Southeastern High School's English/Language Arts
curriculum:***

The HSEHS language arts program is a four-year sequence that supports
students in becoming involved, thinking persons in an intricate,
ever-changing world. The curriculum offers various opportunities for
students to increase their language skills in courses that are
challenging but appropriate to their abilities.

All language arts courses emphasize the acquisition and development of
the skills of disciplined reading, discussion, and oral presentation, as
well as control of the various types, modes, and strategies of written
composition. Through the study of literature, students recognize and
understand the variety of human experiences and expand their
understanding of the power of the human mind and spirit.

For students who are struggling with literacy skills, HSEHS designs a
laboratory program that builds in extra time each day with a language
arts teacher. Students at or below grade level reading skills as
identified by statewide testing are scheduled two periods per day with
the same LA teacher so they may receive extra attention and assistance.
Lab class teachers have received training utilizing research-based best
practices in classroom strategies.

Freshman and sophomore courses concentrate on the essential competencies
in the skills of language, reading, and composition. The junior and
senior years not only refine and reinforce the skills introduced earlier
but also lead the student into more advanced skills of the language
arts. In the senior year, students can concentrate with in-depth study
of speech and composition as well as a variety of specialized courses,
ranging from classical literature to a reading-writing workshop.
Emphasis is upon application of literacy skills in new contexts rather
than upon recall of facts.

In the language arts program, students attain measurable growth in
written and spoken self-expression and in the traits of effective
readers, giving them a solid basis for successfully pursuing higher
education and careers.

***Additional curriculum area related to mission:***

In order to allow each individual student to meet his/her potential a
new department was created in the 2003-2004 school year entitled the
*[D]{.underline}igital [A]{.underline}ge [I]{.underline}nformation
[T]{.underline}echnology [A]{.underline}cademy* (DAITA). The curriculum
embraces advances in industrial technology, computer science,
communication technology, and a national program called Project Lead the
Way^®^. Teachers were certified the past two summers at Purdue
University to teach the introductory and advanced courses in PLTW such
as Introduction to Engineering Design, Principles of Engineering,
Digital Electronics, and Computer Integrated Manufacturing in 2005-2006.

With the assistance of the Superintendent and Board of Education the
Industrial Arts wing and former band and choir rooms were renovated into
a state of the art DAITA Center with advanced wireless technology,
systems labs, manufacturing labs, a 48 station computer lab, a
communications studio, and a robotics lab. Laptops were purchased in
order to expedite the design and building of models in the labs. This
also allowed our school to be one of six schools statewide chosen to
develop a curriculum in biotechnology. A physics teacher will be trained
at Purdue University this summer to teach the class in the 2005-2006
school year. The staff for DAITA includes two teachers trained in the
areas of physics, and the others in language arts, technology, computer
science, mathematics, and industrial technology. This emphasizes a small
learning community that is interdisciplinary in its approach and expands
beyond the traditional curriculum and typical instructional methods.
Students are actively engaged in their own learning.

***Hamilton Southeastern High School's instructional methods to improve
student learning***

Hamilton Southeastern High School faculty focuses instructional
methodology on learning. In a learning focused environment,
instructional methodology is inherently diverse. Our faculty combines
traditional direct instruction with many less traditional techniques.
Socratic seminars, Writers Workshop (an extensive peer editing and
review technique in language arts), student lead discussions,
cooperative learning, inquiry based learning, and student research
presentations are a few examples. All teachers have been trained to
incorporate writing in the classroom and have additionally been trained
use the 6+1 Trait Model^®^ of assessment. Writing is used in every
subject area as a process for learning and a means of assessment.

Our mathematics department emphasizes real world connections for
students. This focus is supported by hands on math applications and the
use of technology both in a lab setting and within individual
classrooms.

Students in our science department utilize technology for research,
presentations, and experimentation. Students are also expected to
conform to a common format for scientific writing in an effort to
prepare students for the collegiate science experience.

Six computer labs, including a state of the art foreign language
technology lab, are available for classroom use and students may use the
many computers available in our writing lab as well as media center.

Teacher and student research efforts are supported by a comprehensive
media center. This center serves as a clearinghouse for many online
research materials as well as offering interlibrary loan and university
library connections. In addition, all media used for classroom
instruction is housed and served via an all school media retrieval
system saving teachers valuable preparatory and classroom management
time.

Peer tutoring is offered in every subject area at Hamilton Southeastern.
Students may work with peers on writing projects as well as lessons that
are more rudimentary. Peer tutoring is offered for credit and in
language arts, peer tutors have the opportunity to apply the experience
toward college credit. Special education students are supported by not
only peer tutors but also a fully staffed resource center where
classroom academic expectations are reinforced and interventions are
implemented.

***Our professional development plan to improve student achievement:***

For the past two years our school has focused on the research of
professional learning communities and small learning communities. We
have read Jim Collins' *[Good to Great]{.underline}* and also focused on
the works of Richard Dufour and Robert Eaker, *[Professional Learning
Communities at Work]{.underline}, [Getting Started -- Restructuring
Schools to Become Professional Learning Communities]{.underline},* and
*[Whatever It Takes, How Professional Learning Communities Respond When
Kids Don't Learn]{.underline}*.

Faculty in-service has been systemic in its approach and has included
visitations to many nationally recognized high schools. The text,
*[Failure Is Not an Option]{.underline}* by Alan Blankstein and
*[Breaking Ranks II]{.underline}* have been analyzed by department
chairpersons, counselors and the administrative team. Presentations have
been repeatedly made to the entire faculty. At this time, over 30% of
the faculty has attended workshops and presentations on professional
learning communities. This emphasis has led to the actual organization
of professional learning communities within the school day the second
semester of the 2004-2005 school year. Specific discussion, training and
in-service has led to a very positive approach to the process. Our
entire staff is expected to engage in this professional collaboration,
creating group norms and topics outside the traditional areas that focus
on student learning. Data is a critical ingredient to the model, and
will be consistently provided to the PLC teams. Decision making, goal
setting, and outcomes are centered around the school mission.

At the same time all language arts teachers have been trained in 6 + 1
Traits^®^, a writing rubric has been developed, student writing has been
graded and analyzed, and a school-wide writing initiative has been put
in place. Common assessments have also been developed in the core
classes, and technology use is an expectation in every classroom.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

Grade: **10** Test: **ISTEP+**

Edition/publication year: **1997** Publisher: **CTB/McGraw-Hill**

Number of students in the grade in which the test was administered:
**701**

Number of students who took the test: **696**

What groups were excluded from testing? **Special needs and lower level
ESL students**

Why, and how were they assessed? **ISTAR**

Number excluded: **5** Percent excluded: **1**

Percentage of students tested whose performance was scored at or above
the cut point used by the state for 1) basic, 2) proficient, and 3)
advanced, or similar categories as defined by the state.

**STATE CRITERION-REFERENCED TESTS, Continued**

**Display Table for ISTEP Data for ENGLISH/LANGUAGE ARTS (Grade 10)**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | Sept | Sept | Sept | Sept | Sept |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 89   | 88   | 89   | 87   | 88   |
| **(PASS)**                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 696  | 625  | 528  | 560  | 465  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 99   | 99   | 99   | 98   | 98   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 5    | 5    | 6    | 10   | 7    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 1    | 1    | 1    | 2    | 2    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **1. Ethnicity**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| *White*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 91   | 92   | 89   | 59   | 89   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 623  | 547  | 477  | 39   | 434  |
+----------------------------------+------+------+------+------+------+
| *Asian*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 75   | 80   | 93   | \*   | 62   |
|                                  |      |      |      | \*\* |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 20   | 15   | 14   | 1    | 13   |
+----------------------------------+------+------+------+------+------+
| *Black*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 68   | 80   | 44   | \*   | \*   |
|                                  |      |      |      | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 25   | 16   | 3    | 8    |
+----------------------------------+------+------+------+------+------+
| *Hispanic*                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 43   | 68   | 50   | \*   | \*   |
|                                  |      |      |      | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 14   | 19   | 10   | \*   | 7    |
|                                  |      |      |      | \*\* |      |
+----------------------------------+------+------+------+------+------+
| *Multiracial*                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 100  | 82   | \*   | \*   | \*   |
|                                  |      |      | \*\* | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 11   | 5    | 1    | 3    |
+----------------------------------+------+------+------+------+------+
| *No Response*                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | \*   | \*   | \*   | 89   | \*   |
|                                  | \*\* | \*\* | \*\* |      | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | \*   | 6    | 5    | 516  | \*   |
|                                  | \*\* |      |      |      | \*\* |
+----------------------------------+------+------+------+------+------+
| **2. Students with               |      |      |      |      |      |
| Disabilities**                   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| *Special Education Students*     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 42   | 61   | 62   | 48   | 35   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 66   | 57   | 42   | 52   | 37   |
+----------------------------------+------+------+------+------+------+
| *General Education Students*     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 93   | 91   | 91   | 91   | 92   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 630  | 568  | 486  | 508  | 428  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 69   | 68   | 66   | 69   | 70   |
|                                  |      |      |      |      |      |
| (Public & Nonpublic)             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 495  | 495  | 501  | 496  | 499  |
+----------------------------------+------+------+------+------+------+

\*\*\* ***Data Not Available or Not Collected***

**NOTE: Pass Plus category was not added to Grade 10 ISTEP test until
Fall 2004.**

**STATE CRITERION-REFERENCED TESTS, Continued**

**Display Table for ISTEP Data for MATHEMATICS (Grade 10)**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | Sept | Sept | Sept | Sept | Sept |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 90   | 89   | 86   | 87   | 85   |
| **(PASS)**                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 696  | 625  | 528  | 560  | 465  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 99   | 99   | 99   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 7    | 3    | 3    | 5    | 3    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 1    | 1    | 1    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **1. Ethnicity**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| *White*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 93   | 92   | 89   | 54   | 86   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 623  | 547  | 477  | 39   | 434  |
+----------------------------------+------+------+------+------+------+
| *Asian*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 85   | 87   | 93   | \*   | 92   |
|                                  |      |      |      | \*\* |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 20   | 15   | 14   | 1    | 13   |
+----------------------------------+------+------+------+------+------+
| *Black*                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 60   | 60   | 63   | \*   | \*   |
|                                  |      |      |      | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 25   | 16   | 3    | 8    |
+----------------------------------+------+------+------+------+------+
| *Hispanic*                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 36   | 74   | 60   | \*   | \*   |
|                                  |      |      |      | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 14   | 19   | 10   | \*   | 7    |
|                                  |      |      |      | \*\* |      |
+----------------------------------+------+------+------+------+------+
| *Multiracial*                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 85   | 82   | \*   | \*   | \*   |
|                                  |      |      | \*\* | \*\* | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 11   | 5    | 1    | 3    |
+----------------------------------+------+------+------+------+------+
| *No Response*                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | \*   | \*   | \*   | 90   | \*   |
|                                  | \*\* | \*\* | \*\* |      | \*\* |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | \*   | 6    | 5    | 516  | \*   |
|                                  | \*\* |      |      |      | \*\* |
+----------------------------------+------+------+------+------+------+
| **2. Students with               |      |      |      |      |      |
| Disabilities**                   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| *Special Education Students*     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 62   | 56   | 60   | 60   | 27   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 66   | 57   | 42   | 52   | 37   |
+----------------------------------+------+------+------+------+------+
| *General Education Students*     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 93   | 92   | 88   | 90   | 90   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 630  | 568  | 486  | 508  | 428  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 67   | 68   | 70   | 67   | 63   |
|                                  |      |      |      |      |      |
| (Public & Nonpublic)             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 509  | 508  | 508  | 508  | 505  |
+----------------------------------+------+------+------+------+------+

\*\*\* ***Data Not Available or Not Collected***

**NOTE: Pass Plus category was not added to Grade 10 ISTEP test until
Fall 2004.**

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

Subject: **Critical Reading (Verbal)** Grade**:** **11** Subgroup
Scores**:** **Not Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004 \*Previous Ed. 1997\***
Publisher: **College Board**

Students excluded from testing: **Students excluded were absent on the
day of testing or special education students on the non-diploma track
receiving a certificate of completion.**

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

**CRITICAL READING (VERBAL) PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              48              48              50              49              \*\*\*

  Number of students tested     682             557             492             502             \*\*\*

  Percent of total students     95              90              95              92              \*\*\*
  tested                                                                                        

  Number of students excluded   35              64              27              46              \*\*\*

  Percent of students excluded  5               10              5               8               \*\*\*

  Standard Deviation            10              9               10              10              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   47              47              48              48              \*\*\*

  Standard Deviation            11              11              11              11              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued**

Subject: **Math Problem-Solving** Grade: **11** Subgroup Scores: **Not
Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004 \*Previous Ed. 1997\***
Publisher: **College Board**

Students excluded from testing: **Students who were absent on the date
that the test was administered and special education students on the
non-diploma track receiving a certificate of completion.**

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

**MATH PROBLEM-SOLVING PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              51              50              52              50              \*\*\*

  Number of students tested     682             557             492             502             \*\*\*

  Percent of total students     95              90              95              92              \*\*\*
  tested                                                                                        

  Number of students excluded   35              64              27              46              \*\*\*

  Percent of students excluded  5               10              5               8               \*\*\*

  Standard Deviation            10              12              11              10              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   49              49              49              49              \*\*\*

  Standard Deviation            11              10              11              11              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued**

Subject: **Writing Skills** Grade: **11** Subgroup Scores: **Not
Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004\* Previous Ed. 1997\***
Publisher: **College Board**

Students excluded from testing: **Students who were absent on the date
that the test was administered and special education students on the
non-diploma track receiving a certificate of completion**.

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

**WRITING PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              51              50              50              50              \*\*\*

  Number of students tested     682             557             492             502             \*\*\*

  Percent of total students     95              90              95              92              \*\*\*
  tested                                                                                        

  Number of students excluded   35              64              27              46              \*\*\*

  Percent of students excluded  5               40              5               8               \*\*\*

  Standard Deviation            10              10              11              10              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   51              50              49              49              \*\*\*

  Standard Deviation            11              11              10              10              \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued**

Subject: **Critical Reading (Verbal)** Grade: **10** Subgroup Scores:
**Not Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004\* Previous Ed. 1997\***
Publisher: **College Board**

Students excluded from testing: **Students excluded were absent on the
day of testing or special education students on the non-diploma track
receiving a certificate of completion.**

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

**CRITICAL READING (VERBAL) PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              46              45              46              \*\*\*          \*\*\*

  Number of students tested     715             652             566             \*\*\*          \*\*\*

  Percent of total students     95              92              91              \*\*\*          \*\*\*
  tested                                                                                        

  Number of students excluded   36              53              54              \*\*\*          \*\*\*

  Percent of students excluded  5               8               5               \*\*\*          \*\*\*

  Standard Deviation            10              9               9               \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   43              43              44              \*\*\*          \*\*\*

  Standard Deviation            11              11              11              \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued**

Subject: **Math Problem-Solving** Grade: **10** Subgroup Scores: **Not
Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004\* Previous Ed. 1997\***
Publisher: **College Board**

Students excluded from testing: **Students who were absent on the date
that the test was administered and special education students on the
non-diploma track receiving a certificate of completion.**

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

**MATH PROBLEM-SOLVING PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              48              46              48              \*\*\*          \*\*\*

  Number of students tested     715             652             566             \*\*\*          \*\*\*

  Percent of total students     95              92              91              \*\*\*          \*\*\*
  tested                                                                                        

  Number of students excluded   36              53              54              \*\*\*          \*\*\*

  Percent of students excluded  5               8               5               \*\*\*          \*\*\*

  Standard Deviation            10              11              10              \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   44              44              46              \*\*\*          \*\*\*

  Standard Deviation            11              11              11              \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued**

Subject: **Writing Skills** Grade: **10** Subgroup Scores: **Not
Available**

Test: **Preliminary Scholastic Aptitude Test/National Merit Scholarship
Qualifying Exam**

Edition/publication year: **Newest Ed. 2004\* Previous Ed. 1997**
Publisher: **College Board**

Students excluded from testing: **Students who were absent on the date
that the test was administered and special education students on the
non-diploma track receiving a certificate of completion.**

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

**WRITING PSAT/NMSQT**

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **HSE SCORES**                **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Testing month                 October         October         October         October         October

  Total Score Mean              50              48              47              \*\*\*          \*\*\*

  Number of students tested     715             652             566             \*\*\*          \*\*\*

  Percent of total students     95              92              91              \*\*\*          \*\*\*
  tested                                                                                        

  Number of students excluded   36              53              54              \*\*\*          \*\*\*

  Percent of students excluded  5               8               5               \*\*\*          \*\*\*

  Standard Deviation            10              10              8               \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------

  ----------------------------- --------------- --------------- --------------- --------------- ---------------
  **NATIONAL SCORES**           **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  Mean Scores                   46              46              46              \*\*\*          \*\*\*

  Standard Deviation            10              10              10              \*\*\*          \*\*\*
  ----------------------------- --------------- --------------- --------------- --------------- ---------------